Development & Intelligence Issues - Part II

Curriculum Design and Instruction To Teach

Development and Intelligence Issues: Taking

Sides: Part II:




Author: Charles Hayes:


Special Features Include:


Phases For Conducting A Needs Assessment:

Curriculum Design Supplement:

|a|. Subject-Questions-Answers:

Curriculum Design Plan:

Lesson Plans:

Instructional Goals:

Instructional Objectives:

Instructional Activities:

Instructional Evaluation Techniques:

Standard Vocabulary:

A Limited Glimpse:



Topics Include:


I. Introduction:

Issue: Should Parents Provide Academic

Instruction forTheir Children Before They're

Old Enough for School?

1. Yes: Siegfried and Therese Englemann, from

Give Your Child a Superior Mind.

2. No: David Elkind, from "Formal Education and

Early Childhood Education: An Essential

Difference," Phi Delta Kappan:

Siegfried and Therese Engelmann claim that

preschool instruction using their procedures is

pleasurable and will give children a lasting head

start. David Elkind forcefully argues against giving

academic instruction to very young children

because of the risks it can pose to a child's

development.

Issue 2: Can Intelligence Be Increased?

1. Yes: R. J. Sternberg, from "How Can We Teach

Intelligence?" Educational Leadership:

2. No: Arthur R. Jensen, from "Compensatory

Education and the Theory of Intelligence,"

Educational Leadership:

Psychologists have long debated the origins of

intelligence. Is a person's intelligence set for life, or

is it possible to increase intelligence through

training programs? The Answers to this issue have

profound educational and social implications and

bring into question many long-standing

assumptions.

Issue 3: Can Intelligence Be Measured with a

Single Score?

1. Yes: Arthur R. Jensen, from Straight Talk About

Mental Tests:

2. No: Howard Gardner, from "The Seven Frames of

Mind," Psychology Today:

Is intelligence a single, measurable characteristic,

or is it the result of an interaction among many

elements? If the tests now in use are based on

single definition, are we making accurate

assessments of intelligence or are we only

predicting success or failure in school? The

answers to this debate have profound social

implications.

III. REFERENCES:

IV. PAPERBACK:

V. 200 PAGES: