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Chapter 9 Planning Guide Each chapter of Holt McDougal Psychology: Principles in Practice is supported by a DVD-ROM SOS Student One Stop wide array of intervention, enrichment, and Print Resource TE Teacher’s Edition TOS Teacher One Stop assessment resources. For more information Transparency Learning Styles * also on TOS about these resources, see pages T24–T33. Section Overview Reproducible and Technology Resources Section 1: Reading and Activity Workbook: Guided Review and Assessment Resources: What Is Intelligence? Reading Activity* Section 1 Quiz* The Main Idea: Psychologists Readings and Case Studies in Psychology: Online Quiz: Section 1 Quiz have many different theories of The IQ Puzzle, Sharon Begley* intelligence. Advanced Placement Review and Project-Based Activities with Rubrics* Activities* Transparencies with Teacher’s Notes: APA and ASA Writing Guide* Sternberg’s Triarchic Model* Section 2: Reading and Activity Workbook: Guided Review and Assessment Resources: Measurement of Intelligence Reading Activity* Section 2 Quiz* The Main Idea: Psychologists Research Activities for Teaching Psychology: Interactive Feature: Stanford-Binet have developed different kinds of Activity 2, Literature Review; Activity 3, Intelligence Scale intelligence tests. To be useful, the Content Analysis; Activity 4, Historical Online Quiz: Section 2 Quiz tests must be reliable and valid. Method; Activity 9, Statistical Analysis* Transparencies with Teacher’s Notes: Stanford-Binet Intelligence Scale* Section 3: Reading and Activity Workbook: Guided Click for More: Intelligence Tests Differences in Intelligence Reading Activity* Review and Assessment Resources: The Main Idea: Most people Research Activities for Teaching Section 3 Quiz* have average intelligence. A few Psychology: Activity 4, Historical Method* have either very high or very low Online Quiz: Section 3 Quiz intelligence. Transparencies with Teacher’s Notes: Distribution of IQ Scores* CHAPTER 9 PLANNING GUIDE Section 4: Reading and Activity Workbook: Guided Review and Assessment Resources: What Influences Intelligence? Reading Activity, Applying What You’ve Chapter 9 Test, Forms A and B* The Main Idea: Both heredity and Learned* Review and Assessment Resources: environment influence a person’s Research Activities for Teaching Unit 3 Test* intelligence. Psychology: Activity 10, Presentation* Online Quiz: Section 4 Quiz Review and Assessment Resources: Section 4 Quiz* 245a CHAPTER 9 Differentiating Instruction Application-Based Teacher Management System • Pacing Guide Assessment • Section Lesson Plans Reading and Activity Workbook Quick Lab (p. 263) • Guided Reading Activities Boosting Brainpower This activity asks students • Applying What You’ve Learned to examine how common behaviors affect academic Advanced Placement Review and Activities performance by attempting to correlate certain behaviors to test scores received in the past week. You SOS Student One Stop may wish to extend the time period if students did • Reading and Activity Workbook • Interactive Features not receive any grades on tests or quizzes during the previous week. Encourage students to think about any TOS Teacher One Stop additional factors that may have affected their aca- • ExamView Test Generator demic performance. • Quiz Show for ExamView CHAPTER 9 PLANNING GUIDE • PuzzlePro (pp. 266–267) • Review and Assessment Resources Lab Profi le of a Genius This lab, developed by TE Differentiated Activities teacher January Rowe of Melissa High School, in the Teacher’s Edition • Comparing and Contrasting Achievement and Intelligence, Melissa, Texas, asks students to think about the quali- p. 249 ties of a genius. In small groups or as a class, review • Creating IQ Bell Curves, p. 258 the various aspects of intelligence covered in this • Visiting a Head Start Facility, p. 263 chapter, including theories, testing, and infl uences. You • Drawing a Portrait of a Genius, p. 266 may wish to summarize on the board Gardner’s theory of multiple intelligences, Sternberg’s triarchic theory, and Goleman’s fi ve factors of emotional intelligence. Groups will then use this information to develop a profi le of the characteristics of a genius. Consider Key to Differentiating Instruction giving students sample job descriptions to use as guid- Below Level ance when developing their profi les. Use the examples of profi le headings and geniuses on page 267 to help Basic-level activities designed for all students encountering shape the lab. new material At Level Find More Activities Online For additional Application-Based Assessments for this chapter, visit Intermediate-level activities designed for average students thinkcentral.com. Above Level Challenging activities designed for honors and gifted and talented students Standard English Mastery Activities designed to improve standard English usage With the Teacher One Stop you • Online Quizzes can easily organize and print • Internet Features Teacher Resources lesson plans, planning guides, and instructional materials for • WebQuests KEYWORD: SPS TEACHPSY all learners. • Current Events With the Student One Stop your • Online Quick Lab and students can browse book pages, Applying What You’ve Learned practice taking tests, and more! • Click for More INTELLIGENCE 245b CASE STUDY To foster student understanding of this chapter’s big idea, design your lesson to address each section’s essential question. What Makes a sculptor, and potter—had creative outstanding spatial-relations intelligence. Igor Stravinsky, The Big Idea a composer, had extraordinary Psychologists study the variations in musical ability. T. S. Eliot, a ? poet, had linguistic intelligence. human intelligence as well as the factors GENIUS that infl uence those differences. Martha Graham, a dancer, had special body-kinesthetic intelligence. Harvard psychologist Howard Mohandas Gandhi possessed exceptional Essential Questions Gardner believes that there are sensitivity to the feelings and needs of oth- several kinds of intelligence. 1. What do psychologists believe about ers, which helped him to become an influ- Above and beyond the sorts of ential leader in India. intelligence? intelligence useful in school, Using the information he learned about 2. How do psychologists measure Gardner suggests that other these creative people, Gardner developed kinds of intelligence are neces- EC. EC stands for Exceptional Creator, an intelligence? sary for success in other areas. imaginary person who combines the com- 3. What are the different levels of Gardner’s perspective on mon characteristics of creators. As embod- human intelligence? intelligence stems in part from ied by an imaginary woman, the character- his life-long love of the arts. istics are as follows: 4. What are the factors that influence As a student of psychology, • EC comes from outside a major city intelligence? Gardner noticed that the arts but not so far removed that she is and creativity generally uninformed. Martha Graham‘s bodily- received little attention. • EC’s family is neither wealthy nor poor kinesthetic intelligence He decided to investigate their but is reasonably comfortable. helped her to explore new relationship to intelligence by • EC’s upbringing is fairly strict, and her pathways in modern dance. studying some of the most cre- closest friend is outside her immediate ative people of the 1900s. family. In 1993 Gardner pub- • EC’s family is not especially educated, lished his findings in a book titled Creating but they value learning. Minds. In it, Gardner describes the • EC discovers her talent at an early age. characteristics and circumstances that • As an adult, EC feels the need to test shaped the lives and work of seven major herself against others in her field, and figures: Sigmund Freud, Albert Einstein, she moves to the city. Pablo Picasso, Igor Stravinsky, T. S. Eliot, • Once she makes a major breakthrough Martha Graham, and Mohandas Gandhi. in her field, EC becomes isolated from Each of these people was outstanding in her peers. his or her field, and each one also happens • EC works nearly all the time and makes to represent one of the intelligences in tremendous demands on herself. Gardner’s theory. • EC is self-confident, stubborn, and able Sigmund Freud, as you know, was a to deal with adversity. famous psychologist whose intelligence pro- • EC has a second major breakthrough in vided insight into his own deepest feelings. her field about 10 years after the first. Albert Einstein, the physicist who estab- • EC lives a long time, gains many follow- lished the theory of relativity, had a special ers, and makes contributions in her field ability in math. Pablo Picasso—a painter, until her death. 246 CHAPTER 9 Introduce the Chapter At Level Intelligencepy10se_INT_opener.indd 246 9/2/08 11:18:14 AM 1. Tell students to write a definition in their 3. Have students write on a sheet of paper ways own words of intelligence. Call on students that they themselves exhibit intelligence. to read their definitions to the class. Next tell them to write a paragraph 2. Have the class discuss the question: “What describing what they believe are the factors makes a person intelligent?” As students that contributed to the intelligence they discuss this issue, remind students that there possess. Intrapersonal are different types of intelligence. Alternative Assessment Handbook: Rubric 37, Writing Assignments 246 CHAPTER 9 Watch the Video R 9 Explore topics on the psychological study CHAPTERCHAPTE of intelligence. Watch the Video See the chapter video in Holt
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