Good Morning Students!

1. Please get out: Your notes. Something to write with. Essential Question: How can we improve the educational experience of all students at Los Altos High School? Good Morning Students! Today: Educational Psych Student performance Multiple Intelligence. Motivation

2. Views on Intelligence “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”  ― Albert Einstein

3. What factors influence student success?

4. Why School is Structured the Way it is Structured. http://www.youtube.com/watch?v=zDZFcDGpL4U What is your reaction to the video. What do you like about how school is currently structured and what do you not like. What are some of the logistical problems we might face trying to change the way schools are run?

5. Happy Wednesday Psychologists! Please get out: Multiple Intelligence Test Notes/Note-taking stuffs Today: Multiple Intelligences Looking at Intelligence Learning styles vs intelligence vs talents Problems vs potentials Motivation and Delayed Gratification

6. Multiple Intelligences Test Please answer all the questions on the multiple intelligences test and fill out the circle on fourth page. I will post these so we can see what types of people we have in our classroom. Please don’t take this TOO seriously. These types of tests (as we will learn later) are disputed by my psychologists as being culturally biased.

7. Multiple Intelligences • Howard Gardner • Progressive Aspect – Different Types of Intelligence Equally Valued. – now includes natural • Criticism- Doesn’t expand definition of intelligence but changes it to ability or aptitude.

8. Educational Psychology Essential Question: How can we improve the educational experiences of all students at Los Altos High School? To answer this question we will look at: • Why school is how it is now. • Learning styles • Motivation, Delayed Gratification and Goal setting. • Attention (ADD/ADHD and Procrastination) • Stereotype Threat

9. Intelligence • Original view of intelligence – • Charles Spearman (1863-1945)  “general intelligence” aptitude tests. • Primary Mental Abilities - Louis L. Thurstone (1887-1955) • Verbal comprehension • Reasoning • Perceptual speed • Numerical ability • Word fluency • Associative memory • Spatial visualization • Howard Gardner’s – Multiple Intelligences (8 types) • Robert Sternberg - Triarchic Theory of Intelligence: • “Mental activity directed toward purposive adaptation to, selection and shaping of, real-world environments relevant to one’s life.“ • Agreed with Gardner that intelligence is much broader than a single, general ability • suggested some of Gardner's intelligences are better viewed as individual talents. • Analytical intelligence: This component refers to problem-solving abilities.Creative intelligence: This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills.Practical intelligence: This element refers to the ability to adapt to a changing 

10. Other types of intelligence/learning styles 4mat Type 1 – personal connection Type 2 – lecture – note taking Type 3 – hands on experiment Type 4 – creative – innovate Learning Styles Auditory Visual Kinesthetic Verbal

11. Talent vs. Intelligence • Ongoing debate. • Ultimately a social construct • Importance of cultural relevance – if your talent is important we call it intelligence. • Adaptability

12. Genius • New book - British biographer Andrew Robinson examines key moments in the lives of such giants as Marie Curie, Charles Darwin, Albert Einstein and Leonardo da Vinci. • The conclusion that he draws from their experience is that creative genius is "the work of human grit, not the product of superhuman grace."  • Malcolm Gladwell- 10,000 hr rule. • Anders Ericsson -  "experts are always made, not born." 

13. Happy Friday Psychologists!

14. TGIF!!! Today: • Drive • Motivation • Procrastination

15. Motivation So if genius is all about hard work – how do we motivate ourselves and others to do well? Brainstorm- • What motivates you? • What would you do to motivate another person?

16. I’ll make a title for this later….

17. Procrastination • Everyone procrastinates sometimes, but 20 percent of people chronically avoid difficult tasks and deliberately look for distractions—which, unfortunately, are increasingly available. Procrastinators may say they perform better under pressure, this is VERY rarely true…

18. Why do we Procrastinate • There are different theories…. • Animals are programmed to be efficient (aka lazy when possible). • Procrastination in large part reflects our perennial struggle with self-control as well as our inability to accurately predict how we'll feel tomorrow, or the next day. • We are OVERSTIMULATED – there are too many choices of what to do. • Our values on time…. • We lack the ability to practice delayed gratification….

19. Focus and Orientation • Think about the video – problems with the video? • Knowing vs. Behavior? • Prefrontal Cortex – Development • Ability to plan vs. Orientation on your life. • Values? What are the strengths of past oriented or present oriented people.

20. ADD/ADHD • Most Psychologists and Psychiatrists agree that AHDH is a real thing. • Many believe it is over diagnosed. • Many ADD/ADHD drugs are amphetamines. Or like Ritalin, are similar to the drug, cocaine. • Many Psychologists believe ADD/ADHD should be treated with therapy, not drugs.

21. Delayed Gratification…

22. Lets look at this more…. • In your groups, divide up the four articles… • When you are done reading them all, discuss with your group what YOUR article said. • You will be creating a poster describing your groups view on: • Whether delayed gratification is a trait we are born with or a trait we are taught. (Using EVIDENCE) • If the marshmallow study really demonstrates what it says it demonstrates. (Using Evidence) • Implications for educational settings. • MAKE IT PRETTY, THESE ARE GOING UP FOR BACK TO SCHOOL NIGHT .

23. Delayed Gratification • Stanford preformed a longitudinal study of delayed gratification in the 1970’s. • The Marshmallow Experiment • 30/30/30 distribution. • Results: • more successful than most of the population in a wide range of professions from art and athletics, to law, medicine and finance. • They were socially more successful, had a significantly lower divorce rate and were even thinner, healthier, and happier than their peers • The ‘seekers’ tended to engage in activities which provided them with instant gratification,  such as eating, taking drugs, watching tv, and thus they had great difficulty in working towards long term goals that may ultimately provide them with a greater sense of achievement and happiness with life

24. Delayed Gratification Revisited… • Redid the “Marshmallow Experiment” • Told kids if they could wait they would get way better supplies. • Came back and gave only HALF the kids better supplies. • The kids immediately LEARNED to practice delayed gratification or not…

25. Happy Friday Friends! Please get out: Something to write with Something to write on A Colored Pen

26. Class Brainstorm In your groups of four – Brainstorm, what have we learned so far- what are some concrete implications for education you can think of based on what we have learned so far. Ex. Behaviorism works well – We should pay students for good grades.

27. Implications for Education…. Using everything we’ve learned in psychology so far. Write out an essay/letter in which you make suggestions to me, our principal or our school board regarding how school should be run/ kept the same/ changed. You must you EVIDENCE in all of your claims and explain WHY you think the point you are making is important for student success. This is just practice. I will grade these over the weekend so that on next Friday, when you are doing your real unit final, you will get an A+

28. Peer Edit • Look over your partners’ essay and circle with your pen the number of concrete suggestions they made. • Underline each piece of evidence they offered in support of their position. • Finish up by asking one question of them at the end of the page.