Sternberg's Triarchic Theory
Sternberg’s triarchic theory of intelligence poses a unique view on intelligence. Sternberg did not believe that standardized tests or other types of tests were accurate ways of measuring a person's intelligence (Robert Sternberg's Educational Theories, 2005). Thus he came up with his own theory that benefits all students by capitalizing on what students are best at while giving them a chance to work on their weaknesses. He came up with three types of intelligences: analytical, creative, and practical. The first, analytical intelligence, involves the ability to analyze and solve problems in an academic setting. Analytical people are typically the ones thought of as smart because they are great at academics, and they often are the ones who do well on standardized tests. People with creative intelligence are able to think of ways to solve problems in new ways and imagine new possibilities (2.6). Inventors for instance have creative intelligence because they come up with entirely new ideas. The last intelligence is practical intelligence. Those with practical intelligence have street smarts, and they can apply what they learn to real life situations (Sternberg, 1986).
So that I make sure to cater to the needs and abilities of all my students when I teach, I will provide many different assignments as well as give students more choices for solving problems (2.3). By providing multiple examples and assignments I hope to help students with different abilities understand. I plan to assess the students at the beginning of the year to see what types of intelligence they each have. Those that have analytical intelligence will be asked to analyze math problems, and then explain how they would go about solving these problems to the class. I will have the creative students draw or graph problems that are usually solved algebraically. Then I intend to ask them to try to find ways to solve problems using only a graph and no equation. These students would be encouraged to solve problems in different ways if possible. Lastly, to make math more practical to students, I will show them how these skills are necessary and can be used in everyday life. I would also give them examples of careers that use math to solve problems as part of their job.