Individual Differences

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Individual Differences

• By Suzy Cox

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Different Concepts of Intelligence

• Single entity (Spearmans g)
• Multi-faceted (Sternbergs Triarchic Theory)
• Divided (Gardners Multiple Intelligences)
• Dependent (Distributed Intelligence)

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Spearmans 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?

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Interpreting IQ Scores
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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?

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Relationship between IQ and Achievement

• The relationship between IQ scores and
  achievement is not a perfect one there are
  exceptions to the rule
• Shouldnt base our expectations on scores
• Why might there be exceptions?

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Relationship between IQ and Achievement

• IQ scores simply reflect a students performance
  on a particular test at a particular time
• Change is to be expected

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Sternbergs Triarchic Theory
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Distributed Intelligence

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

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Gardners 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

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Garnders Multiple Intelligences

• Linguistic
• Logical-Mathematical
• Spatial
• Musical
• Bodily-Kinesthetic
• Interpersonal
• Intrapersonal
• Naturalist

• Spiritual
• Existential
• Moral

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Which Smart are you?

• Online intelligence tests
• If you already took them
• http//www.multi-intell.com/mi_background/vl_lesso
  n_ideas.htm
• Just because you have strengths in some areas
  doesnt mean you cant improve in others
• Implications?

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How to handle differences

• Treat all students equally
• Incorporate different perspectives
• Vary instructional and assessment methods
• But dont try to use ALL intelligences all of the
  time
• Believe in and love your students

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Activity

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