Robert J. Sternberg
Elena L. Grigorenko
Bruce Torff
Linda Jarvin

This monograph reports findings from three intervention studies in which the triarchic theory of intelligence was infused into the curricula. Two studies focus on middle school and one study on high school. Teachers were trained in, and asked to implement, either triarchically enhanced curriculum (experimental groups) or were trained in mnemonic strategies and asked to implement their regular curriculum (control groups). Sample curriculum lessons are included in the text. In all three studies, students benefited from triarchic instruction. The present work shows that students also benefited without regard to the grade level or subject matter tested.

Reference:

Modern Theories of Intelligence Applied to Assessment of Abilities, Instructional Design, and Knowledge-based Assessment
Robert J. Sternberg
Elena L. Grigorenko
Bruce Torff
Linda Jarvin
 

Conclusions

1. Students who receive triarchic instruction generally learn more than students who receive conventional instruction and perform better on both performance-based and memory-based assessments.
2. Students benefit from triarchic instruction, not only if it is matched to their pattern of strengths, but also if it is given in equal fashion to all students, regardless of grade level or subject matter.
3. Since teaching and assessment often do not match, there is a strong need for a teaching to all abilities and assessment based on such broad teaching.
4. The time has come to stop wasting human resources because students’ talents may not correspond to the skills that schools traditionally have emphasized.