ERIC Number: ED456095
Record Type: Non-Journal
Publication Date: 2000
Reference Count: N/A
Teaching for Successful Intelligence To Increase Student Learning and Achievement.
Sternberg, Robert J.; Grigorenko, Elena L.
This book provides K-12 teachers with a series of lessons that promote the development of students' analytical, creative, and practical thinking skills. It is based on the theory of successful intelligence, which suggests that successful people use all three skills to achieve success. The book supplies educators with theories, techniques, lessons, examples, and instructional units that can be adapted to numerous subject areas and grade levels. It includes an actual case study which utilized the successful intelligence approach to improve reading proficiency. Part one introduces the theory of successful intelligence and gives its underlying research support. After defining successful intelligence, it provides empirical support for the theory and background on why teaching successful intelligence is so important and so difficult in the educational system today. Part two concentrates on the three successful intelligence abilities and how teachers can foster these skills through classroom teaching. It presents 40 lessons and suggestions for applying the lessons to specific subject areas and grade levels. Part three focuses on how teachers design and use instructional units that facilitate students' learning using the three thinking skills in the classroom. (Contains 62 references.) (SM)
Descriptors: Academic Achievement, Creative Thinking, Elementary Secondary Education, Intelligence, Problem Solving, Teaching Methods, Thinking Skills
SkyLight Professional Development, 2626 South Clearbrook Drive, Arlington Heights, IL 60005 (Item no. 1918, $32.95). Tel: 847-290-6600; Tel: 800-348-4474 (Toll Free); Fax: 847-290-6609; e-mail: firstname.lastname@example.org; Web site: http://www.skylightedu.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: N/A