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Sternberg's Theory of Successful Intelligence

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Sternberg's Theory of Successful Intelligence

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This is a more recent extension to his original theory, in Sternberg's words "successful intelligence is the ability to succeed in life, given ones own goals, within ones environmental contexts. Thus successful intelligence is a basis of for school achievement, but also life achievement".
This theory suggests that educational activities might mean different things for different students.
Has 4 elements for successful learning: memory learning, analytical learning, creative learning and practical learning.

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- 'Binet believed that intelligence is 'judgement, otherwise called good sense, practical sense, initiative, the faculty of adapting one's self to circumstances' (Binet & Simon, 1916).

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Sternberg's Triarchic Theory of Intelligence

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Sternberg's Triarchic Theory of Intelligence

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Sternberg's theory holds that intelligence is made up of 3 elements: analytical, creative and practical.
ANALYTICAL:
refers to the ability to respond effectively to problems including organising, executing and evaluating a persons cognitive resources in response to a problem (metacomponents), solving problems like algebra for example and comparing objects (performance components), and the ability to memorise new information or perfect a new skill (knowledge acquisition components).
CREATIVE:
Involves generating ideas, coming up with new approaches and looking at different perspectives of a problem. the ability to think outside the box. This part of the theory is made up of 'novelty' and 'automaticity'.
PRACTICAL:
Involves the ability to handle every day problems and issues like adapting to changing environments or changing the environment to suit their needs. It is essentially the ability to bring ideas and creativity to useful application.

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Identify something new you have learned from the reading that you find most significant 

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Identify something new you have learned from the reading that you find most significant 

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What is the main point of the article section?

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What is the main point of the article section?

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The main point of the article is to understand what is intelligence and how do we determine intelligence

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What does the reading remind you of/make you think of?

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What does the reading remind you of/make you think of?

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Identify something you would like to know more about

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Identify something you would like to know more about

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Gardener's Theory of multiple intelligences

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Gardener's Theory of multiple intelligences

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Howard gardener believed that multiple intelligence's (MI): is a theory of intelligence that argues that individuals may exhibit multiple intelligence's (possibly eight or more).
-Logical mathematics: strengths in understanding equations and numbers
- Linguistic: language and able to express themselves and comprehend are their strength.
- Spatial: the ability to recognise and manipulate patterns, space and objects are what they are good at.
- Musical: can recognise and use and manipulate the components of music are their strengths.
- Bodily-Kinaesthetic: Can use their body in a coordinated and productive fashion, good at athletics dance etc.
-Interpersonal: Can interact with others in a positive way and are in tune with other's feelings, motivations and intentions.
-Naturalistic: they can understand the natural world and identify and remember plants and animals in the environment easily.

'This provides a framework for organising curriculum and assessment and focuses teachers on what children CAN do rather than on what they CANNOT.'

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'If students believe that they can improve their abilities through hard work, They are much more likely to put forth the effort necessary for success at school. If they feel that their successes and failures are determined by fixed abilities over which they have no control, they are much less likely to strive to succeed.' (pg.194)

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O’Donnell, AM, Dobozy, E, Bartlett, B, Nagel, M, Spooner-Lane, R, Youssef-Shalala, A, Reeve, J & Smith, JK 2016, ‘Individual differences and special needs’, Educational psychology, John Wiley and Sons Australia, pp. 189-194.