1. Individual Differences By Suzy Cox

2. Different Concepts of Intelligence Single entity (Spearman’s g) Multi-faceted (Sternberg’s Triarchic Theory) Divided (Gardner’s Multiple Intelligences) Dependent (Distributed Intelligence)

3. 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?

4. Interpreting IQ Scores

5. 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?

6. 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?

7. 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

8. Sternberg’s Triarchic Theory

9. Distributed Intelligence Use physical objects Work with other people Use symbolic systems How can we help our students think as intelligently as possible?

10. 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

11. Garnder’s Multiple Intelligences Linguistic Logical-Mathematical Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal Naturalist Spiritual Existential Moral

12. Which “Smart” are you? Online intelligence tests –If you already took them… –http://www.multi- intell.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?

13. 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

14. Activity Subject: the water cycle Identify three methods you could use to teach the water cycle that would incorporate different intelligences.