1. WICS: A Model for Teaching and Learning Robert J. Sternberg Tufts University

2. Contact Information Robert J. Sternberg, Dean School of Arts and Sciences Tufts University robert.sternberg@tufts.edu

3. Organization Introduction The Nature of WICS Teaching for WICS Research Support Caution Conclusions

4. Global Mission of Presentation To demonstrate how to teach and assess students for their learning using the WICS model—to help all students achieve at an optimal level.

5. What is WICS? Wisdom Intelligence Creativity Synthesized

6. Why WICS? You need CREATIVE skills and attitudes to come up with ideas You need ANALYTICAL skills and attitudes to decide whether ideas are good ideas You need PRACTICAL skills and attitudes to make your ideas functional and to convince others of the value of your ideas You need WISDOM to balance the effects of ideas on yourself, others, and institutions in both the short and long terms

7. A Problem with Traditional Education Traditional education tends to “shine the spotlight” on certain students almost all of the time, and on other students almost none of the time. The result is that some students are placed in a much better position to achieve than are others.

8. But… The students who are not placed in an optimal position to achieve may be just as able to achieve at high levels as the students placed in a position to achieve. Moreover, the advantaged students will not necessarily be more successful later in life.

9. Views of Intelligence, Schooling, and Society: Structure of the Closed System Ability Testing Instructional Practice Achievement Testing Partial Disconnection Achievement in the Outside World

10. Views of Intelligence, Schooling, and Society: Varieties of Closed Systems Conventional Ability Test Scores Socioeconomic Class Gender Religious Group Caste at Birth

11. Views of Intelligence, Schooling, and Society: Varieties of Closed Systems Height

12. A Problem with Traditional Education Self-Fulfilling Prophecies: The Vicious Cycle Low Expectations Low Achievement Reward

13. The Elements

14. The Concept of Successful Intelligence Successful intelligence is the ability to achieve success in life, given one’s personal standards, within one’s sociocultural context;

15. The Concept of Successful Intelligence in order to adapt to, shape, and select environments;

16. The Concept of Successful Intelligence via recognition of and capitalization on strengths and remediation of or compensation for weaknesses;

17. The Concept of Successful Intelligence through a balance of analytical, creative, and practical abilities.

18. Motivation for “Triarchy of Abilities” Alice: –A student high in memory and analytical abilities Barbara: –A student high in creative abilities

19. Motivation for “Triarchy of Abilities” Celia: –A student high in practical abilities Paul: –A student high in analytical and creative abilities but low in practical abilities

20. The Triarchic View of Intelligence There are three aspects of intelligence: analytical creative practical

21. The Concept of Successful Intelligence Conventional (Analytical) Intelligence Creative Practical Intelligence

22. The Concept of Creativity Creativity is one’s skill in generating ideas that are –Novel –Good –Task-appropriate

23. Creativity as a Decision In large part, creativity represents a decision to defy the crowd—to “buy low and sell high” in the world of ideas

24. The Challenge of Creativity People are afraid to defy the crowd because of –External pressure –Internal pressure

25. The Concept of Wisdom Wisdom is the use of intelligence, creativity, and knowledge Toward a common good By balancing intrapersonal, interpersonal, and extrapersonal interests Over the long and short terms

26. The Concept of Wisdom Through the infusion of values By adapting to, shaping, and selecting environments

27. WICS, Instruction, and Assessment WICS can serve as a basis for teaching and learning by combining processes of wisdom, intelligence, and creativity in an integrative, transdisciplinary way

28. Bases for Achievement Learning and thinking skills Learning and thinking dispositions

29. Instructional and Assessment Techniques Balanced use of instruction and assessment that is –Memory-Based –Analytically-Based –Creatively-Based –Practically-Based

30. Teaching/Assessing for Memory-Based Learning Remember –Recall –Recognize

31. Teaching/Assessing for Memory-Based Learning –Who? –What? –Where? –When? –Why? –How?

32. An Example from My Classroom The cerebellum is in the –*A. hindbrain –B. midbrain –C. left brain –D. right brain

33. An Example from My Classroom For most people, comprehension of language occurs mostly in the ____ hemisphere of the brain.

34. Analytical Skills analyze compare and contrast evaluate explain judge critique

35. Analytical Attitude Recognize existence of problem Define problem

36. Analytical Attitude Mentally represent problem Allocate resources to problem Formulate strategy to solve problem

37. Analytical Attitude Monitor results of strategy Evaluate results

38. Analytical Evaluation To what extent is the product –Informed? –Logical? –Organized? –Balanced?

39. An Example from My Classroom Critique the ethics behind Stanley Milgram’s studies of obedience, discussing why you believe that the benefits did or did not outweigh the costs of the research.

40. Creative Skills create design invent imagine suppose

41. Creative Attitude Redefine problems Analyze solutions Sell solutions Recognize strengths and limits of knowledge

42. Creative Attitude Persevere in surmounting obstacles Take sensible risks Attain self-efficacy Find what you love to do Tolerate ambiguity

43. Creative Attitude Continue to grow Maintain a sense of perspective and humor Allow time Defy the crowd

44. Evaluation of Creative Products To what extent is the product: –Informed? –Novel? –Compelling? –Task-appropriate?

45. Construct-Validation Studies The Confluence Study –Writing Stories –Drawing Artwork –Creating Advertisements –Solving “Scientific” Problems

50. An Example from My Classroom Suppose you gave the Wechsler Intelligence Scale for Children (WISC-IV) to children growing up in a remote African village in Kenya. What kinds of results might you expect in comparison with results from a large American city? Why?

51. Practical Skills Use Apply Implement Employ Contextualize

52. Practical Attitudes Allocate study time effectively Find places and times to concentrate Relate what you learn to what you know

53. Practical Attitudes Work toward a concrete goal Know how and when you will be assessed Look for uses in what you learn

54. Evaluation of Practical Products To what extent is the product: –Informed? –Feasible with respect to time, place, and resources?

55. An Example from My Classroom How do gambling casinos employ reinforcement techniques to keep people gambling at slot machines?

56. Teaching for Wisdom Teaching for –Dialogical thinking –Dialectical thinking –Balanced thinking Over time Over place Over persons

57. An Example from my Classroom What would be the most equitable use of high-stakes tests for purposes of college admissions?

58. Principles of Teaching The goal of instruction is the development of expertise through the creation of a well and flexibly organized, easily retrievable knowledge base

59. Principles of Teaching Instruction should involve teaching for analytical, creative, practical, and wise thinking as well as for memory learning

60. Principles of Teaching Assessment should also involve analytical, creative, and practical, and wisdom-related components as well as memory components

61. Principles of Teaching Instruction and assessment should enable students to: –Identify and capitalize on strengths –Identify and correct or compensate for weaknesses

62. Principles of Teaching Instruction should teach students the skills and knowledge needed to think in an integrative, transdisciplinary way

63. Sample Course Requirements Examinations –Multiple-choice or short-answer items –Choice of 2 out of 3 (or 4 out of 6) essays (which are, respectively, primarily analytical, creative, or practical)

64. Sample Course Requirements –Term paper/project (unassigned topic that relates students’ disciplinary interests to psychology) –Oral presentation (assigned or unassigned topic)

65. Advantages of Teaching for WICS Enables students to capitalize on strengths and remediate or compensate for weaknesses Enables students to encode learning material more deeply and elaborately

66. Advantages of Teaching for WICs Enables students to encode learning material in multiple ways Motivates students more strongly Enables students to learn and think in an integrative way Prepares students better for actual job requirements

67. Research Applications When we teach for WICS, student achievement increases

68. The Aptitude-Instruction Interaction Study When high-school students are taught in a way that matches their pattern of strengths at least some of the time, they perform better than when they are not so taught

69. The Triarchic Science-Social Studies Main-Effects Study Students (in grades 3 and 8) who are taught triarchically (for social studies and science) outperform students who are taught either primarily for critical thinking or primarily for memory, regardless of how the students are assessed (I.e., for memory or for analytical, creative, or practical achievement)

70. The Reading Study When working-class middle school and high school students are taught reading across the curriculum, triarchically taught students outperform students taught conventionally in vocabulary and reading-comprehension measures, regardless of the form of assessment used

71. The Language Arts and Math Study When fourth-grade students were taught triarchically, they performed better, in general, than when they were primarily taught for critical thinking or for memory.

72. The Mathematics Study When Alaskan Yup’ik (Native American) high school students are taught geometry concepts triarchically, they outperform students who are taught the same concepts conventionally, regardless of the form of assessment used

73. Caution: People Can Be Smart but Unwise The “Unrealistic-Optimism” Fallacy The Egocentrism Fallacy The Omniscience Fallacy The Omnipotence Fallacy The Invulnerability Fallacy

74. For Further Information… –Sternberg, R. J. (1997). Successful intelligence. New York: Plume. –Sternberg, R. J., & Grigorenko, E. L. (2000). Teaching for successful intelligence. Arlington Heights, IL: Skylight

75. For Further Information… –Sternberg, R. J., & Spear-Swerling, L. (1996). Teaching for thinking. Washington, DC: American Psychological Association. –Sternberg, R. J. (2003). Wisdom, intelligence, and creativity synthesized. New York: Cambridge University Press.

76. Web Sites www.yale.edu/pace www.yale.edu/rjsternberg

77. Final Conclusion When we teach for WICS: Individuals are better recognized for and are better able to make use of their talents Individuals learn in an integrative, transdisciplinary way Teachers teach and assess students better, with better results Society utilizes rather than wastes the talents of its members

78. Invitation to Collaborate We welcome the opportunity to collaborate with individuals and institutions all over the world. If you are interested in collaborating with us in one of our ongoing projects or in a new project, please contact me at robert.sternberg@tufts.edu