Raising the Achievement of All Students: Teaching for Successful Intelligence
This article describes how we can teach students more effectively by teaching for successful intelligence. Teaching for successful intelligence involves instructing and assessing analytically, creatively, and practically, as well as for memory. Such teaching helps students recognize and capitalize on strengths, and at the same time recognize and correct or compensate for weaknesses. The article describes how to teach for successful intelligence and presents empirical evidence that teaching for successful intelligence really works in the classroom in raising student achievement.
Unable to display preview. Download preview PDF.
- Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences, Basic Books, New YorkGoogle Scholar
- Gardner, H. (1999). Reframing Intelligence, Basic Books, New YorkGoogle Scholar
- Grigorenko, E. L., Jarvin, L., and Sternberg, R. J. (2002). School-based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemp. Educ. Psychol. 27: 167–208Google Scholar
- Sternberg, R. J. (1997). Successful Intelligence, Plume, New YorkGoogle Scholar
- Sternberg, R. J., and Grigorenko, E. L. (2000). Teaching for Successful Intelligence, Skylight, Arlington Heights, ILGoogle Scholar
- Sternberg, R. J., Grigorenko, E. L., Ferrari, M., and Clinkenbeard, P. (1999). A triarchic analysis of an aptitude-treatment interaction. Eur. J. Psychol. Assess. 15(1): 1–11Google Scholar
- Sternberg, R. J., and Spear-Swerling, L. (1996). Teaching for Thinking, American Psychological Association, Washington, DCGoogle Scholar
- Sternberg, R. J., Torff, B., and Grigorenko, E. L. (1998a). Teaching for successful intelligence raises school achievement. Phi Delta Kappan 79: 667–669Google Scholar
- Sternberg, R. J., Torff, B., and Grigorenko, E. L. (1998b). Teaching triarchically improves school achievement. J. Educ. Psychol. 90: 374–384Google Scholar
- Sternberg, R. J., and Williams, W. M. (2002). Educational Psychology, Allyn-Bacon, Boston.Google Scholar