Robert J. Sternberg is Professor of Human Development at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. He formerly was IBM Professor of Psychology and Education at Yale. His BA is from Yale summa cum laude and his PhD is from Stanford. He also holds 13 honorary doctorates. He is a member of the National Academy of Education and the American Academy of Arts and Sciences. Sternberg has been cited over 150,000 times and is among the most frequently cited authors in psychology textbooks. He is the winner of the APS Williams James Award and the APS James McKeen Cattell Award and of the Grawemeyer Award in Psychology. He is married to Karin Sternberg and has five children: Seth, Sara, Samuel, Brittany, and Melody.Elena Grigorenko is associate professor of child studies and psychology at Yale University and associate professor of psychology at Moscow State University. Grigorenko has published more than 200 peer-reviewed articles, book chapters, and books. She has received many professional awards, and her research has been funded by various federal and private organizations. Grigorenko has worked with children from around the world, including those living in Africa, Asia, Europe, and the Americas.

"This book will provide valuable assistance, organization, and vision to teachers for whom lesson planning is new or challenging!"

• PrefaceIntroductionAbout the AuthorsPart I. Understanding Successful Intelligence1. What Is Successful Intelligence?A Grizzly Bear′s LunchDefining Successful IntelligenceThe Triarchy of Thinking AbilitiesConclusion2. Examining the Theory of Successful IntelligenceDoes Successful Intelligence Work in the Classroom?Why Are Conventional Notions of Intelligence Still Prevalent?3. Successful Intelligence in Life and in SchoolSuccessful Intelligence in Life: The Changing Demands of the Larger WorldSuccessful Intelligence in School: Giving Everybody a Fair ChancePart II. Building Successful Intelligence Abilities4. Teaching for Analytical ThinkingProblem SolvingLesson 1: Identify ProblemLesson 2: Allocate ResourcesLesson 3: Represent and Organize InformationLesson 4: Formulate StrategyLesson 5: Monitor Problem Solving StrategiesLesson 6: Evaluate SolutionsLesson 7: Additional Prompts for Analytical Thinking5. Teaching for Creative ThinkingThe Investment View of Creativity: Buying Low and Selling HighBalancing Analytical, Creative, and Practical AbilitiesLesson 8: Redefine the ProblemLesson 9: Question and Analyze AssumptionsLesson 10: Sell Creative IdeasLesson 11: Generate IdeasLesson 12: Recognize the Two Faces of KnowledgeLesson 13: Identify and Surmount ObstaclesLesson 14: Take Sensible RisksLesson 15: Tolerate AmbiguityLesson 16: Build Self-EfficacyLesson 17: Uncover True InterestsLesson 18: Delay GratificationLesson 19: Model CreativityLesson 20: Additional Prompts for Creative Thinking6. Teaching for Practical ThinkingLesson 21: Become MotivatedLesson 22: Control ImpulsesLesson 23: Persevere but Don′t PerseverateLesson 24: Use the Right AbilitiesLesson 25: Act on a PlanLesson 26: Become Oriented to ProductLesson 27: Complete TasksLesson 28: Make a CommitmentLesson 29: Take a RiskLesson 30: Don′t ProcrastinateLesson 31: Assign ResponsibilityLesson 32: Manage Self-PityLesson 33: Be IndependentLesson 34: Handle Personal DifficultiesLesson 35: ConcentrateLesson 36: Schedule AccordinglyLesson 37: Set PrioritiesLesson 38: Balance Thinking SkillsLesson 39: Develop Self-ConfidenceLesson 40: Additional Prompts for Practical ThinkingPart III. Developing Successful Intelligence Units7. Framing Triarchic Instruction and Assessment UnitsThe Nuts and Bolts of TIAWhat TIA MeansWhat TIA Does Not MeanThe Structure of TIA UnitsPre-TIA ActivitiesDesigning a TIA UnitImplementing TIA8. Putting It All Together: A Comprehensive Illustration of Lessons for Teaching for Successful IntelligenceIntroduction to UnitUnit Lesson 1: IntroductionUnit Lesson 2: AnalyticalUnit Lesson 3: PracticalUnit Lesson 4: CreativeUnit HomeworkUnit AssessmentConclusionAppendix: Grade Level ActivitiesReferencesIndex

Robert J. Sternberg is Professor of Human Development at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. He formerly was IBM Professor of Psychology and Education at Yale. His BA is from Yale summa cum laude and his PhD is from Stanford. He also holds 13 honorary doctorates. He is a member of the National Academy of Education and the American Academy of Arts and Sciences. Sternberg has been cited over 150,000 times and is among the most frequently cited authors in psychology textbooks. He is the winner of the APS Williams James Award and the APS James McKeen Cattell Award and of the Grawemeyer Award in Psychology. He is married to Karin Sternberg and has five children: Seth, Sara, Samuel, Brittany, and Melody.Elena Grigorenko is associate professor of child studies and psychology at Yale University and associate professor of psychology at Moscow State University. Grigorenko has published more than 200 peer-reviewed articles, book chapters, and books. She has received many professional awards, and her research has been funded by various federal and private organizations. Grigorenko has worked with children from around the world, including those living in Africa, Asia, Europe, and the Americas.

"This book will provide valuable assistance, organization, and vision to teachers for whom lesson planning is new or challenging!"

• PrefaceIntroductionAbout the AuthorsPart I. Understanding Successful Intelligence1. What Is Successful Intelligence?A Grizzly Bear′s LunchDefining Successful IntelligenceThe Triarchy of Thinking AbilitiesConclusion2. Examining the Theory of Successful IntelligenceDoes Successful Intelligence Work in the Classroom?Why Are Conventional Notions of Intelligence Still Prevalent?3. Successful Intelligence in Life and in SchoolSuccessful Intelligence in Life: The Changing Demands of the Larger WorldSuccessful Intelligence in School: Giving Everybody a Fair ChancePart II. Building Successful Intelligence Abilities4. Teaching for Analytical ThinkingProblem SolvingLesson 1: Identify ProblemLesson 2: Allocate ResourcesLesson 3: Represent and Organize InformationLesson 4: Formulate StrategyLesson 5: Monitor Problem Solving StrategiesLesson 6: Evaluate SolutionsLesson 7: Additional Prompts for Analytical Thinking5. Teaching for Creative ThinkingThe Investment View of Creativity: Buying Low and Selling HighBalancing Analytical, Creative, and Practical AbilitiesLesson 8: Redefine the ProblemLesson 9: Question and Analyze AssumptionsLesson 10: Sell Creative IdeasLesson 11: Generate IdeasLesson 12: Recognize the Two Faces of KnowledgeLesson 13: Identify and Surmount ObstaclesLesson 14: Take Sensible RisksLesson 15: Tolerate AmbiguityLesson 16: Build Self-EfficacyLesson 17: Uncover True InterestsLesson 18: Delay GratificationLesson 19: Model CreativityLesson 20: Additional Prompts for Creative Thinking6. Teaching for Practical ThinkingLesson 21: Become MotivatedLesson 22: Control ImpulsesLesson 23: Persevere but Don′t PerseverateLesson 24: Use the Right AbilitiesLesson 25: Act on a PlanLesson 26: Become Oriented to ProductLesson 27: Complete TasksLesson 28: Make a CommitmentLesson 29: Take a RiskLesson 30: Don′t ProcrastinateLesson 31: Assign ResponsibilityLesson 32: Manage Self-PityLesson 33: Be IndependentLesson 34: Handle Personal DifficultiesLesson 35: ConcentrateLesson 36: Schedule AccordinglyLesson 37: Set PrioritiesLesson 38: Balance Thinking SkillsLesson 39: Develop Self-ConfidenceLesson 40: Additional Prompts for Practical ThinkingPart III. Developing Successful Intelligence Units7. Framing Triarchic Instruction and Assessment UnitsThe Nuts and Bolts of TIAWhat TIA MeansWhat TIA Does Not MeanThe Structure of TIA UnitsPre-TIA ActivitiesDesigning a TIA UnitImplementing TIA8. Putting It All Together: A Comprehensive Illustration of Lessons for Teaching for Successful IntelligenceIntroduction to UnitUnit Lesson 1: IntroductionUnit Lesson 2: AnalyticalUnit Lesson 3: PracticalUnit Lesson 4: CreativeUnit HomeworkUnit AssessmentConclusionAppendix: Grade Level ActivitiesReferencesIndex

Robert J. Sternberg is Professor of Human Development at Cornell University and Honorary Professor of Psychology at the University of Heidelberg, Germany. He formerly was IBM Professor of Psychology and Education at Yale. His BA is from Yale summa cum laude and his PhD is from Stanford. He also holds 13 honorary doctorates. He is a member of the National Academy of Education and the American Academy of Arts and Sciences. Sternberg has been cited over 150,000 times and is among the most frequently cited authors in psychology textbooks. He is the winner of the APS Williams James Award and the APS James McKeen Cattell Award and of the Grawemeyer Award in Psychology. He is married to Karin Sternberg and has five children: Seth, Sara, Samuel, Brittany, and Melody.Elena Grigorenko is associate professor of child studies and psychology at Yale University and associate professor of psychology at Moscow State University. Grigorenko has published more than 200 peer-reviewed articles, book chapters, and books. She has received many professional awards, and her research has been funded by various federal and private organizations. Grigorenko has worked with children from around the world, including those living in Africa, Asia, Europe, and the Americas.

"This book will provide valuable assistance, organization, and vision to teachers for whom lesson planning is new or challenging!"

• PrefaceIntroductionAbout the AuthorsPart I. Understanding Successful Intelligence1. What Is Successful Intelligence?A Grizzly Bear′s LunchDefining Successful IntelligenceThe Triarchy of Thinking AbilitiesConclusion2. Examining the Theory of Successful IntelligenceDoes Successful Intelligence Work in the Classroom?Why Are Conventional Notions of Intelligence Still Prevalent?3. Successful Intelligence in Life and in SchoolSuccessful Intelligence in Life: The Changing Demands of the Larger WorldSuccessful Intelligence in School: Giving Everybody a Fair ChancePart II. Building Successful Intelligence Abilities4. Teaching for Analytical ThinkingProblem SolvingLesson 1: Identify ProblemLesson 2: Allocate ResourcesLesson 3: Represent and Organize InformationLesson 4: Formulate StrategyLesson 5: Monitor Problem Solving StrategiesLesson 6: Evaluate SolutionsLesson 7: Additional Prompts for Analytical Thinking5. Teaching for Creative ThinkingThe Investment View of Creativity: Buying Low and Selling HighBalancing Analytical, Creative, and Practical AbilitiesLesson 8: Redefine the ProblemLesson 9: Question and Analyze AssumptionsLesson 10: Sell Creative IdeasLesson 11: Generate IdeasLesson 12: Recognize the Two Faces of KnowledgeLesson 13: Identify and Surmount ObstaclesLesson 14: Take Sensible RisksLesson 15: Tolerate AmbiguityLesson 16: Build Self-EfficacyLesson 17: Uncover True InterestsLesson 18: Delay GratificationLesson 19: Model CreativityLesson 20: Additional Prompts for Creative Thinking6. Teaching for Practical ThinkingLesson 21: Become MotivatedLesson 22: Control ImpulsesLesson 23: Persevere but Don′t PerseverateLesson 24: Use the Right AbilitiesLesson 25: Act on a PlanLesson 26: Become Oriented to ProductLesson 27: Complete TasksLesson 28: Make a CommitmentLesson 29: Take a RiskLesson 30: Don′t ProcrastinateLesson 31: Assign ResponsibilityLesson 32: Manage Self-PityLesson 33: Be IndependentLesson 34: Handle Personal DifficultiesLesson 35: ConcentrateLesson 36: Schedule AccordinglyLesson 37: Set PrioritiesLesson 38: Balance Thinking SkillsLesson 39: Develop Self-ConfidenceLesson 40: Additional Prompts for Practical ThinkingPart III. Developing Successful Intelligence Units7. Framing Triarchic Instruction and Assessment UnitsThe Nuts and Bolts of TIAWhat TIA MeansWhat TIA Does Not MeanThe Structure of TIA UnitsPre-TIA ActivitiesDesigning a TIA UnitImplementing TIA8. Putting It All Together: A Comprehensive Illustration of Lessons for Teaching for Successful IntelligenceIntroduction to UnitUnit Lesson 1: IntroductionUnit Lesson 2: AnalyticalUnit Lesson 3: PracticalUnit Lesson 4: CreativeUnit HomeworkUnit AssessmentConclusionAppendix: Grade Level ActivitiesReferencesIndex