1.0 Introduction
Every student is unique in how they think, learn, and solve problems. Intelligence is no longer viewed as a single, fixed trait but as a multifaceted set of capabilities. In education, understanding intelligence and its various forms helps teachers tailor instruction and assessments to meet the diverse needs of learners.
2.0 Objectives / Learning Outcomes
By the end of this lecture, students should be able to:
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Define and explain the concept of intelligence from multiple perspectives.
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Differentiate between Gardner’s Multiple Intelligences and Sternberg’s Triarchic Theory.
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Recognize biases in traditional intelligence testing.
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Apply Universal Design for Learning (UDL) principles to accommodate diverse intelligences in the classroom.
3.0 Defining Intelligence
Intelligence is the capacity to learn, reason, solve problems, and adapt to new situations. Traditional models (like IQ tests) focused primarily on logical reasoning and verbal abilities. Contemporary models emphasize a broader range of capabilities.
🧠 Key Concept: Intelligence is not a fixed quantity but a dynamic, multifaceted construct shaped by biology, culture, and experience.
4.0 Gardner’s Theory of Multiple Intelligences (1983)
Howard Gardner proposed that intelligence is not a single general ability, but a set of multiple intelligences that individuals possess in varying degrees.
4.1 The 8 Intelligences
| Intelligence Type | Description | Sample Careers |
|---|---|---|
| Linguistic | Sensitivity to language, reading, writing, storytelling | Authors, journalists, lawyers |
| Logical–Mathematical | Number/reasoning skills, abstract thinking | Scientists, engineers, accountants |
| Spatial | Visualizing and manipulating space | Architects, graphic designers |
| Bodily–Kinesthetic | Using the body to solve problems or express ideas | Athletes, dancers, surgeons |
| Musical | Sensitivity to sound, pitch, rhythm, and tone | Musicians, composers |
| Interpersonal | Understanding and interacting with others | Teachers, therapists |
| Intrapersonal | Self-awareness and reflection | Philosophers, psychologists |
| Naturalistic | Understanding patterns in nature and living organisms | Biologists, farmers |
4.2 Classroom Applications
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Use a variety of instructional strategies (e.g., music, visuals, movement).
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Design assessments that allow students to showcase strengths.
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Encourage collaboration and self-reflection.
📌 Example: A history lesson could include writing (linguistic), timeline creation (spatial), reenactments (bodily-kinesthetic), and group discussion (interpersonal).
5.0 Sternberg’s Triarchic Theory of Intelligence
Developed by Robert Sternberg, this model categorizes intelligence into three interrelated types:
| Component | Description | Example |
|---|---|---|
| Analytical | Problem-solving, evaluating, comparing, analyzing | Excels at traditional tests |
| Creative | Generating novel ideas and solutions | Thinks outside the box, innovates |
| Practical | Applying knowledge to real-world situations | Manages life tasks effectively |
5.1 Educational Implications
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Recognize that academic success isn’t limited to test-taking.
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Provide assignments that assess creativity and real-world application.
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Value practical problem-solving as much as analytical thinking.
🧠 Classroom Strategy: Assign projects where students must analyze, invent, and present real-life solutions to social problems.
6.0 Intelligence Testing and Bias
Traditional intelligence assessments, like the Stanford-Binet or Wechsler scales, measure only a narrow set of abilities. These often neglect cultural and contextual factors.
6.1 Types of Bias
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Cultural Bias: Language or content unfamiliar to certain cultures.
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Socioeconomic Bias: Assumes background knowledge that some students may not have.
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Stereotype Threat: Anxiety about confirming a stereotype can impair performance.
6.2 Recommendations
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Use multiple assessment methods (e.g., portfolios, interviews, observations).
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Apply culturally responsive assessment tools.
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Focus on growth and potential, not just test scores.
7.0 Universal Design for Learning (UDL)
UDL is a proactive framework that anticipates and plans for learner variability, based on principles of access and equity.
7.1 The Three UDL Principles
| Principle | Description | Classroom Example |
|---|---|---|
| Multiple Means of Representation | Present content in various formats | Use videos, diagrams, written text |
| Multiple Means of Engagement | Motivate learners in different ways | Give choice in tasks and topics |
| Multiple Means of Expression | Allow learners to show knowledge in multiple formats | Assess with essays, podcasts, or visual projects |
🎯 Goal: Design lessons from the outset that reach all students, not just adapt after the fact.
8.0 Activities and Reflection
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MI Inventory Exercise: Students take a brief Multiple Intelligences self-assessment.
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Lesson Redesign: Take a traditional lecture-based lesson and revise it using UDL and MI principles.
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Debate: “Are IQ tests fair and valid measures of intelligence?”
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Journal Prompt: Reflect on how your strongest intelligence helped you learn best in school.
9.0 Summary
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Intelligence is multi-dimensional and influenced by context and culture.
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Gardner and Sternberg offer inclusive models that recognize diverse strengths.
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Standardized testing has limitations and potential biases.
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UDL helps educators plan inclusive instruction from the start.
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Recognizing and honoring intellectual diversity empowers all learners.
10.0 Next Week
Week 8: Individual Differences – Exceptionalities (Learning Disabilities, Gifted Education, IEPs, Assistive Technology)
