Transcript Individual and Group Differences

Individual
Differences
By Suzy Cox
Different Concepts of Intelligence
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Single entity (Spearman’s g)
Multi-faceted (Sternberg’s Triarchic Theory)
Divided (Gardner’s Multiple Intelligences)
Dependent (Distributed Intelligence)
Spearman’s g
• Intelligence is a general factor that can be measured
– IQ
• It is a reflection of the speed and efficiency with which
people can process information, learning tasks, and
problem situations.
• Do you learn all subject equally quickly?
Interpreting IQ Scores
Relationship between IQ and
Achievement
• What kind of study would this be?
• Intelligence does not necessarily cause achievement; it is
simply correlated with it.
– What other factors might contribute?
Relationship between IQ and
Achievement
• The relationship between IQ scores and achievement is
not a perfect one; there are exceptions to the rule
– Shouldn’t base our expectations on scores
– Why might there be exceptions?
Relationship between IQ and
Achievement
• IQ scores simply reflect a student’s performance on a
particular test at a particular time
– Change is to be expected
Sternberg’s Triarchic Theory
Distributed Intelligence
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Use physical objects
Work with other people
Use symbolic systems
How can we help our students think as intelligently as
possible?
Gardner’s Multiple Intelligences
• Most, if not all, people are intelligent in one way or
another
• Optimistic view of human potential
• Encourages us to use many different teaching methods
Garnder’s Multiple Intelligences
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Linguistic
Logical-Mathematical
Spatial
Musical
Bodily-Kinesthetic
Interpersonal
Intrapersonal
Naturalist
• Spiritual
• Existential
• Moral
Which “Smart” are you?
• Online intelligence tests
– If you already took them…
– http://www.multiintell.com/mi_background/vl_lesson_ideas.htm
• Just because you have strengths in some areas doesn’t
mean you can’t improve in others
– Implications?
How to handle differences
• Treat all students equally
• Incorporate different perspectives
• Vary instructional and assessment methods
– But don’t try to use ALL intelligences all of the time
• Believe in and love your students
Activity
• Subject: the water cycle
• Identify three methods you could use to teach the water
cycle that would incorporate different intelligences.