ED 260-Educational Psychology

1. ED 260-Educational Psychology Ashley Swanson

2. This Week’s Topics • Module 22-Intelligence • Module 23-Giftedness and Creativity

3. Module 22- Intelligence

4. What is intelligence?

5. Classical vs. Contemporary Views • Classical • Two factor theory of intelligence • General mental ability • Specific skills • Contemporary • Gardner’s Theory of Multiple Intelligences (Howard Gardner) • Sternberg’s Theory of Successful Intelligence (Robert Sternberg)

6. Theory of Multiple Intelligences • We have 8 intelligences • Each intelligence is independent of one another, but they work together for different activities

7. Image source: http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx

8. Enota Multiple Intelligences School in Gainesville, Georgia Video: http://www.edutopia.org/multiple-intelligences-immersion-enota-video Multiple Intelligences Theory Quiz:http://www.edutopia.org/multiple-intelligences-learning-styles-quiz

9. Theory of Successful Intelligences • Defines success as: • the ability to succeed in life • finding ways to effectively balance analytical, creative, and practical abilities

10. Theory of Successful Intelligences • Individuals who are successfully intelligence find ways to balance the strengths and weaknesses in their: • Analytical abilities • Creative abilities • Practical abilities

11. IQ Tests • Individually Administered Tests • Determine eligibility for gifted programs • Identify intellectual and learning disabilities • Group Administered Tests • Make decisions about instruction • Place students in groups based on ability

12. IQ Tests • Challenges in interpreting IQ: • Different tests use different subtests • IQ score indicate performance at the time of the test • Performance on IQ tests can change over time with increased education • Validity

13. Factors Effecting IQ • Environment • Socioeconomic status • Ethnicity • Gender

14. Environment • Environmental Factors: • Responsiveness of parents (emotional and verbal) • Parent involvements • Availability of resources • Supporting Studies • Hart and Risley, 2003 • Abecedarian Project • Flynn Effect

15. Socioeconomic Status • When SES is defined as parent income, occupation, and educational level, children from higher-SES families tend to have higher IQs than students from lower-SES families • Home environment and SES go hand-in-hand • When children come from a home environment where parents value education, home environment is a stronger predictor of IQ than SES

16. Race & Ethnicity • IQ differences between racial and ethnic groups are more the result of environmental and SES influences, than race or ethnicity • Differences may be a result of stereotype threat

17. Gender • No major differences are found in overall performances on IQ tests based on gender • “Males are better at math”-research shows that the gender differences in math are small to nonexistent

18. Incorporating MI Theory into your Classroom • Multiple intelligences can be applied on a school-wide basis or within individual classrooms • When implementing in individual classrooms teachers should introduce content in more than one way • Table 22.3 (page 412)

19. Incorporating Successful Intelligence Theory into your Classroom • Using instructional approaches that focus on analytical, creative, and practical learning • Table 22.4 (page 414)

20. Incorporating Successful Intelligence Theory into your Classroom • Developing successful intelligence: • Balanced instruction • Be aware of individual differences • Give students opportunities to shape their environment by providing different activity choices • Zone of Proximal Development • Automaticity of information-processing skills (math and reading)

21. Module 23- Giftedness and Creativity

22. Giftedness: A unique trait characterized by high achievement in one or a variety of domains

23. Giftedness • Giftedness is a combination of three general characteristics (Renzulli): • Above average ability • High level of commitment or passion for a specific task • High level of creativity

24. Image borrowed from: http://www.thestrengthsfoundation.org/the-strengths-companion-g-is-for-giftedness/slide2-325

25. Characteristics of Gifted Students • Have above average ability in a specific subject or overall • Require less direct instruction • High level of intrinsic motivation • Process information more efficiently • Use strategies and monitor learning more efficiently

26. Identifying Gifted Students • IQ tests are the main tool for identifying giftedness • Students whose IQ scores are in the top 1%-2% are usually identified as gifted • Downfall to using IQ scores as the determining factor is bias

27. Identifying Gifted Students • Current research supports the federal guidelines’ multifaceted approach to identifying giftedness: • Perform in the top 15%-20% in a certain subject • Display creativity, task commitment, special talents, strong motivation • Selection committee

28. Teaching Gifted Students • Accelerated instruction • Skipping grades • Providing above grade level instruction • Cross-grade grouping • Enrichment • Curriculum Compacting

29. Creativity: Various traits or skills that help an individual think differently and generate new ideas or products.

30. Creativity • Creativity is a gradual process that requires four stages: • Preparation • Incubation • Illumination • Verification

31. Characteristics of Creative Students • “Outside the box thinkers” • Prefer challenge and are not afraid to take risks • Domain relevant knowledge • Intrinsic motivation

32. Identifying Creative Students • Creativity checklists (Ex. 23.3 pg 426) • Evaluating work samples • Torrance Tests of Creative Thinking • Asking questions • Product improvement • Unusual uses • Circles

33. Fostering Creativity in the Classroom • Teacher attitude • Encourage creative expression • Teaching strategies • Help students distinguish between activities which require convergent thinking and activities where divergent thinking is acceptable • Allow students to explore their interests • Classroom activities and assignments • Offering assignments that allow students to be creative

34. Main Sources: Bohlin, L., Durwin, C. C., & Reese-Weber, M. (2009). EdPsych: Modules. New York: McGraw-Hill