Chapter04 Individual Differences Intelligence, Cognitive and Learning Styles, and Creati

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1、IndividualDifferences:Intelligence,CognitiveandLearningStyles,andCreativityChapterFourTheBigPictureWhatisintelligence?Isintelligencecausedbygenesorenvironment,orboth?Whatcanateacherdotomakestudentsmoreintelligent?Shouldteachersadapttodifferencesinintelligencebygroupi

2、ngstudentsaccordingtoabilitylevel?TheBigPictureWhatarethinkingstylesandlearningstyles?Howcanteachersuseknowledgeaboutstylestoimproveinstructionandassessment?Whatiscreativity,andhowdoesitdifferfromintelligence?Howcanteachersencourageanddevelopcreativityintheirstudents

3、andinthemselves?UnderstandingIndividualDifferencesinIntelligenceWhatisintelligence?GeneralIntelligenceFactorMultipleIntelligenceFactorsHierarchicalModelsSystemsTheoriesofIntelligenceGardner-TheoryofMultipleIntelligenceSternberg-TriarchicTheoryofIntelligenceAnalytical

4、AbilityCreativeAbilityPracticalAbilityCritiqueofContemporaryTheoriesLackofEmpiricalTestingofGardner’sTheoryBroadNatureoftheTriarchicTheoriesCurrentEducationalControversiesinIntelligenceTheSourceofIntelligence-InheritedVersusLearnedCanIntelligencebeModified?HowdoTeach

5、ersDealwithVaryingLevelsofIntelligence?TeachingStudentsofVaryingLevels:AbilityGroupingAbilityGroupingWithin-ClassAbilityGroupingBetween-ClassAbilityGroupingRegroupingJoplinPlanAdvantagesandDisadvantagesCognitiveStylesandLearningStylesCognitiveStyleFieldIndependenceVe

6、rsusFieldDependenceReflectivityVersusImpulsivityMentalSelf-GovernmentMentalSelf-GovernmentUnderstandingIndividualDifferencesinCreativityCreativityTheMysticalApproachThePsychometricApproachSocial-PsychologicalApproachesAConfluenceApproachTheConfluenceApproach:Characte

7、risticsofCreativeIndividualsSeeproblemsinnewwaysAresomewhatknowledgeableintheareaLikebeingcreativeAreopentonewexperiencesArewillingtotakesensiblerisksAreintrinsicallymotivatedSeekoutsupportiveenvironmentsEndChapterFour