Teaching for Successful Intelligence 2/e

Robert J. Sternberg is Professor of Human Development at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. He formerly was IBM Professor of Psychology and Education at Yale. His BA is from Yale summa cum laude and his PhD is from Stanford. He also holds 13 honorary doctorates. He is a member of the National Academy of Education and the American Academy of Arts and Sciences. Sternberg has been cited over 150,000 times and is among the most frequently cited authors in psychology textbooks. He is the winner of the APS Williams James Award and the APS James McKeen Cattell Award and of the Grawemeyer Award in Psychology. He is married to Karin Sternberg and has five children: Seth, Sara, Samuel, Brittany, and Melody. Elena Grigorenko is associate professor of child studies and psychology at Yale University and associate professor of psychology at Moscow State University. Grigorenko has published more than 200 peer-reviewed articles, book chapters, and books. She has received many professional awards, and her research has been funded by various federal and private organizations. Grigorenko has worked with children from around the world, including those living in Africa, Asia, Europe, and the Americas.

Preface Introduction About the Authors Part I. Understanding Successful Intelligence 1. What Is Successful Intelligence? A Grizzly Bear's Lunch Defining Successful Intelligence The Triarchy of Thinking Abilities Conclusion 2. Examining the Theory of Successful Intelligence Does Successful Intelligence Work in the Classroom? Why Are Conventional Notions of Intelligence Still Prevalent? 3. Successful Intelligence in Life and in School Successful Intelligence in Life: The Changing Demands of the Larger World Successful Intelligence in School: Giving Everybody a Fair Chance Part II. Building Successful Intelligence Abilities 4. Teaching for Analytical Thinking Problem Solving Lesson 1: Identify Problem Lesson 2: Allocate Resources Lesson 3: Represent and Organize Information Lesson 4: Formulate Strategy Lesson 5: Monitor Problem Solving Strategies Lesson 6: Evaluate Solutions Lesson 7: Additional Prompts for Analytical Thinking 5. Teaching for Creative Thinking The Investment View of Creativity: Buying Low and Selling High Balancing Analytical, Creative, and Practical Abilities Lesson 8: Redefine the Problem Lesson 9: Question and Analyze Assumptions Lesson 10: Sell Creative Ideas Lesson 11: Generate Ideas Lesson 12: Recognize the Two Faces of Knowledge Lesson 13: Identify and Surmount Obstacles Lesson 14: Take Sensible Risks Lesson 15: Tolerate Ambiguity Lesson 16: Build Self-Efficacy Lesson 17: Uncover True Interests Lesson 18: Delay Gratification Lesson 19: Model Creativity Lesson 20: Additional Prompts for Creative Thinking 6. Teaching for Practical Thinking Lesson 21: Become Motivated Lesson 22: Control Impulses Lesson 23: Persevere but Don't Perseverate Lesson 24: Use the Right Abilities Lesson 25: Act on a Plan Lesson 26: Become Oriented to Product Lesson 27: Complete Tasks Lesson 28: Make a Commitment Lesson 29: Take a Risk Lesson 30: Don't Procrastinate Lesson 31: Assign Responsibility Lesson 32: Manage Self-Pity Lesson 33: Be Independent Lesson 34: Handle Personal Difficulties Lesson 35: Concentrate Lesson 36: Schedule Accordingly Lesson 37: Set Priorities Lesson 38: Balance Thinking Skills Lesson 39: Develop Self-Confidence Lesson 40: Additional Prompts for Practical Thinking Part III. Developing Successful Intelligence Units 7. Framing Triarchic Instruction and Assessment Units The Nuts and Bolts of TIA What TIA Means What TIA Does Not Mean The Structure of TIA Units Pre-TIA Activities Designing a TIA Unit Implementing TIA 8. Putting It All Together: A Comprehensive Illustration of Lessons for Teaching for Successful Intelligence Introduction to Unit Unit Lesson 1: Introduction Unit Lesson 2: Analytical Unit Lesson 3: Practical Unit Lesson 4: Creative Unit Homework Unit Assessment Conclusion Appendix: Grade Level Activities References Index

"This book will provide valuable assistance, organization, and vision to teachers for whom lesson planning is new or challenging!" -- Stephen M. Bongiovi, English Department Chair "I found myself engrossed, reading every word, and quite frankly, wishing for even more! Beyond a doubt, teachers will use this book!" -- Ronald W. Poplau, Instructor "A very useful addition to my teaching methodology! There is a need for this book!" -- J. Petrina McCarty-Puhl, Science Teacher "From sample unit plans to activities for teachers and students alike, this guide will find a place on the shelves of any serious educator." -- The Bookwatch, September 2007