Robert J. Sternberg's theory of human intelligence as a preface to persuasive writing PDF
Preview Robert J. Sternberg's theory of human intelligence as a preface to persuasive writing
Digitized by the Internet Archive in 2010 with funding from Lyrasis Members and Sloan Foundation http://www.archive.org/details/robertjsternbergOObroc Robert J. Sternberg's Theory of Human Intelligence as a Preface to Persuasive Writing A Paper Presented to the Faculty of Sweet Briar College In Partial Fulfillment Ofthe Requirements for the Degree of Master's ofArts in Teaching by Laura Spencer Brockman May 2006 Chapter 1 Examining the Purpose INTRODUCTION Englishhasremainedapersonal passion ofminemywholelife. Iusedto read andwriteasoftenas I could, evenoutsideofschool. I usedto gohome, afteralongday ofstrenuousmath,history, and scienceclasses, andreturntothepointinmystorywhere Ihadleftoffthenightbefore, neverknowingwheremycharacterswouldendup. Inever wentadaywithoutopeningmypinkandpurplespiral notebookandwritinguntilmy hand crampedwiththeNo. 2 pencil danglingbetweenmythumband index finger. I wouldreadanewbookeverydayand showmyfamilytheextravagantscenesfromthe booksbyactingthem out inthekitchen,bymyself, afterdinner. Myparentswere delightedthatoneoftheirchildrenhadsuchatalent. MyEnglishteacherneverrecognizedmyworkinfrontoftheotherstudents becauseshewasoverwhelmed atmynatural abilitytoreadandwriteatsuchanadvanced — level alevel evenmoreadvancedthantheteacherfeltcomfortableteaching! Sometimes,myteacherfeltobligatedtojustgivememoreworkso I wouldfeel — "challenged" challengingmemeantgivingmeboringmythologyto readandwrite essayon. Aftermonthsofextraworksheets,booklists, andwritingprompts, Ibecame frustrated andweak. I stoppedwritingin mynotebookandneveropenedabookthatwas notonmylists. Myworkethicbegan slippingand Istartedskippingclassesto avoidthe extraworkthatmyteachersdemanded. I feltasifI wasbeingpunishedforbeing different. I had toomuchto do, and itwasnotwhat Iwantedtobedoingatsuchayoung age. I madethegradesthatmyteacherand parentsexpectedoutofme,butIneverwas — abletoexplain anythingthat 1 had learnedwhenasked whosefault isit: myfault for notinformingmyteachers, ortheteacherfornotchallengingmethecorrectway? Would ithavebeenbetterformyteacherto continuegivingmeextrawork andencouragemeto takeitonedayat atime,withindividual help sessions, or,wouldithavebeenbetterfor myteacherto supportmeindividuality, providemewithencouragement, andgiveme specializedworkthatwasgearedtowardsthecreativitythat I possessed, alongwithmy otherclassmates? Whatmyteacherdidnotrealizeisthatthereissomethingwonderfulthatis developinginclassroomsacrossAmericacalleddifferentiation. Differentiationworks forstudents,justlikeme. whoareafraidtoshowwhattheyarereallycapableofbecause teachersareaskingthem todomoreiftheyshowmore. Aswithmycase,manyteachers lookpastwhatthestudentsreallyenjoydoinganddonotunderstandthatthereareways ofworkingwiththeirtalentsandabilitiesand actuallyallowingmaterial tobelearned. With theStandardsofLearningintact inVirginia,manyteacherscomplainthat"there isn'tenoughtime." Unfortunately, whattheydonotrealizeisthatgivingtimemeans receivingtime, inthiscase. Themoretimeyoudevotetoyourstudents' needsand assessingthoseneeds,themoretheywill givetowardtheirwork, andthebetteroffthe will be, aslearners, intheend. Differentiationallowsteachersto assesswhattheirstudents' individualneedsare, createlessonsaccordingly, and watch eachstudentgrowwhiledoingsomethingthey trulymayenjoy. Therearemanywaystodifferentiate, althoughonlythreearemost widelyusedtoday: interest-based, readiness-based, and learningstyle-based. Inthis
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