Teaching triarchically improves school achievement.

Abstract

Two studies were conducted among 3rd-grade (primary-school) and 8th-grade (middleschool) students to test the efficacy of the triarchic theory of human intelligence as applied to classroom learning and performance. Students at the 3rd-grade level were taught a social-studies unit and at the 8th-grade level were taught a psychology unit in 1 of 3 ways: traditional instruction (primarily memory-based), critical-thinking instruction (primarily analytically based), and triarchically based instruction (involving infusion of analytical, creative, and practical instruction). Performance at both levels was assessed through multiple-choice items measuring primarily memory and performance-based items measuring analytical, creative, and practical aspects of achievement. Third-grade students also provided self-report measures. In general, triarchic instruction was superior to the other modes of instruction, even on multiple-choice memory-based items.

The Impact of Differentiated Instruction in a Teacher Education Setting: Successes and Challenges

“…Key factors in student learning profile include learning environment preferences, group orientation, cognitive styles, and intelligence preferences (Santangelo & Tomlinson, 2009). Research indicates that students at the primary and secondary school levels achieve more when instruction matches their learning preferences (Sternberg, 1997;Sternberg, Torff & Grigorenko, 1998). …”

Effective Educational Practice: A Crucial First Step in Addressing the Needs of Traditionally Overlooked Students

“…Approaches that are informed by an understanding of students' culture and unique strengths is essential in learning experiences, since student achievement is more likely when key skills relate to real-life situations (Sternberg, 2006), and teaching and assessment that matches students' strengths and real-life experiences increases achievement (Sternberg & Grigorenko, 2004;Sternberg, Grigorenko, & Jarvin, 2001;Sternberg, Torff, & Grigorenko, 1998;Sternberg & Zhang, 2005). Incorporating culturally relevant approaches is also important.…”

“…When learning is conceptually-focused, it enables educators to incorporate balanced perspectives of various racial and ethnic groups, which help students develop understanding of generalizations through specific cultural contexts (Erikson, 2002, Haberman, 1991Leiding, 2007). Flexible use of a varied balance of teaching and assessment approaches (Sternberg & Grigorenko, 2004;Sternberg, Grigorenko, & Jarvin, 2001;Sternberg, Torff, & Grigorenko, 1998;Sternberg & Zhang, 2005) in conjunction with culturally relevant content and learning processes (Banks, 2006;Delpit, 2006;Matczynski, Rogus, Lasley, & Joseph, 2000) that reflect an understanding of how students best learn (Sternberg, 2010) ensures that students will be successful in learning situations. Finally, by searching for and utilizing insights from a student's home and community cultures (Jackson, 1994;Ladson-Billings, 1992;Rothstein-Fisch & Greenfield, 2000;Seidl, 2007), and by engaging their communities and families in learning experiences (Swartz, 2009), teachers can discover useful information on approaches to learning that powerfully connect to students' lives.…”

“…Teaching students in ways that best fit their strengths and reflect their cultures is crucial in helping them to reach their full potential (Sternberg, 2002;. Using a balance of teaching and assessment approaches provides a more accurate perspective of students' strengths and needs, and helps students learn to think flexibly and compensate for weaknesses by capitalizing on strengths (Sternberg & Grigorenko, 2004;Sternberg, Grigorenko, & Jarvin, 2001;Sternberg, Torff, & Grigorenko, 1998;Sternberg & Zhang, 2005). Rather than relying on a specific set of strategies, style, or approach, effective learning experiences: connect to students' cultural, political, and emotional worlds (Seidl, 2007); use content and learning processes that are culturally relevant (Banks, 2006;Delpit, 2006;Matczynski, Rogus, Lasley, & Joseph, 2000); and reflect an understanding of how students best learn (Sternberg, 2010).…”

“…Both the handbook and the staff development protocol lay a foundation of overall best practices from which the more specialized needs of traditionally overlooked students can be met. & Jarvin, 2001;Sternberg, Torff, & Grigorenko, 1998;Sternberg & Zhang, 2005), culturally relevant content and pedagogy (Banks, 2006;Delpit, 2006;Matczynski, Rogus, Lasley, & Joseph, 2000), promoting student self-efficacy and sense of empowerment by positioning them as co-contributors in the class learning (Freire, 2009;Morrison, Robbins, & Rose, 2008;Patchen & Cox-Petersen, 2008), and helping students recognize and work toward social change (e.g. Banks, 2006;Benson, 2003;Ladson-Billings, 1992;Martinez, 2009;Morrison, Robbins, & Rose, 2008;Swartz, 2009).…”