Successful Pedagogy 1
Successful Pedagogy for Governor’s Honors Students (Gifted) Participating in
Education Minor: An Application of Successful Intelligence
Dr. James A. Reffel
Valdosta State University, Valdosta, Georgia
jareffel@valdosta.edu
Funding for this project was provided by Georgia Systemic Teacher Education Program
(GSTEP) and Faculty Development/Instructional Improvement Grant.
Successful Pedagogy 2
Abstract
Governor’s Honors Student (Gifted) benefited from instructional pedagogy designed to
stimulate creative, critical, and analytical thinking. Practical teaching skills were refined
through the direct teaching of lessons to children. This approach to instruction was
consistent with teaching for successful intelligence (Sternberg & Grigorenko, 2000).
Successful Pedagogy 3
Successful Pedagogy for Governor’s Honors Students (Gifted) Participating in
Education Minor: An Application of Successful Intelligence
Robert J. Sternberg (1988) proposed that intelligence is more than how well one
can solve mathematical equations or the extent of one's vocabulary (analytic). There is
also evidence of synthetic intelligence and practical intelligence. Sternberg (1997)
defines analytic intelligence as our ability to dissect a problem and understand its parts.
Gifted learners with this type of intelligence do well on traditional intelligence tests
(I.Q.) and are usually selected for gifted programs.
In contrast, skilled learners high in synthetic intelligence are usually insightful,
intuitive, creative, or just adept at coping with novel situations. They may or may not be
high in analytic intelligence and may not do as well on traditional intelligence tests.
These learners need to be assessed using tests designed to measure creativity (e.g.,
Torrance Tests of Creative Thinking (Torrance, 1990)).
The practically gifted person is one who can go into any environmental setting,
figure out what one needs to do to succeed in that setting, and then go ahead and do it
(Sternberg, 1997). Many people skilled in analytic or synthetic intelligence have
difficulty with personal relations or people skills; they lack practical intelligence. Daniel
Goleman’s (1995) concept of emotional intelligence is very similar to Sternberg's
Successful Pedagogy 4
practical intelligence. Goleman (1995) suggested that emotional intelligence may be
better than I.Q. at predicting how well one does in life.
Given this new way to look at intelligence, teachers can nurture and support all
three kinds of giftedness in their classrooms. For example, opportunities for them to
learn, explore, read, and travel, etc. will support their analytic intelligence.
Additionally, allowing students to try new ways to solve problems, explore novel
situations, and opportunities to explore music and art will support their synthetic
intelligence. Finally, teachers can encourage and support their abilities in practical
intelligence by allowing students to work together to solve problems, to discuss
interesting books in small groups, and join clubs and other group activities.
Gifted learners may have high abilities in all three areas of intelligence or just
one. Teachers need to nurture all areas of giftedness. This approach to instruction is
teaching for successful intelligence (Sternberg & Grigorenko, 2000). Sternberg (2003)
defines successful intelligence as the ability to attain life goals by adapting to, shaping,
and selecting environments and recognizing and dealing with strengths and
weaknesses. The theory of successful intelligence can be used as a basis for gifted
education (Sternberg & Grigorenko, 2002; Sternberg, 2000).
The Georgia Governor’s Honors Program (GHP) is a six-week summer
instructional program designed to provide intellectually gifted and artistically talented
high-school students challenging and enriching educational opportunities not usually
Successful Pedagogy 5
available during the regular school year. Activities are designed to provide each
participant with opportunities to acquire the skills, knowledge and attitudes to become
independent, life-long learners. Specific information about GHP can be found at the
following websites: (http://www.valdosta.edu/ghp/ghp2004/Home.html)
(http://services.valdosta.edu/ghp/ghp.html)
Students are nominated in a specific instructional area. Each school system or
private school is assigned a nomination quota based on the average daily attendance of
its 10th and 11th grades. Students spend the majority of their time pursuing major
studies; however, they also have the opportunity to study a minor area.
The minor in Education was designed to provide GHP students with overview of
education including the opportunity to teach a lesson to area students in the Boys/Girls
Club. GHP students were given instruction in content/curriculum issues, learner
diversity, learning theory, motivational theory, educational philosophy, pedagogy,
classroom management, and assessment.
A variety of instructional strategies were employed including Socratic
discussion, creative thinking strategies, problem solving strategies, critical thinking
techniques, reflective teaching, and affective processes. GHP students had the
opportunity to interview area and national scholars in the field of education. They read
and discussed “A Place Called School” (Goodlad, 2004) and “Letters to the Next
President” edited by Carl Glickman (2004). Additionally, GHP students completed a
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capstone project involving various aspects of school reform. In other words, they
proposed what schools should be like from their perspective. The following detailed
schedule outlines the various activities:
Dates
Activities/Topic(s)
Sunday, June 13, 2004
GHP students arrive
Monday/Tuesday, June 14-15, 2004 Showcase Education Minor
Wednesday, June 16, 2004
Students select a minor
Thursday, June 17, 2004
Minor begins 1:30-4:00 p.m.
1. Meet students: get acquainted activities
2. Introduction to the minor: Teaching component;
Virtual School component
3. Books
Friday, June 18, 2004
Why teach? What is/are the role(s) of a teacher? What is
the purpose of education?
interview faculty, guest speakers, NBCTeachers,
videotapes
Monday, June 21, 2004
What to teach?
content (secondary/elementary)
explore curriculum issues (e.g., evolution)
Georgia Learning Connections http://www.glc.k12.ga.us/
objectives, Bloom’s taxonomy
Who decides what is important for students to learn?
Tuesday, June 22, 2004
Understanding learners
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(culture, ability, gender, development, exceptionalities,
gifted, SES)
Wednesday, June 23, 2004
Meeting/observing the students (Boys/Girls club),
Journal Entries
Thursday, June 24, 2004
Understanding learning/learning theory
Friday, June 25, 2004
Discuss various philosophies of education
Personal philosophy of education
Ethics, moral development
Begin discussion of virtual (ideal) school
The Roeper School (http://www.roeper.org/)
Monday, June 28, 2004
Understanding motivational techniques/motivational theory
Tuesday, June 29, 2004
Meeting/observing the students (Boys/Girls club),
Journal Entries
Wednesday, June 30, 2004
How to teach? How to learn?
Pedagogy, web/ct, mentorships
Managing the learning environment
Thursday, July 1, 2004
If I Had A Hammer (training)
Friday, July 2, 2004
How do I know my teaching was successful?
Assessment/evaluation issues, portfolios
Monday, July 5, 2004
Instructional methods and materials purposefully designed
to promote the development of thinking, feeling, research,
communication, and methodological processes
Includes the development of
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1. creative thinking and problem solving, critical thinking,
and affective processes;
2. a wide variety of specific learning-how-to-learn skills
3. skills in the appropriate use of advanced-level reference
materials; and
4. written, oral, and visual communication skills
Tuesday, July 6, 2004
Meeting/observing the students (Boys/Girls club),
Journal Entries; If I Had A Hammer (teaching)
Wednesday, July 7, 2004
Introduction to Reflective teaching lessons (RTL)
Planning for Boys/Girls club lessons
Design/planning virtual school
Thursday, July 8, 2004
Planning RTL
Planning for Boys/Girls club lessons
Design/planning virtual school
Friday, July 9, 2004
Teaching RTL
Feedback and Reflection (RTL)
Planning for Boys/Girls club lessons
Design/planning virtual school
Monday, July 12, 2004
Meeting/observing the students (Boys/Girls club),
Journal Entries
Tuesday, July 13, 2004
Service Learning
Wednesday, July 14, 2004
Final planning for Boys/Girls club lessons
Design/planning virtual school
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Thursday, July 15, 2004
Final planning for Boys/Girls club lessons
Design/planning virtual school
Friday, July 16, 2004
Final planning for Boys/Girls club lessons
Design/planning virtual school
Monday, July 19, 2004
Teaching lessons for Boys/Girls club
Finalizing virtual school
Tuesday, July 20, 2004
Teaching lessons for Boys/Girls club
Finalizing virtual school
Wednesday, July 21, 2004
Teaching lessons for Boys/Girls club
Finalizing virtual school
Thursday, July 22, 2004
Teaching lessons for Boys/Girls club
Capstone Project: The virtual school
Friday, July 23, 2004
Reflection/Feedback
Saturday, July 24, 2004
GHP ends
The specific activities related to the development of analytic intelligence included the
following:

Who decides what is important for students to learn?

Understanding learners (culture, ability, gender, development, exceptionalities, gifted,
SES)

Understanding learning and learning theory

Understanding motivational techniques and motivational theory

Philosophies of education
Successful Pedagogy 10

Ethics, moral development

How to teach?

How do I know my teaching was successful?
The specific activities related to the development of practical intelligence included the
following:

If I Had A Hammer

Reflective Teaching Lessons (RTL)

Teaching lessons for Boys/Girls club students
The “If I Had A Hammer” involves students working in groups to assemble an 8 X 11
foot house, in less than two hours. Complete with windows, doors and a front porch, the freestanding house is the end result of communication, teamwork, and hands-on application of math
and science concepts.
The Reflective Teaching Lessons (RTL) utilize peer teaching and allow GHP students the
opportunity to obtain clinical teaching experience. They developed and taught a lesson to their
classmates and had an opportunity to reflect on their experience.
The Boys & Girls Clubs promote and enhance the development of boys and girls by
instilling a sense of competence, usefulness, belonging and influence. GHP students planned and
taught various lessons to students at the boys and girls club nearby. The students at the club
ranged in grade level from elementary to high school. This allowed the GHP students to select an
age group and target a lesson to their specific needs.
The specific activity related to the development of synthetic intelligence included an
opportunity to create a virtual (ideal) school. GHP students visited various websites of
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outstanding schools (e.g., The Roeper School (http://www.roeper.org/)). They also discussed
various relevant questions:

What model should guide our school?

What should be taught?

How should instruction take place?

How should the school be designed?

What is the schedule?

How will learners be assessed and graded?

Who should teach?

How will parents be involved?
Evaluation Results
Students were asked to rate their level of satisfaction with each activity on a
scale of 1 (low) to 10 (high) and to comment on the pros and cons of each activity.
I. Guests speakers/topics:
a) development and case study activity:
Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
1
7
2
1
3
Percentage:
7%
50%
14%
7%
21%
7
8
9
10 (high)
Mean = 7.79
N = 14
b) learning theory and game activity:
Circle: (low) 1
2
3
4
5
6
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Frequency count:
1
1
2
5
2
3
Percentage:
7%
7%
14%
36%
14%
21%
7
8
9
10 (high)
Mean = 7.86
N = 14
c) ethics and role playing activity:
Circle: (low) 1
2
3
4
5
6
Frequency count:
1
1
4
4
4
Percentage:
7%
7%
28%
28%
28%
7
8
9
10 (high)
Mean = 8.50
N = 14
d) nationally board certified teacher:
Circle: (low) 1
2
3
4
5
6
Frequency count:
1
3
10
Percentage:
7%
21%
71%
Mean = 9.57
N = 14
e) service learning, bus, map:
Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
3
1
3
3
4
Percentage:
21%
7%
21%
21%
28%
7
8
9
10 (high)
Mean = 8.07
N = 14
f) special education, NCLB:
Circle: (low) 1
2
3
4
5
6
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Frequency count:
2
1
1
2
5
3
Percentage:
14%
7%
7%
14%
36%
21%
8
9
10 (high)
Mean = 8.14
N = 14
g) Board of regents, conference call / interview:
Circle: (low) 1
4
5
6
7
Frequency count:
1
1
2
2
2
5
Percentage:
8%
8%
15%
15%
15%
39%
5
6
7
8
9
10 (high)
Frequency count:
1
1
3
4
4
Percentage:
8%
8%
23%
30%
30%
6
7
8
9
10 (high)
Frequency count:
1
2
4
7
Percentage:
7%
14%
28%
50%
Mean = 7.92
2
3
N = 13
II. Topics presented by instructor:
a) Motivation theory, motivation game:
Circle: (low) 1
Mean = 8.69
2
3
4
N = 13
b) Learning how to teach (i.e., juggling lesson):
Circle: (low) 1
Mean = 9.21
2
3
4
5
N = 14
c) Lesson planning (Georgia Learning Connection Website – Lesson Plan Builder):
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Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
1
2
6
1
4
Percentage:
7%
14%
43%
7%
28%
7
8
9
10 (high)
Frequency count:
3
7
Percentage:
30%
70%
Mean = 8.14
N = 14
III. If I Had a Hammer project:
a) Practice build and training
Circle: (low) 1
Mean = 9.70
2
3
4
5
6
N = 10
b) Teaching and building at the Boys and Girls Club:
Circle: (low) 1
6
7
8
9
10 (high)
Frequency count:
1
1
3
2
7
Percentage:
7%
7%
21%
14%
50%
6
7
8
9
10 (high)
Mean = 8.93
2
3
4
5
N = 14
IV. Reflective Teaching Lessons:
Circle: (low) 1
2
3
4
5
Frequency count:
1
4
7
Percentage:
8%
33%
58%
Mean = 9.38
N = 12
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V. Personal Lessons to children at the Boys and Girls Club:
a) Planning:
Circle: (low) 1
7
8
9
10 (high)
Frequency count:
1
3
2
8
Percentage:
7%
21%
14%
57%
6
7
8
9
10 (high)
Frequency count:
2
2
2
2
6
Percentage:
14%
14%
14%
14%
43%
6
7
8
9
10 (high)
Frequency count:
1
1
3
5
4
Percentage:
7%
7%
21%
36%
28%
Mean = 9.38
2
3
4
5
6
N = 14
b) Teaching:
Circle: (low) 1
Mean = 8.57
2
3
4
5
N = 14
VI. Virtual School:
Circle: (low) 1
Mean = 8.71
2
3
4
5
N = 14
VII. General Comment Section
Other possible items for you to comment on: the books, the computer resources,
websites, the classroom facility, the educational videos, the visit by Cathy Cox, the
Valdosta Daily Times article by Dean Poling, the GHP education minor website, etc.
Successful Pedagogy 16
a) Fill in: the computer resources
Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
6
Percentage:
100%
Mean = 10
N=6
b) Fill in: the visit by State School Superintendent
Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
4
Percentage:
100%
Mean = 10
N=4
c) Fill in: the Valdosta Daily Times article
Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
6
Percentage:
100%
Mean = 10
N=6
VIII. GSTEP
The Georgia Systemic Teacher Education Program (GSTEP) funded the GHP Education Minor
this summer. Their vision is to reinvent teacher education in Georgia with a central
focus on impacting student achievement. GSTEP teachers and their students will
Successful Pedagogy 17
become creative problem solvers, critical thinkers, effective communicators, and
reflective learners. To realize this vision, GSTEP will target three goals.
1)
We will establish seamless, high quality learning opportunities and support for
beginning teachers, especially in Georgia’s high need schools.
2)
Prepare teachers to bring all learners to high levels of achievement.
3)
Create systems for policy, professional development, dissemination, and
evaluation.
Please rate how well this GHP Education Minor addressed the GSTEP goals?
a) We will establish seamless, high quality learning opportunities and support for
beginning teachers, especially in Georgia’s high need schools:
Circle: (low) 1
7
8
9
10 (high)
Frequency count:
1
1
4
6
Percentage:
8%
8%
33%
50%
Mean = 9.25
2
3
4
5
6
N = 12
b) Prepare teachers to bring all learners to high levels of achievement:
Circle: (low) 1
2
3
4
5
6
7
8
9
10 (high)
Frequency count:
2
2
4
5
Percentage:
15%
15%
31%
38%
Mean = 8.77
N = 13
Successful Pedagogy 18
c) Create systems for policy, professional development, dissemination, and evaluation:
Circle: (low) 1
5
6
Frequency count:
1
Percentage:
7%
Mean = 8.92
2
3
4
7
8
9
10 (high)
1
1
3
7
7%
7%
23%
54%
N = 13
Average Rating of Activity
9.4
9.2
9
8.8
8.6
8.4
8.2
8
7.8
Analytic
Practical
Synthetic
Type of Activity
Discussion
The GHP education minor provided GHP students with opportunities to
enhance analytical knowledge about education, practical teaching skills through
teaching lessons to peers and students in the community, and an outlet to create and
Successful Pedagogy 19
communicate ways to make better schools. The qualitative data detailed their
experiences with the variety of pedagogy and content. First, these gifted learners
benefited from instructional pedagogy designed to stimulate creative and critical
thinking. Second, their knowledge base was expanded through advanced content.
Finally, their practical teaching skills were refined through the direct planning and
teaching of a lesson to the children at the Boys/Girls club.
This approach to instruction is consistent with teaching for successful
intelligence (Sternberg & Grigorenko, 2000). The three abilities that make up successful
intelligence are analytical, creative, and practical. According to Sternberg and
Grigorenko (2000), analytical intelligence is used to evaluate, analyze, compare, or
contrast; creative intelligence is needed to invent or discover; and practical intelligence
is the application of what has been learned.
While all three types of activities are important, the GHP students rated the
practical activities the highest. The next highest rating was related to the synthetic
activity. One of the goals of this summer program was to provide activities in all three
areas. The practical and synthetic activities were the most difficult logistically but
received the highest ratings.
Successful Pedagogy 20
References
Glickman, C. (Ed.). (2004). Letters to the next president. New York: Teachers College
Press.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York:
Bantam Books.
Goodlad, J. I. (2004). A place called school. New York: McGraw-Hill.
Sternberg, R. J. & Grigorenko, E. L. (2000). Teaching for successful intelligence: To increase
student learning and achievement. Arlington Heights, Illinois: SkyLight Professional
Development.
Sternberg, R. J. & Grigorenko, E. L. (2002). The theory of successful intelligence as a
basis for gifted education. Gifted Child Quarterly, 46, 265-277.
Sternberg, R. J. (1988). The triarchic mind: A new theory of human intelligence. New York :
Penguin Books
Sternberg, R. J. (1997). Successful intelligence. New York: Plume.
Sternberg, R. J. (2000). The theory of successful intelligence in gifted education. Gifted
Education International, 15, 4-21.
Sternberg, R. J. (2003). Implications of the theory of successful intelligence for career
choice and development. Journal of Career Assessment, 11, 136-152.
Torrance, E. P. (1990). Torrance tests of creative thinking: Manual for scoring and interpreting
results. Bensenville, IL: Scholastic Testing Service.