Classroom Observation Analysis Paper
Child and Adolescent Development MTE 501
University of Phoenix
Kristi Vogt Synder
Jesta S. Bouie-Lele
September 29, 2012
Which educational theories were employed?
There is an assortment of intelligence testing that goes from the Stanford-Binet intelligence test (IQ) to the information processing theories to Sternberg’s triarchic theory of intelligence and ending with Gardner’s multiple intelligences (Bee & Boyd, 2010). The standard IQ test measures only the intellectual and academic dimensions of intelligence and Gardner’s multiple intelligences suggests eight separate domains of intelligence, each with their strategies for measurement. On this variety the teacher went so far as to work the precepts of Sternberg’s triatric theory of intelligence, but not so far as to try and cover Gardner’s Multiple Intelligences. The day in which I observed the class was on Friday, and it was test day. There were two tests, a spelling test and a language comprehension test. Both tests definitely gauged intellectual ability to the absence of any type of measure about practical or creative intelligence. The students, however, after the tests were asked to color, cut out, and paste a large fish to their folders (creative), and then the teacher had a story time where the class talked about the dangers of not playing in the rain while lightning (practical).
Which educational theories could have been used to better enhance instruction and learning?
Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were used the smallest in the class I observed. The class only goes outside during recess (playground), so there is no time to advance the ability to recognize patterns in nature. I think the teacher tries to compensate by covering...