Successful Intelligence

"Successful intelligence is the integrated set of abilities needed to attain success in life, however an individual defines it, within that individual's sociocultural context.  People are successfully intelligent by recognizing their strengths and making the most of them at the same time that they recognize their weaknesses and find ways to correct or compensate for them.  Successfully intelligent people adapt to, shape and select environments by using a balance of analytical, creative, and practical abilities" (Sternberg, 2007).

          Robert Sternberg is a current cognitive psychologist researching in the field of intelligence.  In the 1980's  he published his triarchic theory of intelligence.  According to Sternberg, intelligence is not just one general ability measured by one score (IQ) but is composed of three elements.  These are analytical intelligence or problem-solving abilities, creative intelligence which includes using prior knowledge and skills to deal with new situations, and practical intelligence defined as the ability to adapt to a changing world (Cherry, 2015).

AI

PI

CI

Research
If you are interested in the cultural research projects related to this theory, here is an interesting video.
Some questions that he answers:

• What is the relationship of practical intelligence to academic intelligence and academic achievement?
• Which is a better predictor of physical and mental health in adults, academic or practical intelligence?
• Do students of a particular ethnic group do better in school if their parents' conception of intelligence matches that of the students' teachers?

Classroom Application
"There is no one right way of teaching and learning.  Teaching and assessment should balance use of analytical, creative, and practical thinking" (Sternberg, 2004).

TIA (Triarchic Instruction and Assessment) Planning Form 

TriMind Planning Tool http://lcps.k12.nm.us/wp-content/uploads/2013/02/The-TriMinder-Strategy-Guide.pdf

Example - 6th Grade Math
6.RP.2:  Understand the concept of unit rate
6.RP.3b:  Solve unit rate problems including those involving unit pricing and constant speed.

bit.ly/ratemenu1

Analytical Intelligence
Videos and video reflection - students are asked to analyze, critique and evaluate their learning.
Practice - students are asked to use their problem solving skills

Practical Intelligence
Games - using rate and unit rate in context

Creative Intelligence
Dessert - Creating a poster or a contest



Resources
Cherry, K. (2015).  Theories of intelligence.  Retrieved from http://psychology.about.com/od/cognitivepsychology/p/intelligence.htm

Sternberg, R. (2004).  Successful intelligence in the classroom.  Retrieved from http://arowe.pbworks.com/f/Sternberg_on_intelligences.pdf

Sternberg, R. & Grigorenko, E.  (2007).  Teaching for Successful Intelligence (Kindle version).  Retrieved from Amazon.com

Sternberg, R. (n.d.).  Robert J. Sternberg.  Retrieved from http://www.robertjsternberg.com

The TriMind Strategy Guide.  (n.d.) Retrieved from http://lcps.k12.nm.us/wp-content/uploads/2013/02/The-TriMinder-Strategy-Guide.pdf

Universal Design for Learning

What is UDL?
UDL is a framework for designing curriculum that allows for the diversity of students.  It has the potential to impact how we teach, how students engage in learning and how we measure what the learn.


                        

A good resource for understanding the theory as well as getting started on a UDL practice,

           
                                                       http://udltheorypractice.cast.org/

Goals

A good place to start is with a goal.

 Goals are not the same as standards. Standards articulate what the educational community values and, therefore, what the community believes teachers must teach and assess. Well-designed standards leave room for teachers to shape classroom goals and to individualize the means for attaining them. Deriving clear goals from standards requires teasing out the central purpose of a standard by separating the goal from the means for attaining it and re-stating the goal in a way that is attainable for all students. It requires the teacher to think carefully about the intention of the standard and how flexibility can be designed around it. In short, goals do need to align to standards, but they are not the same thing.  © CAST, 2015

For more information on understanding UDL goals:

http://iris.peabody.vanderbilt.edu/module/udl/#content

                                 

Lesson Plans and Educator Checklist

Sample lessons through the lens of UDL.

Resources
http://www.udlresource.com

http://udlexchange.cast.org/home



And finally the 2015 PIR presentation

http://bit.ly/2015PIR

Original script

http://bit.ly/PIRscript

Facilitation notes

http://bit.ly/facilitationnotes

The Technofication of a Lesson

According to the Montana Common Core State Standards, the Pythagorean theorem is a critical area for eighth grade students.  It is also a concept that is used in many real life contexts.  For example, a 22-inch TV has a diagonal length of 22 inches, which is the hypotenuse of a right triangle.  Also, painters and construction workers need to know the size ladder to use to get to the top of a wall.  Geologists use the Pythagorean theorem to find the center of an earthquake.  Surveyors use the theorem to calculate the height of a mountain.  Triangulation is a more complex version of the Pythagorean theorem that helps pinpoint locations on earth.

There is no doubt that it is an important concept for success in adult life.  However, the traditional method of teaching it would most likely involve direct instruction.  A teacher would demonstrate the skill; students would practice and then there would be a quiz.  See original lesson plan. 

Substituting technology still keeps the lesson direct instruction but it is more engaging and interesting for students.  See substitution lesson plan.  Augmentation cleans up the substitution plan but still only enhances the original direct instruction plan.  See augmentation lesson plan.

Student Work - Google Earth

To transform the lesson, one has to think outside the box.  Flipping the classroom is one such idea.  In a flipped classroom, the direct instruction is done outside of the classroom as homework.  Students watch videos that introduce concepts.  In class, students work on activities or investigations that apply those concepts.  For a significant redesign from the original lesson see modification lesson plan.

Student Work - Wheel of Theodorus

A Menu is not a new pedagogy.  It has its roots in the elementary classroom’s stations.  However, redefining a menu takes the best of the old pedagogy and makes it rich with technology.  A menu is a way to organize the classroom for instruction that includes problems, activities, games and investigations.  It allows students to have choice that helps them work within their own strengths as well as challenges them to step outside their comfort zone.  An internet-based menu uses their world to help students have success.  The menu in my lesson is located on a Google web page so that students have access to it anywhere.  It consists of an appetizer, a main dish and a dessert.  The appetizer introduces the Pythagorean theorem.  The main dish consists of activities and investigations that use and apply the Pythagorean theorem.  The desserts allow students to be creative with triangles.  For a more in-depth description see redefinition lesson plan.

Most students are highly motivated as they work their way through the menu.  They begin by watching several YouTube videos that reinforce their fragile understanding gained from watching the stop-motion movie that I created to introduce the topic. (The Pythagorean Theorem Movie).  The students are required to choose two main dishes.  A favorite activity is the Pythagorean Triples and Google Earth Activity.  When students get to the desserts, the have a good grasp of the Pythagorean theorem and are ready to have some fun.  Since I have used and revised this menu, I have never had a student fail the culminating quiz. 

The Pythagorean Theorem Movie

This assignment from my Education Technology class was to create a video.  I choose stop-motion animation.  It was more difficult than I anticipated but I learned lots!

This file contains the movie, the lesson for creating a stop-motion animation and a rubric for grading the movie.