Theories of Intelligence

What examples of Distributed Intelligence do you see in your own life? In what ways will you encourage (or perhaps discourage) Distributed Intelligence in your classes?

My favorite study on emotional intelligence. Children vs. Adults. In my opinion the adult video is more funny.

Intelligence & Study Guide

Intelligence Study Guide

Objectives:

●     Define "intelligence" and explain how your definition might impact your teaching

●     Describe multiple theories of intelligence

●     Analyze the impact of sex, race, culture, and socioeconomic status on intelligence

Key Terms:

Pages 137-152

IQ – Intelligence quotient is a score that compares mental age and chronological age. The formula is Intelligence Quotient = Mental Age/ Chronological Age x 100

Flynn Effect – the effect of increasing IQ score by James Flynn

Cognitive Ability – is the ability to create and remember images and spatial information.

Cognitive Style – There are two types of cognitive styles visualizer and verbalizer. Visualizer usually thinks using images and visual information. Verbalizers usually think using words and verbal information.

Learning Preference – a persons preferred way of studying and learning.

Intellectual Styles – a way to think about intellectual styles that is manageable. There are three types: Types I, II, and III. Type I – prefers unstructured, free-flowing, creative, complex, and autonomous learning. Type II – prefers structured and straightforward tasks. Type III picks and choices between types I and II.

Spearman’s g – General intelligence that is used to perform a mental test. Each test is required some specific ability in addition to g.

Catell’s Fluid and Crystallized Intelligence

·         Fluid intelligence is mental efficiency and reasoning ability

·         Crystallized Intelligence is the ability to use problem-solving methods that are appropriate to your culture.

Sternberg's Theory of Successful Intelligence – intelligence is more than your measurement of your mental abilities. It is about your successes based on your own definition of success in your culture. The theory has three parts: analytic, creative, and practical intelligence

Gardner's Multiple Intelligences – an individual’s intelligent abilities broken down into eight separate abilities: linguistic (verbal), musical, spatial, logical-mathematical, bodily-kinesthetic (movement), interpersonal (understanding others), intrapersonal (understanding self), and naturalist (understanding human made patterns).

Distributed Intelligence – the ability to use things, people, or resources beyond ourselves to act more intelligently.

Emotional Intelligence – our understanding and regulation of our emotions.

Mindset:

·         Fixed Mindsets

o   Thinking your intelligence and talents are a fixed trait.

·         Growth Mindsets

o   Abilities and talents cultivated through effort and instruction.

Summarize the information about sex and intelligence:

            From infancy through the preschool years, most studies find few differences between boys and girls in overall mental and motor development or in specific abilities. Scores on tests of specific abilities show sex differences. From elementary through high school, girls show higher scores than boys on tests of reading and writing. Boys, however, show an advantage when it comes to manipulating visual images and spatial abilities. Can intelligence be heredity or environment?? It is almost impossible to separate intelligence from experience and genes. Psychologists today believe that intelligence is the result of both heredity and environment.

Summarize the information about race and intelligence:

             There are studies that show a difference in IQ scores based on race; however Neuroscientists believe there are no physiological differences in the brains of people from different races that would explain different intelligence levels.

Summarize the information about culture and intelligence:

How people are raised, what their culture values, and what their environments are like can dramatically impact their performance on IQ tests. Some cultures think that reading books is useless while other cultures may value the way they hunt. Culture can play a large role in how intelligence is defined, what we feel is intelligent behavior, and what qualities we will try to teach future generations. Culture factors are an important factor to consider but socioeconomic status is one fact that has played a major role in IQ.

Summary:

Intelligence is the “ability to learn or understand or to deal with new or trying situations.” Intelligences are used to process knowledge for life and its complexities. Many theories describe intelligence gain and describe how the brain may compartmentalize the new information. Strategies and systems have been developed that measure Intelligence success in the classroom. However, more research and observation is needed. It may be that we will never know what intelligence really is, how our brain organizes the information, if it can expand, or if it is even quantifiable.

Application Questions:

1. How do you define intelligence? How will this definition impact how you teach, what you teach, and the expectations you have for your students?

            The definition that I really like is “the ability to learn or understand or to deal with new or trying situations.” I want my students to be growth-mindset students. One of the reasons why I am becoming a teacher is that I know that some kids do not have a support system. I want to be able to show them their abilities and give them belief that they can do and be anything they want to be.

 2. How will you incorporate multiple intelligence's and intellectual styles/preferences in your teaching?

Learning styles and incorporating multiple intelligences will be incorporated into my teaching. Throughout this chapter I understand the benefits of incorporating them and it provides me with a strategy to make learning more effective. One way I would incorporate them was if I was seeing my students struggle with a topic I would try to find other ways to teach the concept. For example, if my lecture is heavily verbal/linguistic approach than I will try and incorporate as much as I can of all eight strategies into my lesson plan. My goal with this is to ensure that I am reaching every student through various means of learning styles.

 3. How will you help your students develop a growth mindset?

I will help my students develop a growth mindset by teaching students strategies. They can also develop mindset by me helping them understand and accept that errors and mistakes are a part of the learning process and to learn from them. I also read recently that to help develop a growth mindset teachers want to make sure that they are comparing a student’s progress to their prior work and not comparing them to other students.

  

4. How will you help your students develop Emotional Intelligence? Be specific about how you will help students develop each of Goleman’s 5 attributes.

I want to create an environment where students respect and understand emotions. They understand their own emotions and they can sympathize with other student’s emotions. This environment will allow my students to be honest and students can be themselves. In order for this environment to exist I will need to be the example and show students how to properly handle themselves as situations come up. To motivate my students I want to create an award system. I remember in 5^th grade we had a reward system that everyone had a green, yellow, blue, and red card. If within two weeks everyone got a green card the whole class had some reward (movie, party, treats, etc.) The card system was to promote good behavior and encourage students’ interactions and environment to encourage students to get the green card. 

Direct Instruction Lesson Plan Tips & Template

Tips: This isn't a lecture, remember, though you can insert a lecture in Step 3 as your means of presenting new material. This is a teacher-centered model that emphasizes a gradual release of responsibility onto the student (I do - we do - you do).

Here is a template to use when developing a lesson plan using the Direct Instruction model:

Lesson Plan template Direct Instruction by Karin Dunaway-Petty

Direct Instruction Lesson Plan with Feedback

               

Direct Instruction Lesson Plan

Name: Karin Petty & Tiffany Harris

Subject: Financial Literacy

Grade Level: 11-12

I.                    Utah State Core Curriculum Standard(s)

a.       Standard 2: Students will understand sources of income and the relationship between income and career preparation to reach financial goals.

b.       Objective 2: Analyze criteria for selecting a career and the impact of career choices on income and financial stability.

II.                  Lesson Objective(s)

Students will develop a career plan on a career of their choice that includes educational requirements, skill development, and income potential.

III.               Preparation (teacher materials, student materials, etc.)

a.       Teacher

·         6 printed samples of different career plans.

·         6 different scenarios of careers, education requirements, skills, and income potential.

·         Write objectives on board.

·         Have 30 copies of career plan project requirements and instructions.

·         Have destiny sticks with students name written on them.

·         Create presentation on how to create a career plan.

b.       Students

·         Should know basic definitions of skills and income, and the correlation between work skills and income.

·         Should know examples of work skills.

IV.                Technology Use:

a.       Internet to research career, education requirements, skills, and income potential.

b.       Classroom smart board or overhead projector

V.                  Instructional Procedures:

1.        Review previously learned material.

Using destiny sticks call on students to list concepts from the previous class. Students should be able to answer the following questions:

·         What is the definition of skills?

·         What is the definition of income?

·         What are some examples of a skill set?

·         Why are skills important?

·         What impacts could skills have on income?

2.       State objectives for the lesson.

Objectives will be written out on the board in language that the students can understand. Point out the objectives to the student’s and summarize what they will learn today in class.

3.       Present new material.

On the smart board I will provide an example of a career plan. I will walk through students through each section. I will define what a career plan is and what each section means. I will then show students how to determine what skill types are versus education requirements. Lastly, I will walk students through how to properly create their own career plan.

4.       Guide practice, assess performance, and provide corrective feedback.

Students will get into groups and we pass out sample career plans as well as sample scenarios. Students then have to create a career plan based off of the scenario and using the sample career plan as a guide. Observe students to ensure they understand how to put together a career plan.

5.       Assign independent practice, assess performance, and provide corrective feedback.

The students choose a career of their choice and create their own career plan.

6.       Review periodically, offering corrective feedback.

Next class period students will present their career plans to the class. They must state why they decided on that career and briefly explain what educational requirements, skill development, and income potential that career has.

VI.                Accommodation(s) for Diverse Learner(s)

a.       Readiness:   We will provide Spanish translations of the unit’s vocabulary.  There will also be computers in the room for students to look up work skills for specific careers.  We will also have dictionaries for the students.

b.       Interest:  Each group will get to work on the career plan to develop the research paper of their choosing.

c.        Profile:  Do the pre-assessment boxing activity for visual learners; do research online for their career research paper – allowing the kinesthetic learners to use their hands on the computer.

d.       Affect:  Create a fun business learning experience for the students with descriptions of some fun careers before they break into groups for the research paper to get them excited about some careers they might be interested in.

VII.             Evaluation/Assessment of Student Progress

A.       Pre-Assessment: Using the Boxing idea from Montgomery School website, students will draw a box in the center of a large piece of paper. With a different color students will draw a smaller box inside of the first box. In the outside box students will answer the question “What do I know about career plans? In the inside box students will answer “What do I want to learn about career plans? Now back to the outside box students will answer “What else do I know about career plans and how does it fit?” In the inside box students will draw a visual representation to explain the topic of career plans. Lastly, in the middle of the boxes the student will write a summary of “What does this all say?”

B.      Formative Assessment: Students will choose a career and develop a career plan that includes educational requirements, skill development, and income potential.

C.      Summative Assessment: For the Unit test students will be able to define career plan, educational requirements, skill development, and income potential are. They will also be able to label them correctly on a career plan. 

 FEEDBACK COMING SOON

Suchman Inquiry Lesson Plan Tips & Template

Tips: This model is similar to a game of twenty questions, where the students can only ask yes or no questions. You need to have a very clearly articulated "theory" or "answer" at which you want your students to arrive. You need to know your target in order to get your students there.  

Here is a template to use when developing a lesson plan using the Suchman Inquiry model:

Lesson Plan template Suchman Inquiry by Karin Dunaway-Petty

Problem Based Inquiry Lesson Plan Tips & Templates

Tips: This is a much messier inquiry model than the Suchman. In this model, every student can come up with a different "right" answer, so you have to be willing to relinquish control to make this one work. This works well with higher-order thinking indicators. Oh, and don't think you need to use the Inquiry chart that's in the text! Simply provide a graphic organizer (a pro-con grid, a Venn diagram, a study guide, a matrix, etc.) that will appropriately allow your students to keep track of what they're learning.

Here is a template to use to develop a lesson plan using this model:

Problem Based Inquiry Lesson Plan Template by Karin Dunaway-Petty

Problem Based Inquiry Lesson Plan with Feedback

SCHOOL OF EDUCATION            

Problem-Based Inquiry Lesson Plan

Karin Petty, Benjamin Crisanto, Heath Stevenson

Business Management

Grade Level: 10-12

I.                    Utah State Core Curriculum Standard(s) and Objective(s)

a.       Standard: Students will analyze and understand the importance of financial information.

b.      Objective: Analyze and interpret the data that appears on financial statements, for managerial decisions making. (e.g., ratio and breakeven analysis)

II.                 Learning Objective(s)/Indicator(s)

a.       Students will explain the unit price needed to be charged in order to breakeven on a product.

III.               Preparation

A.     Teacher

a.       Bring poster board and markers

b.      Bring 30 copies of assignment requirements

c.       Bring 30 copies of project requirements   

B.     Student

a.       Know basic principles of determining a unit price

b.      Come prepared with homework completed and ready for discussion.

IV.              Technology Use

a.       None

V.                 Instructional Procedures

1.      Explore the Problem

a.       Students will identify the problem of what unit price we need in order to break even. Using prior knowledge they will need to determine all the information needed to determine the unit price. (i.e. expenses for material, shipping costs, labor costs, etc.)

2.      Use an Inquiry Chart to Map Learning

a.       Students will be divided into groups of 5 and decide on a product

b.      Student will then list various expenses on the left side of the poster board

c.       On the right side of the poster board students will show how they determined what unit price they needed in order to break even. 

3.      Share Different Solutions

a.       Each group will present to the class their product, expenses, and how to determine what unit price was needed.

b.      Other groups will then ask questions or critique their product expenses to see if something was missed.

4.      Take Action

a.       For the unit project students will need to create their own product that includes a logo and a brand. In addition students will need to show how they determined their break-even unit price. These will be presented in class and the class will vote on a product.

 VI.              Accommodation(s) for Diverse Learner(s)/Differentiation

(readiness) Give students examples of a popular product, for example apple, and how apple may have determined what they needed to charge in order to break even.

(interest) As groups students will be able to choose a product that interests them to present about.

(profile) Kinesthetic learners will be able to learn using hands on activities. Visual learners will be able to learn by observing classmates presentations.

(affect) Be aware that students may not have the resources to create their own product. Have after school hours and provide material to allow those students to come to the classroom and use the resources to create their own projects.

VII.            Evaluation/Assessment of Student Progress

A.     Pre-Assessment

a.       Before starting class we will go over the previous lesson that discussed what a unit price is, what a break analysis is and why they are important to a business.

B.     Formative Assessment

a.       Students will explain how they determined the unit price needed in order to break even.

C.     Summative Assessment

a.       At the end of the unit students will be creating a product. The final presentation must include how they determined the unit price needed to break even, their products brand and logo, and their products slogan. Students will then attempt to “sale” their product to their class mates. The class will vote who was the best product.

FEEDBACK COMING SOON