Day 14 - Introduction to Language and Intelligence

Learning Targets - Students will be able to 

• Define and describe the concept of measured intelligence
• Identify how multiple intelligences are tested
• Evaluate the arguments regarding the value of tested intelligence made by researchers 

Opener - Number 1-4 in your notebook and answer the questions below as quickly as possible.

1. 
2. Explain the likeness between cow and chicken.
3. If it takes 2 hours to drive to City A and the city is 120km away, what speed was the vehicle traveling at?
4. The following series of numbers contains one number that does not fit the pattern set by the others.  What number does not fit?  3, 5, 7, 11, 14, 17

Image above taken from https://wechsleriqtest.com/example-questions/


Activity #1 - Mini-Lecture - Multiple Intelligences

• In the early 1900s, the French psychologist Alfred Binet and Henri Simon began to develop a measure that would differentiate students who were expected to be better learners from students who were expected to be slower learners. 

• The goal was to help teachers better educate these two groups of students. Binet and Simon developed what most psychologists today regard as the first intelligence test, which consisted of a wide variety of questions that included the ability to name objects, define words, draw pictures, complete sentences, compare items, and construct sentences.

• The Stanford-Binet is a measure of general intelligence made up of a wide variety of tasks including vocabulary, memory for pictures, naming of familiar objects, repeating sentences, and following commands.

• Additionally, some have advocated the idea of multiple intelligences.  Researcher Robert Sternberg has proposed a triarchic (three-part) theory of intelligence that proposes that people may display more or less analytical intelligence, creative intelligence, and practical intelligence. 

• Some argue that traditional intelligence tests assess analytical intelligence, the ability to answer problems with a single right answer, but that they do not assess creativity (the ability to adapt to new situations and create new ideas) or practicality (for example, the ability to write good memos or to effectively delegate responsibility).

• Research has found that creativity is not highly correlated with analytical intelligence, and exceptionally creative scientists, artists, mathematicians, and engineers often do not score higher on intelligence than do their less creative peers.

• Another champion of the idea of multiple intelligences is the psychologist Howard Gardner. Gardner argued that it would be evolutionarily functional for different people to have different talents and skills, and proposed that there are eight intelligences that can be differentiated from each other.

Intelligence	Description
Linguistic	The ability to speak and write well
Logico-mathematical	The ability to use logic and mathematical skills to solve problems
Spatial	The ability to think and reason about objects in three dimensions
Musical	The ability to perform and enjoy music
Kinesthetic (body)	The ability to move the body in sports, dance, or other physical activities
Interpersonal	The ability to understand and interact effectively with others
Intrapersonal	The ability to have insight into the self
Naturalistic	The ability to recognize, identify, and understand animals, plants, and other living things

• Table taken from https://opentextbc.ca/

Activity #2 - Take a look at the 8 intelligences according to Gardner.  Your task is to teach mathematics skills to someone who scores well in every category EXCEPT Logico-mathematical.  How would you do it?

Create a strategy that takes advantage of at least three other intelligences on the list.  Be prepared to share your plan with your classmates. 

Close - Post at least 2 questions here:
https://docs.google.com/spreadsheets/d/1iKDtCmP_Q4AHlAjd2APb2qjx2U2xTSgqM71Hmvl9KK4/edit?usp=sharing

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