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Week 10, Education Foundations, 6704 & 8822, Semester 1, 2012.

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Presentation on theme: "Week 10, Education Foundations, 6704 & 8822, Semester 1, 2012."— Presentation transcript:

1 Week 10, Education Foundations, 6704 & 8822, Semester 1, 2012

2  Module 4: Teaching ALL students  Intelligence What is it History of testing Current models (Gardner & Sternberg)  Bloom’s Taxonomy  Teaching exceptional students

3  ‘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?

4  [Latin] ‘intelligere’: to understand  ‘inter-’: between; ‘legere’: to choose, pick out, read’ (


6  Francis Galton: Intelligence as heredity ‘Synaptic efficiency’ and reaction time Arthur Jensen (2002) Mike Anderson (1992) Sir Francis Galton (1822-1911) Intelligence as heredity

7  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)

8  Lewis Terman: Intelligent Quotient (IQ) Social background Revision of Binet-Simon Scale Lewis Terman (1877-1956)

9  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)

10  David Wechsler: Non-verbal intelligence test The problem of over- reliance on language Culture-fair tests David Wechsler (1896-1981)

11 To find out more about nonverbal IQ tests,try

12  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”

13  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)

14  Correlation between different abilities suggests the existence of the g factor  Intelligences or talents

15  Multiple representations of concepts  An example: mathematics

16  1. Symbolic/numeric:  2. Descriptive, written: groups of  3. Pictorial:  Translations are transformations Mendieta, G. (n.d.) Pictorial Mathematics

17  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

18  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).


20 Teaching analytically Teaching creatively Teaching practically CritiqueInventUse JudgeDiscoverPut into practice Compare / contrast Imagine if…Implement EvaluateSuppose that …Employ AssessPredictRender practical

21  Nature or nurture?  One or many?




25  Disability in Australia: ABS data

26  Impairment, disorder, disability, and handicap  Who are exceptional students?  The issue of labelling  Person-first language

27  Different support needs: Low severity-high incidence High severity-low incidence  Special education programs and resources IEP


29  Teachers’ perspective  Parents’ perspective  Students’ perspective  Continuing debate

30  Social inclusion  Effective teaching strategies  Friendships  Working with teaching assistants  Planning, organisation and collaboration  Contributing to whole-school cultural change

31  Australian Bureau of Statistics (2009) /4446.0Main%20Features42009?opendocument&tabname=S ummary&prodno=4446.0&issue=2009&num=&view= /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. theory-of-intelligence/. Accessed March, 2012. theory-of-intelligence/  Jensen, A. R. (2002). Galton's legacy to research on intelligence. Journal of Biosocial Science, 34, 145-172.  Mendieta, G. (n.d.) Pictorial Mathematics,, accessed June, 2010.  Sternberg, R. J. (n.d.) Successful Intelligence in the Classroom. ences.pdf. Accessed March, 2012. ences.pdf

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