Robert J. Sternberg's theory of human intelligence as a preface to persuasive writing

2006·2.2 MB·English

by  Brockman, Laura Spencer

Digitized by the Internet Archive
in 2010 with funding from
Lyrasis Members and Sloan Foundation
http://www.archive.org/details/robertjsternbergOObroc

Robert J. Sternberg's Theory of Human
Intelligence as a Preface to Persuasive
Writing
A
Paper
Presented to the Faculty of
Sweet Briar College
In Partial Fulfillment
Ofthe Requirements for the Degree of
Master's ofArts in Teaching
by
Laura Spencer Brockman
May 2006

Chapter
1
Examining the Purpose
INTRODUCTION
Englishhasremainedapersonal passion ofminemywholelife. Iusedto read
andwriteasoftenas I could, evenoutsideofschool. I usedto gohome, afteralongday
ofstrenuousmath,history, and scienceclasses, andreturntothepointinmystorywhere
Ihadleftoffthenightbefore, neverknowingwheremycharacterswouldendup. Inever
wentadaywithoutopeningmypinkandpurplespiral notebookandwritinguntilmy
hand crampedwiththeNo. 2 pencil danglingbetweenmythumband index finger. I
wouldreadanewbookeverydayand showmyfamilytheextravagantscenesfromthe
booksbyactingthem out inthekitchen,bymyself, afterdinner. Myparentswere
delightedthatoneoftheirchildrenhadsuchatalent.
MyEnglishteacherneverrecognizedmyworkinfrontoftheotherstudents
becauseshewasoverwhelmed atmynatural abilitytoreadandwriteatsuchanadvanced
—
level alevel evenmoreadvancedthantheteacherfeltcomfortableteaching!
Sometimes,myteacherfeltobligatedtojustgivememoreworkso I wouldfeel
—
"challenged" challengingmemeantgivingmeboringmythologyto readandwrite
essayon. Aftermonthsofextraworksheets,booklists, andwritingprompts, Ibecame
frustrated andweak. I stoppedwritingin mynotebookandneveropenedabookthatwas
notonmylists. Myworkethicbegan slippingand Istartedskippingclassesto avoidthe
extraworkthatmyteachersdemanded. I feltasifI wasbeingpunishedforbeing
different. I had toomuchto do, and itwasnotwhat Iwantedtobedoingatsuchayoung

age. I madethegradesthatmyteacherand parentsexpectedoutofme,butIneverwas
—
abletoexplain anythingthat 1 had learnedwhenasked whosefault isit: myfault for
notinformingmyteachers, ortheteacherfornotchallengingmethecorrectway? Would
ithavebeenbetterformyteacherto continuegivingmeextrawork andencouragemeto
takeitonedayat atime,withindividual help sessions, or,wouldithavebeenbetterfor
myteacherto supportmeindividuality, providemewithencouragement, andgiveme
specializedworkthatwasgearedtowardsthecreativitythat I possessed, alongwithmy
otherclassmates?
Whatmyteacherdidnotrealizeisthatthereissomethingwonderfulthatis
developinginclassroomsacrossAmericacalleddifferentiation. Differentiationworks
forstudents,justlikeme. whoareafraidtoshowwhattheyarereallycapableofbecause
teachersareaskingthem todomoreiftheyshowmore. Aswithmycase,manyteachers
lookpastwhatthestudentsreallyenjoydoinganddonotunderstandthatthereareways
ofworkingwiththeirtalentsandabilitiesand actuallyallowingmaterial tobelearned.
With theStandardsofLearningintact inVirginia,manyteacherscomplainthat"there
isn'tenoughtime." Unfortunately, whattheydonotrealizeisthatgivingtimemeans
receivingtime, inthiscase. Themoretimeyoudevotetoyourstudents' needsand
assessingthoseneeds,themoretheywill givetowardtheirwork, andthebetteroffthe
will be, aslearners, intheend.
Differentiationallowsteachersto assesswhattheirstudents' individualneedsare,
createlessonsaccordingly, and watch eachstudentgrowwhiledoingsomethingthey
trulymayenjoy. Therearemanywaystodifferentiate, althoughonlythreearemost
widelyusedtoday: interest-based, readiness-based, and learningstyle-based. Inthis