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Teaching for

Successful Intelligence
Robert J. Sternberg
Yale University

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Contact Information

Robert J. Sternberg, Director


PACE Center
Department of Psychology
Yale University
Box 208358
New Haven, CT 06520-8358 USA
E-mail: robert.sternberg@yale.edu
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Collaborators
John Antonakis, Cynthia Berg, Donald Bundy, Anna Cianciolo,
Pamela Clinkenbeard, Janet Davidson, Martin Dennis, Michel
Ferrari, P. Wenzel Geissler, George Forsythe, Peter Frensch,
Michael Gardner, Joyce Gastel, Guillermo Gil, Elena
Grigorenko, Martin Guyote, Pamela Hartman, Jennifer Hedlund,
Joseph Horvath, Linda Jarvin, Jennifer Jordan, James
Kaufman, Daniel Kaye, Smaragda Kazi, Jonna Kwiatkowski,
Jacqueline Leighton, Delci Lev, Jerry Lipka,Todd Lubart, Gerry
Mohatt, Susan Nolen-Hoeksema, Diana Marr, Timothy
McNamara, Akundaeli Mbise, Adam Naples, Tina Newman,
Damaris Ngorosho, Wei-Hua Niu, Catherine Nokes, Linda
O’Hara, Renate Otterbach, Lynn Okagaki, Frederick Okatcha,
Janet Powell, Jean Pretz, Ruth Prince, Judy Randi, Carol
Rashotte, Scott Snook, Robert Sternberg, Erasto Tuntufye,
Sheldon Tetewsky, Bruce Torff, Margaret Turner, Richard
Wagner, Wendy Williams, Shih-Ying Yang, Wen-tao Yuan
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Acknowledgments
The research described in this presentation was supported
under the Javits Act Program, as administered by the
Office of Educational Research and Improvement of the
U. S. Department of Education; the National Science
Foundation; the U. S. Army Research Institute; the
Partnership for Child Development, which is funded in part
by the James C. McDonnell Foundation; the National
Council for Eurasian and Eastern European Studies; the
National Center for Educational Statistics; the U. S.
National Science Foundation; and the World Bank. This
presentation does not necessarily represent the positions
or policies of these supporting agencies.
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A Problem with Traditional
Education
• Traditional education tends to
“shine the spotlight” on certain
children almost all of the time, and
on other children almost none of
the time.
• The result is that some children are
placed in a much better position to
achieve than are others.
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But…
• The children 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 children will not
necessarily be more successful
later in life.
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A Problem with
Traditional Education
Self-Fulfilling Prophecies: The Vicious Cycle

Low Expectations

Low Achievement

Reward

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Global Mission of Presentation
• To demonstrate how to teach and
assess students using the theory of
successful intelligence—to help all
children achieve at an optimal level.

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The Concept of
Successful Intelligence

We need a concept of intelligence


that is broader than the
conventional concept. Successful
intelligence is such a concept.

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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;
• in order to adapt to, shape, and
select environments;
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The Concept of
Successful Intelligence
Successful intelligence is

• via recognition of and capitalization


on strengths and remediation of or
compensation for weaknesses;
• through a balance of analytical,
creative, and practical abilities.
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Motivation for “Triarchy of
Abilities”
• Alice:
–A student high in analytical
abilities

• Barbara:
–A student high in creative abilities

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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
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The Triarchic View of
Intelligence
There are three aspects of
intelligence:

• analytical
• creative
• practical

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The Concept of
Successful Intelligence

Conventional (Analytical)
Intelligence

Creative Practical
Intelligence Intelligence
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Thought Question
• Think of a learning experience that
was really valuable to you. What
made it valuable?

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

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Teaching/Assessing for
Memory-Based Learning
• Remember

–Recall
–Recognize

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Teaching/Assessing for
Memory-Based Learning
• Remember

– Who?
– What?
– Where?
– When?
– Why?
– How?

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

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Thought Exercise
• What would be some examples of
teaching/assessing for memory in
your classroom?

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The Triarchic View of
Intelligence
Analytical intelligence is evoked when we

• analyze
• compare and contrast
• evaluate
• explain
• judge
• critique
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Applications of the Concept of Successful
Intelligence: Triarchic Teaching

Analytical
• ANALYZE (a literary plot, a theory in the
sciences, a mathematical problem)
• COMPARE AND CONTRAST (two
characters in a novel, two systems of
government, the styles of two artists)

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Applications of the Concept of Successful
Intelligence: Triarchic Teaching

Analytical
• EVALUATE (a poem, a cultural custom,
a strategy in tennis)
• EXPLAIN (the use of grammar in a
sentence, your interpretation of an
historical event, the solution to a
scientific problem)

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Outcomes of Teaching for
Analytical Intelligence
• Analytical instruction and
assessment should enable
students to:

–Identify the existence of problems


–Define the problems
–Allocate resources for solving the
problems
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Outcomes of Teaching for
Analytical Intelligence

–Mentally represent the problems


–Formulate strategies for solving
the problems
–Monitor their strategies while
problem solving
–Evaluate their solutions after they
are done
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Evaluation of Analytical
Products
• To what extent is the product

–Informed?
–Logical?
–Organized?
–Balanced?
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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.

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Thought Exercise
• What would be some examples of
teaching/assessing for analytical
thinking in your classroom?

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The Triarchic View of
Intelligence
Creative intelligence is evoked when we:

• create
• design
• invent
• imagine
• suppose
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Applications of the Concept of Successful
Intelligence: Triarchic Teaching
Creative
• CREATE (a poem, a sculpture, a new
game)

• DESIGN (a new system of government


for the classroom, a scientific
investigation, a comfortable home)

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Applications of the Concept of Successful
Intelligence: Triarchic Teaching
Creative
• IMAGINE (what life would be like in
another country, what it would be like to
be president of a country, how bees
communicate with each other)
• SUPPOSE (worldwide temperatures
increased 5 degrees on average…,
people were paid to inform on neighbors
who do not support the political party in
power…, the ozone layer were
completely depleted) 32
Outcomes of Teaching for
Creative Intelligence
• Creative instruction and assessment
should enable students to
– Redefine problems
– Ensure that they are solving good
problems and have good solutions
– Sell their ideas
– Realize that knowledge is a double-
edged sword
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Outcomes of Teaching for
Creative Intelligence
• Creative instruction and
assessment should enable
students to
–Attain self-efficacy
–Persevere to surmount obstacles
–Tolerate ambiguity

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Outcomes of Teaching for
Creative Intelligence
• Creative instruction and
assessment should enable
students to
–Continue to grow
–Develop a sense of perspective
on themselves and their work
–Defy the crowd
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Evaluation of Creative
Products
• To what extent is the product:

–Informed?
–Novel?
–Compelling?
–Task-appropriate?
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An Example from My
Classroom
• Suppose you gave the Wechsler
Intelligence Scale for Children (WISC-
III) to children growing up in a remote
African village in Kenya (whose school
language, but not home language, is
English). What kinds of results might
you expect in comparison with results
from a large middle-American U.S. city
such as Minneapolis? Why?
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Thought Exercise
• What would be some examples of
teaching/assessing for creative
thinking in your classroom?

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The Triarchic View of
Intelligence
Practical intelligence is involved when we:

• Use
• Apply
• Implement
• Employ
• Contextualize
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Applications of the Concept of Successful
Intelligence: Triarchic Teaching

Practical
• USE (a lesson that a literary
character learned in your life, a
mathematical lesson in the
supermarket, a lesson learned on
the playing field in everyday life)

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Applications of the Concept of Successful
Intelligence: Triarchic Teaching

Practical
• APPLY (what you learned in a
foreign-language class to an
interaction with a foreigner, a lesson
from history to the present, a
scientific principle to everyday life)

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Outcomes of Teaching for
Practical Intelligence
• Practical instruction and
assessment should enable
students to
–Use what they learn
–Put problems in real-world
context
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Evaluation of Practical
Products
• To what extent is the product:
–Informed?
–Feasible with respect to time and
place?
–Feasible with respect to human
resources?
–Feasible with respect to material
resources?
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An Example from My
Classroom
• How do gambling casinos employ
reinforcement techniques to keep
people gambling at slot machines?

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Thought Exercise
• What would be some examples of
teaching/assessing for practical
thinking in your classroom?

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Principles of Teaching for
Successful Intelligence

• The goal of instruction is the


development of expertise through
the creation of a well and flexibly
organized, easily retrievable
knowledge base
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Principles of Teaching for
Successful Intelligence

• Instruction should involve teaching


for analytical, creative, and
practical thinking as well as for
memory learning

• Assessment should also involve


analytical, creative, and practical as
well as memory components 47
Principles of Teaching for
Successful Intelligence

• Instruction and assessment should


enable students to:

–Identify and capitalize on


strengths
–Identify and correct or
compensate for weaknesses
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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)

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Sample Course Requirements

• Examinations
–Term paper/project (assigned or
unassigned topic)
–Oral presentation (assigned or
unassigned topic)

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Applications of the Concept of Successful
Intelligence: Triarchic Teaching

Advantages of Triarchic Teaching


• Enables students to capitalize on
strengths and remediate or compensate
for weaknesses
• Enables students to encode learning
material more deeply
• Enables students to encode learning
material more elaborately
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Applications of the Concept of Successful
Intelligence: Triarchic Teaching

Advantages of Triarchic Teaching

• Enables students to encode learning


material in multiple ways
• Motivates students more strongly
• Prepares students better for actual job
requirements

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Potential Objections to Teaching for
Successful Intelligence

• Test scores will suffer


• It does not fit current standards
• It’s just another fad
• It’s too hard to do

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Potential Objections to
Teaching for SI
• It takes too much time
• It is only for gifted students
• It is only for weak students
• Teachers should teach only in ways
that are comfortable for them
• It’s for other teachers

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Applications of the Concept
of Successful Intelligence
When we teach for successful
intelligence, student achievement
increases

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The Triarchic 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

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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)
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The Triarchic 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
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The Triarchic 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
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Applications of the Concept
of Successful Intelligence
Successful intelligence can be developed:

• Analytical
– The Learning-from-Context Studies
• Creative
– The Insight-Training Study
• Practical
– The Practical-Intelligence-for-Schools
Study 60
A Caveat
• People can be intelligent, or even
successfully intelligent, but foolish:

–The egocentrism fallacy


–The omniscience fallacy
–The omnipotence fallacy
–The invulnerability fallacy
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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

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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

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For Further Information…
–Sternberg, R. J., & Spear-
Swerling, L. (1996). Teaching for
thinking. Washington, DC:
American Psychological
Association

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Web Sites
• www.yale.edu/pace

• www.yale.edu/rjsternberg

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Final Conclusion
• Individuals are better recognized
for and are better able to make use
of their talents
• Schools teach and assess children
better with better results
• Society utilizes rather than wastes
the talents of its members

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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@yale.edu

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