Week 10, Education Foundations,
6704 & 8822,
Semester 1, 2012
 Module
4: Teaching ALL students
 Intelligence
• What is it
• History of testing
• Current models (Gardner & Sternberg)
 Bloom’s Taxonomy
 Teaching exceptional students
 ‘Stop-think-write’:
Think about a person you think
is intelligent.
Write down a name and the
first 4 or 5 words that come to
mind when you think of that
person. What made you pick
this person?
 [Latin]
‘intelligere’: to
understand
 ‘inter-’: between; ‘legere’:
to choose, pick out, read’
(etymonline.com)
 Francis
Galton:
Intelligence as heredity
• ‘Synaptic efficiency’
and reaction time
• Arthur Jensen (2002)
• Mike Anderson (1992)
Sir Francis Galton
(1822-1911)
Intelligence as
heredity
 Alfred
Binet: Father of the
first intelligence test
• Galton’s contemporary
• Social background
• Intelligence: ability to
adapt, comprehend and
reason.
• Intelligence test as
objective evaluation
• Binet-Simon Intelligence
Scale (1905)
• Sample and age norms
Alfred Binet
(1857-1911)
 Lewis
Terman: Intelligent
Quotient (IQ)
• Social background
• Revision of Binet-Simon Scale
IQ 
mentalage
 100
chrono log icalage
Lewis Terman
(1877-1956)
 Charles
Spearman: the g
factor
• Correlation between
performances in various
tests
• A two-factor theory of
intelligence:
a) General ability (g)
b) Special abilities
Charles Spearman
(1863-1945)
 David
Wechsler: Non-verbal
intelligence test
• The problem of overreliance on language
• Culture-fair tests
David Wechsler
(1896-1981)
To find out more about nonverbal IQ tests,
try http://www.raventest.net/
 Howard
Gardner
“An intelligence is the
ability to solve
problems, or to create
products, that are
valued within one or
more cultural
settings” (Gardner,
1983/2003, p. x)
“An intelligence is a
biological and
psychological potential;
that potential is capable
of being realized to a
greater or lesser extent
as a consequence of the
experiential, cultural,
and motivational factors
that affect a person”
 Linguistic
 Logical-mathematical
 Musical
 Spatial
 Bodily-kinaesthetic
 Personal:
inter Personal: intra Naturalist
 Existential ?
Seven kinds of intelligence
would allow seven ways to
teach, rather than one. And
powerful constraints that exist
in the mind can be mobilized
to introduce a particular
concept (or whole system of
thinking) in a way that
children are most likely to
learn it and least likely to
distort it. Paradoxically,
constraints can be suggestive
and ultimately freeing.
(Gardner, 1993, p.xxiii)
 Correlation
between different abilities
suggests the existence of the g factor
 Intelligences
or talents
 Multiple
representations of concepts
 An example: mathematics
 1.
Symbolic/numeric:
 2.
Descriptive, written:
 3.
Pictorial:
 Translations
2
1
1
x1
2
2
1
2
2
groups of
are transformations
Mendieta, G. (n.d.) Pictorial Mathematics
1
1
2
 Diverse
learning activities
 Individual profiling and authentic assessment
 Myths
•
•
•
of MI
7 intelligences = 7 ways of teaching
Superficial inclusion of activities
Decontextualised evaluation of
intelligences
 Robert
J. Sternberg
‘skills and knowledge
needed for success in life,
according to one’s own
definition of success,
within one’s own
sociocultural context
(Sternberg, 2004, p.326;
cited in Woolfolk &
Margetts, 2010, p.138).
Teaching
analytically
Critique
Teaching
creatively
Invent
Teaching
practically
Use
Judge
Discover
Compare /
contrast
Evaluate
Assess
Imagine if…
Put into
practice
Implement
Suppose that …
Predict
Employ
Render
practical
 Nature
or nurture?
 One or many?
The Cognitive Process Dimension
The
KnowRemem Undersledge
Apply
Analyze Evaluate Create
ber
tand
Dimension
Factual
Knowledge
List
Summarize
Classify
Order
Rank
Combine
Conceptual
Knowledge
Describe
Interpret
Experiment
Explain
Assess
Plan
Procedural
Knowledge
Tabulate
Predict
Calculate
Differen
tiate
Conclude
Compose
MetaCognitive
Knowledge
Approp
riate
Execute
Use
Construct
Achieve
Action
Actualize
 Disability
in Australia: ABS data
 Impairment,
disorder, disability, and
handicap
 Who are exceptional students?
 The issue of labelling
 Person-first language
 Different
support needs:
• Low severity-high incidence
• High severity-low incidence
 Special education programs and resources
• IEP
 Teachers’
perspective
 Parents’ perspective
 Students’ perspective
 Continuing debate
 Social
inclusion
 Effective teaching strategies
 Friendships
 Working with teaching
assistants
 Planning, organisation and
collaboration
 Contributing to whole-school
cultural change







Australian Bureau of Statistics (2009)
http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts
/4446.0Main%20Features42009?opendocument&tabname=S
ummary&prodno=4446.0&issue=2009&num=&view=
Anderson, M. (1992) Intelligence and Development: A
Cognitive Theory, Blackwell, Oxford.
Gardner, H. (1983/2003) Frames of Mind: The Theory of
Multiple Intelligences. New York: Basic Books.
Grigorenko, E. (n.d.) Triarchi Theory of Intelligence.
http://www.education.com/reference/article/triarchictheory-of-intelligence/. Accessed March, 2012.
Jensen, A. R. (2002). Galton's legacy to research on
intelligence. Journal of Biosocial Science, 34, 145-172.
Mendieta, G. (n.d.) Pictorial Mathematics,
www.pictorialmath.com, accessed June, 2010.
Sternberg, R. J. (n.d.) Successful Intelligence in the
Classroom.
http://www.lincolnparkboe.org/pdf/Sternberg_on_intellig
ences.pdf. Accessed March, 2012.