Intelligence, Instruction, and Assessment: Theory Into Practice PDF
Preview Intelligence, Instruction, and Assessment: Theory Into Practice
Page i Intelligence, Instruction, and Assessment Theory Into Practice Page ii The Educational Psychology Series Robert J. Sternberg and Wendy M. Williams, Series Editors Marton/Booth • Learning and Awareness Hacker/Dunlosky/Graesser • Metacognition in Educational Theory and Practice Smith/Pourchot • Adult Learning and Development: Perspectives From Educational Psychology Sternberg/Williams • Intelligence, Instruction, and Assessment: Theory into Practice Page iii Intelligence, Instruction, and Assessment Theory Into Practice Edited by Robert J. Sternberg Yale University and Wendy M. Williams Cornell University LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 1998 Mahwah, New Jersey London Page iv Copyright © 1998 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without the prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Cover design by Kathryn Houghtaling Lacey Library of Congress CataloginginPublication Data Intelligence, instruction, and assessment / edited by Robert J. Sternberg and Wendy M. Williams p. cm. — (Educational psychology series) Includes bibliographical references and indexes. ISBN 080582510X (c.). — ISBN 0805825118 (p.) 1. Teaching — Psychological aspects. 2. Intellect. 3. Learning, Psychology of. 4. Cognitive Styles. 5. Educational tests and measurements. I. Sternberg, Robert J. II. Williams, Wendy M. (Wendy Melissa), 1960 . III. Series. LB1027.16655 1998 370.15 — dc21 989401 CIP Books published by Lawrence Erlbaum Associates are printed on acidfree paper, and their bindings are chosen for strength and durability. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Page v Contents Preface vii 1 1 Applying the Triarchic Theory of Human Intelligence in the Classroom Robert J. Sternberg 2 17 Minds at Work: Applying Multiple Intelligences in the Classroom Mara Krechevsky and Steve Seidel 3 43 Intelligent Schooling Roger C. Schank and Diana M. Joseph 4 67 Learnable Intelligence and Intelligent Learning Heidi L. Goodrich Andrade and David N. Perkins 5 95 The Practical Use of Skill Theory in Classrooms Jim Parziale and Kurt W. Fischer 6 111 The g Factor and the Design of Education Arthur R. Jensen 7 133 Intelligent Thinking and the Reflective Essay Jonathan Baron Page vi 8 149 A Threelevel Theory of the Developing Mind: Basic Principles and Implications for Instruction and Assessment Andreas Demetriou and Nicos Valanides 9 201 Mastering Tools of the Mind in School (Trying Out Vygotsky's Ideas in Classrooms) Elena L. Grigorenko Author Index 233 Subject Index 239 Contributors 245 Page vii Preface The goal of this book is to show how modern theories of intelligence can be directly applied in classrooms to the education of children. The book is for anyone who is interested in knowing how modern theories of intelligence can be applied to education. The book will be especially helpful to teachers who want to take recent work on intelligence and put it to use in their classrooms. The goal of users of this book will typically be not to increase intelligence, per se, but to increase disciplinary knowledge and understanding. Hence, the chapters of the book deal with how teachers can teach more effectively what they are already teaching. The book takes an international perspective, including chapters reflecting both American and European perspectives. In Chapter 1, Robert J. Sternberg shows how his triarchic theory of human intelligence can be applied across grade levels and subjectmatter areas to classroom practice. In Chapter 2, Mara Krechevsky and Steve Seidel demonstrate the application of Howard Gardner's theory of multiple intelligences to classroom settings. In Chapter 3, Roger Schank and Diana Joseph discuss the use of Schank's ideas about human and artificial intelligence in classrooms. In Chapter 4, Heidi Goodrich Andrade and David Perkins describe the application of Perkins's theory of learnable intelligence to the classroom. In Chapter 5, Jim Parziale and Kurt Fischer show how Fischer's skill theory can be applied in classroom settings. In Chapter 6, Arthur Jensen shows how the traditional theory of general intelligence can be applied to education. In Chapter 7, Jonathan Baron shows how his theory of rationality and intelligence can be applied to the classroom, in Page viii general, and to the formulation and grading of reflective essays, in particular. In Chapter 8, Andreas Demetriou and Nicos Valanides discuss the application of a three level theory to the developing mind. In Chapter 9, Elena L. Grigorenko describes how Lev Vygotsky's theory of the zone of proximal development has been applied in Russian schooling. This book is unique in showing how a variety of theories of intelligence have been applied and can be applied immediately to classroom settings. The book therefore has the goal of linking theory and practice, and of showing that the twofar from being separateare wholly compatible and intermeshed. — ROBERT J. STERNBERG — WENDY M. WILLIAMS Page 1 Chapter 1 Applying the Triarchic Theory of Human Intelligence in the Classroom Robert J. Sternberg Yale University A Case Study When Bob was taught French in high school, his main job was to memorize lists of French vocabulary words, learn grammatical rules, and mimic and memorize phrases and their variants. The key to success in his courses was memorization, but he was not a good memorizer, in French or in any other kinds of courses. He was a decent student in French, but definitely nothing special. When Bob went to France, his reward for 3 years of study was minimal: He could hardly speak at all, and his understanding of what people were saying to him was virtually nonexistent. His teachers were generally unimpressed with his performance in French, and one even commented to him that it was obvious, based on the mistakes he was making, that he did not have much ability to learn foreign languages. He took the comment seriously, and never again studied foreign language in school. Bob would have been content never again to learn a foreign language, but circumstances dictated otherwise. As an adult, he was asked to develop a
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