Teaching Strategies: Intelligence

Introduction

v What is intelligence? What does intelligence really measure? Is someone in your class who can’t read or write, but can build a model airplane be considered intelligent? Is a first grader who can memorize and recite the alphabet backwards be considered intelligent? Can you find intelligence in the brain? Is there a general intelligence or does it only depend on a particular context or situation?

v In this assignment, you will be asked to provide your own description of intelligence and to describe and defend a teaching strategy in your lesson plan that supports your definition of intelligence for one of your students.

v Student example of this assignment is located in step 4.

Click here to watch a video on how to do this assignment

Instructions

Step 1: Review the lesson resources below and provide a description (in your own words) of what you think best represents intelligence. You are welcome to use your own resources via other text, internet, etc., as long as you provide valid citations of where you got your answer. Do your best not to just repeat/plagiarize someone else’s description, but make it your own by just describing what you think it is. I am not assessing the validity of your description, but just asking you to state your opinion.

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Read Woolfolk Text

12^th Edition

· Read Text: p. 116 – 130 – Intelligence and Learning Styles (Covers topics listed below)

11^th Edition

A. Intelligence

a. Language and Labels

i. Read Text: p. 112 – 114 – Language and Labels

b. Meaning of Intelligence

i. Read Text: p. 114 – 115 – What Does Intelligence Mean?

ii. General Intelligence

iii. Multiple Intelligences

1. Read Text: p. 115 – 117 – Multiple Intelligences

a. Howard Gardner

iv. Intelligence as a Process

1. Read Text: p. 117-118 – Intelligence as a Process

a. Robert Sternberg’s triarchic theory of successful intelligence

c. Measuring Intelligence

i. Read Text: p. 118-120 – Measuring Intelligence

d. Sex Differences in Intelligence

i. Read Text: p. 120 - Sex Differences in Intelligence

e. Nature vs. Nurture

i. Read Text: p. 120 - Heredity or Environment?

B. Learning and Thinking Styles

a. Learning Styles/Preferences

i. Read Text: p. 121-124 – Learning Styles/Preferences

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Step 2. Choose ONE student in your classroom (or choose your case study if appropriate) that you think bests represents your description of intelligence and briefly explain why. If you think that no student in your classroom fits your description of intelligence, then briefly explain why.

Click on the appropriate grade level for your lesson plan, view their picture, and read their student description.

· K-3^rd grade

· 4^th – 6^th grade

· 7^th – 8^th grade

· 9^th-12^th grade

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Step 3: Describe in detail a teaching strategy specific for your standards based lesson plan that supports the intelligence of the individual child you choose.

· Use the text reading and course resources to find one teaching strategy that you can use in your standards-based lesson plan that will support that student’s intelligence.

· When complete, include the following parts of your standards-based lesson – just copy and paste from your lesson plan.

· You might arrange your answer like this. The student example is located in the next step for a model:

Content Area:
Unit or Topic:

Grade Level:

PART 1. PLANNING THE LESSON

A. Select content standard (choose one only)

B. Select content benchmark (choose one only)

C. Identify the performance standard/indicator(s) specific to the assessment.

Student	Description of Intelligence (In-depth please – beyond a few sentences)	Description of Teaching Strategy (In-depth please – beyond a few sentences)
Faith

Step 4: Present and communicate your answers electronically and submit your answer to Laulima Assignment by the due date. YOU DO NOT HAVE TO PUT THIS IN YOUR STANDARDS-BASED LESSON PLAN. IT IS SUBMITTED SEPARATELY.

· Although a majority of you will defend your teaching strategy by writing a paragraph, there may be a few of you that may want to use other alternative media, and I want to support that and give you options to be creative. You may also use a combination of media to make your point. For example, you may combine some writing, with images, podcast, YouTube Video, PowerPoint, etc., to defend your teaching strategy. If you are in need of a videocamera, the AAT office has webcams available for your use during the semester. Just email me to let me know.

· Keep in mind that any presentation method is valid as long as it clearly communicates and supports your answer. My only criterion for the type of media used is that the media is electronic and can be placed or linked successfully in your paper.

· See student example #1: intelligence as a model.