Robert J.

Sternberg
Module 17
Sternberg's Successful Intelligence Theory and WICS Model -Is a cognitive psychologist
who is currently the Provost
and Professor of
Psychology at the
Take the Challenge! University PhD. Stanford
University, 1975
(Psychology) Oklahoma
In this Module, challenge yourself to attain the following learning State
outcomes: -BA summa cum 1972
(Psychology) laude, Yale
University.
 explain Sternberg's Successful Intelligence Theory and -has 13 honorary doctorate
WICS Model. degrees including one
conferred by De La Salle
University, Manila
Philippines in 2011.
 demonstrate enjoyment of working on WICS-based tasks
and activities. -received numerous awards
for his contribution and
service to psychology and
education
 prepare a lesson guide that is based on the WICS model.
-has written 20 major books
with topics ranging from
intelligence, giftedness,
Introduction creativity, love and hate

- can be emailed at robert

sternberg okstate edu
Robert Sternberg did extensive work in the field of intelligence. As (information from Oklahoma
a youngster, he had difficulty with intelligence tests. He did not State University website)
perform well on such tests. This might have fueled his interest in
the field that led him to come up with the Triarchic Theory of
URL: [Link]
Intelligence in the 1980's. Over the years, his theory evolved from
okstate edul
the more complicated, componential Triarchic Theory to the component/content/ article?
simpler, successful Intelligence Theory. More recently, in
collaboration with other prominent psychologists, he proposed the
WICS (Wisdom, Intelligence, Creativity, Synthesized) Model. It is an alternative
paradigm to deliver more relevant admission, instruction and assessment in education.
This Module will introduce you to the theory and the model. It is hoped that it will spawn
your interest and make you want to explore more.
 Advance Organizer

-Successful WICS Model Applying the WICS

Intelligence Memory Model
Sternberg's Successful  Wisdom
-Analytical Intelligence  Intelligence -Teaching Analytically
Intelligence Theory and
 Creativity
-Creative Intelligence -Teaching creatively
WICS Model  Synthesized
-Practical Intelligence -Teaching practically

ENGAGE

Let's say that in your Child and Adolescent class you finished a lesson about the causes
and effects of bullying. Your teacher will now test what you learned from the lesson.

Your teacher said you may choose to answer one of the tasks below. Which of the
following evaluation tasks will you prefer or like to answer? Please check one.

Task # 1. Answer a set of fill-in-the-blanks items about bullying.

Task # 2. Read a true story about bullying and analyze the case.

Task # 3. Create a poster/write a song or poem to stand up against bullying.

Task # 4. Make a plan for a teacher to implement or do to address or handle bullying in

her classroom.
Choosen Task: Create a poster/write a song or poem to stand up against bullying.
EXPLORE

[Link] why this was your choice:

I chose Task #3 because I enjoy expressing ideas creatively. Making a poster or
writing a song/poem allows me to use art and language to convey an important
message about bullying. It is also a fun way to engage with the topic and
encourage others to take action.
2. What skills are needed for one to accomplish:
Task #1:
Reading comprehension
Vocabulary knowledge
Attention to detail
Recall of lesson content
Task #2:
Analytical thinking
Critical reading skills
Identifying cause and effect
Problem-solving
Task #3:
Creativity and imagination
Writing skills (poetry, lyrics, or slogans)
Visual design skills (if making a poster)
Communication and persuasive skills
Task #4:
Planning and organization
Knowledge of classroom management strategies
Problem-solving and decision-making
Empathy and understanding of student behavior
EXPLAIN

The tasks in the activity above correspond to the four skills or intelligences that
compose the successful intelligence theory of Robert Sternberg. Task#1 involves
memory skills. Task #2 is on analytical skills. Task #3 focuses on creative skills. Task #4
involves practical skills. Each individual may have a preference for one or two of these
skills because we have our own unique tendencies. However, we shall see that all these
four skills are useful.

Successful Intelligence Theory

The four skills included in the theory are described below:

1. Memory skills help us recall facts and pieces of information. It helps us retain the
knowledge we acquire.

2. Analytical skills help the person determine if a certain idea is good.

3. Creative skills allow a person to come up with a new idea, usually to answer a
need or solve a problem. It makes one flexible and able to adjust to changes in
one's situation.

4. Practical skills enable a person to apply what one has learned. It also allows one
to carry through or implement a plan.

Sternberg believed that traditional views of intelligence focused heavily on memory

and analytical skills. This traditional view led to teaching strategies that focused mainly
on memory and analytical skills as well. It naturally followed that assessment of learning
likewise concentrated heavily on these two skills.
 Memory and analytical skills are very much necessary. Being able to recall
information or have knowledge is needed to begin thinking creatively. One cannot apply
knowledge which he cannot remember. Analysis is important before one can think of
new and better ideas. However, memory and analytical skills should not be the only
focus of education.

Sternberg also emphasized creative and practical intelligence. Creativity is what

moves people forward. Creativity gives birth to new and better solutions to problems.
Without creativity we will get trapped in things and ways that don't work anymore.
Practical intelligence, on the other hand, makes, us apply what we have learned. It gets
us to actually do what needs to be done.

According to Sternberg, successful intelligence is "the ability to succeed in life, given

one's own goals, within one's environmental contexts." It is maximizing one's own
strengths not only to adapt to one's environment, but to also contribute significantly to
society.
Each person may have his/her own unique way of practicing the four skills because
each has different strengths. The idea is to further develop one's unique strengths in the
context of the four skills rather than simply making it the goal of the school to just
develop memory and analytical skills. The theory of successful intelligence points "that
some students who do not do well in conventional courses may, in fact, have the ability
to succeed, if they are taught in a way that better fits their patterns of abilities."

Creative and practical skills is what leads to successful intelligence. It is vital that we
remember what we learn (memory); use critical thinking to evaluate the things we learn
(analytical); be innovative in finding better ways of doing things and solving problems
(creative); and apply and put to action what we learn (practical).

The WICS Model

In the WICS model, intelligence is viewed as a set of fluid abilities to learn from
experience and to adapt to one's surroundings. Individuals possess abilities that can be
nurtured into competencies and further cultivated into expertise. The WICS is a more
recent model of how humans think and reason that can help us understand how
students will learn most effectively. It aims to develop basic abilities to true expertise.

WICS stands for Wisdom, Intelligence, Creativity, Synthesized. Sternberg (2010)

described the WICS Model as follows:

"The basic idea is that citizens of the world need creativity to form a vision
of where they want to go and to cope with changes in the environment,
analytical intelligence to ascertain whether their creative ideas are good ones,
practical intelligence to implement their ideas and to persuade others of the
value of their ideas, and wisdom in order to ensure that the ideas will help
achieve some ethically-based common good, over the long and short terms,
rather than just what is good for them and their families and friends."

Sternberg presents a model for education that is relevant to the need of the times. Time
and again the world has seen leaders in countries, corporations, religious groups and
other institutions who have been considered intelligent. They were capable of serious
analysis of issues and problems. They were good at coming up with new ideas.
However, some of these leaders lacked the moral and ethical "muscles" to really act for
the good of their people and not just for their own. Your role as a teacher is not to
educate the mind alone, but to educate the soul as well. Accept this not just as a job
but embrace it as a mission.

Sternberg proposed that while education develop analytical and practical

intelligence as well as creativity, wisdom should be an integral part of the whole
process. Whatever topic you will be teaching, it is important to integrate questions, tasks
or activities that target the development of wisdom. You should also come up with
creative ways for your learners to put together or synthesize intelligence, creativity and
wisdom.

Applying the WICS Model

 The uses of the WICS model include admission, instruction and
assessment. However, for this Module, we shall focus only on the model's
instructional and assessment uses.

One way that you can apply the WICS model in instruction is when you reflect
and make choices on the tasks and activities that you will give to teach and assess your
students. You may choose to teach analytically, creatively, practically as well as teach
for wisdom. Your choice can be based on the preferences and strengths of your
learners. This is useful for any level, from preschool to higher education. Sternberg
described each of these. Some examples relevant to education in the Philippines are
also provided below.

How do you teach analytically? Make your students use critical thinking. Design
tasks and activities that provide opportunity for your learners to

1. Analyze
2. Critique
3. Judge
4. Compare and contrast
5. Evaluate
6. Assess

Here are some examples for analytical intelligence:

A. Analyze the development of the character of Ibarra in Noli Me Tangere

B. Critique the design and features of the latest smart phone
C. Judge the artistic merits of Filipino cartoonist, Larry Alcala's "Slice of Life."
D. Compare and contrast the Italian approaches of Montessori and Reggio Emilia in
early childhood education
E. Evaluate the validity the theory of evolution. Write a term paper on this.
F. Assess the strategy of the Manila city government to improve the traffic situation
around the city.

How do you teach creatively? It is important for you to encourage and sustain your
students' creative ideas. Remember to be an example to them by taking the risk to
share your own creative ideas. Think out of the box. Design tasks and activities that
help students to:

1. Create
2. Invent
3. Discover
4. Imagine if..
5. Suppose that...
6. Predict

Here are some examples for creative intelligence:

A. Create an alternative ending to Florante at Laura (Literature)

B. Invent a dialogue that would transpire if Jose Rizal and Ninoy Aquino also met
(Social Studies)
C. Discover a way to explain why heavy ships float at sea. (Science)
D. Imagine if the EDSA Revolution did not happen in 1986. What do you think our
country will be like at present and 10 years later? (Araling Panlipunan)
E. Suppose that you were to design a computer game to help children learn about
love and sacrifice. Describe the game you will create. (Computer Education,
Edukasyon sa Pagpapakatao)
F. Predict changes that will happen if humans had a third eye at the back of their
heads. Choose an appliance or gadget that would need to be changed in order to
be useful. Propose a new functional design. (HELE)

How to do you teach practically? Have in mind real life situations where students
can use what they learn to meet their own and also others' practical needs. Design
tasks and activities that allow your students to:

1. Apply
2. Use
3. Put into practice
4. Implement
5. Employ
6. Render practical what they know
Here are some examples for practical intelligence:

a. Apply addition concept in determining number of boys and girls in the classroom
(Mathematics)
b. Use the knowledge of Excel to keep track of daily household expenses
(Computer Education, Mathematics)
c. Put into practice what you learn about classroom rules in making your own
classroom rules poster (Classroom Management)
d. Implement a lesson plan that one has made (Principles of Teaching)
e. Employ the formula of computing the area of one's living room to' determine the
number of 12"x12" tiles needed to cover the floor.
f. Render practical a proposed assembly design for a computer PC

How do you teach for wisdom? One of the goals is for learners to learn to see and
understand the point of view of others. It is important for your learners to balance one's
own needs with the needs of other people and also that of the world or the environment.
It is developing your learners to consistently act based on positive ethical values. You
teach for wisdom when you are able to move your students to:

1. try to find a common good

2. see things from others' points of view
3. balance your own interests with those of others and of institutions.
4. look at the long term as well as the short term
5. reflect about how one can base his every decision on positive ethical values
6. appreciate that in life what is seen as true and effective may vary over time and
place

Here are some examples for wisdom:

a. What might be a solution for the common good in the Philippines and China
claim on Spratly Islands (Araling Panlipunan, Political Science)
 b. Think of a person you had a conflict or fight with. Put yourself in the person's
place. Write down her point of view and concerns as detailed as possible. What
can you do or say to express that you understand the person now? (Edukasyon
sa Pagpapakatao, General Psychology)
c. Should parents expect their children to take care of them when they are old?
Why? (Edukasyon sa Pagpapakatao)
d. How is global warming going to affect the world, and the Philippines in particular?
What can you do? (Science, Geology, Human Education)

e. Is it ever ethical to shoot down a plane with civilians and terrorists on board if the
terrorists plan to slam the plane to a building with thousands of people?
(Edukasyon sa Pagpapakatao)
f. How does parenting change over time? What would you say are different now
than before? What are the constant things that should be present to make the
parent-child relationship work? (Edukasyon sa Pagpapakatao)

The WICS Model has been used not only for instruction but also for admission and
assessment. Sternberg and his colleagues proposed, tried out and studied creative
ways of doing student admission as well as assessing students' learning. Based on their
studies, the WICS model was successful for teachers and their learners because it (1)
celebrated the differences of learners through a supportive learning environment, (2)
made students remember better what they learned, (3) build on the strengths of the
learners, and (4) strengthened the motivations of the learners.

EXTEND WITH SYNAPSE STRENGTHENERS

I. Visit this url:

[Link]
You will find here an excerpt of the book that Sternberg and his colleagues wrote. Read
the introduction and answer the WICS questionnaire. Find out your “Pattern of
Strength”. You will be able to find out whether your preferences are more memory-
based, analytically-based, creativity-based or practically-based.
Describe your preferences here. What did you discover about yourself?
I could not access the link this module provided, it leads to a 404 page not found on the
page website (the file isn’t available publicly at that URL anymore).
1. Explore one of the tasks activities given as examples in the discussion of
teaching analytically, practically, creatively and teaching for wisdom. Try to do or
answer it. Share your experience to the class.
Example chosen:
"Create an alternative ending to Florante at Laura (Literature)."
Step 1: Recall the story
Florante is a nobleman in Albania who fights enemies, faces betrayal, and falls in
love with Laura. The story ends with Florante and Laura reunited after many
hardships.
Step 2: Think creatively for an alternative ending
What if Florante decided to leave Albania to explore other kingdoms instead of
staying?
Laura could take a more active role, helping rebuild their kingdom while Florante is
away.
Other characters like Adolfo could have a chance for redemption, turning enemies
into allies.
Step 3: Write the alternative ending (short version)
"Instead of returning immediately to the throne, Florante journeyed across distant
lands to learn new ways of leadership. Laura, ruling wisely in his absence, united the
people and created a fairer kingdom. When Florante returned years later, he found a
thriving nation and a wiser, stronger Laura. Together, they led Albania into an era of
peace and prosperity, with former enemies joining them in building a better future."
Step 4: Reflect on the experience
This exercise encouraged imagination and thinking “outside the box.”
I had to balance what I knew about the story with new possibilities.
It will help me practice creative thinking and writing skills, which are part of
Sternberg’s WICS model.

2. Read on the similarities and differences of Sternberg’s theory with that of Howard
Gardner’s Multiple Intelligences and Bloom’s Taxonomy. Explain how their
concepts and principles oppose or complement each other. Choose your own
way to show their similarities and differences, like a matrix, a drawing, a poem, or
any other way that will drive your points.
(Poem)
“The Faces of Intelligence”

In classrooms where young minds grow,

Three ways of learning help them know.
Sternberg says there are four main skills,
Memory, creativity, practice, and thinking for thrills.
Gardner shows many kinds of smarts,
 Nine ways of learning, all play their parts.
Music, body, nature, and words,
Logic and feelings, all can be heard.
Bloom shows steps for learning each day,
Remember, use, analyze, create your way.
Sternberg and Gardner, they both agree,
Every student is smart in their own way, you see.
Different paths, but the same goal,
To help each learner grow and be whole.

EXTENDED BY APPLYING

Think of a topic you are interested to teach. Based on the WICS model, prepare a unit
guide by writing the task and activities you will give to your Unit Guide

Topic: Figurative Language in Poetry

Grade Level: 8
Subject: English

WICS Model Task or Activities for Your Learners (at least

three each)

Teaching Analytically 1. Identify and explain examples of similes,

metaphors, and personification in selected
poems.
2. Compare how two poets use figurative
language to convey emotions.
3. Evaluate which figurative language technique
is most effective in a given poem and why.

Teaching Practically 1. Write a short poem using at least three

different figurative language techniques.
2. Create a visual representation (poster or digital
slide) of a poem that illustrates its figurative
language.
 3. Perform a spoken word version of a poem,
emphasizing figurative expressions.

Teaching for wisdom 1. Reflect on how the figurative language in

poems helps people understand human emotions
and experiences.
2. Discuss why poets use figurative language to
convey deeper truths about life.
3. Write a journal entry about a personal
experience using figurative language to express
feelings thoughtfully.

Teaching creatively 1. Rewrite a poem in a modern or humorous style

using figurative language.
2. Invent your own metaphorical or symbolic
language to describe a common experience.
3. Imagine a poem from the perspective of an
object or animal and use figurative language to
tell its story.

EXTENDED BY RESEARCHING

Read a research or study related to Sternberg’s Successful Intelligences or WICS. Fill

out the matrix below.

Problem Research Methodology

Traditional education focuses mainly on Sternberg conducted experimental and
memory and analytical skills, which classroom-based studies comparing
disadvantages students who are strong in traditional teaching methods with
creative and practical abilities. Many instruction designed around Successful
learners are labeled as “low-performing” Intelligence and the WICS model.
even though they have strengths not Students were taught using activities that
measured by conventional teaching and targeted analytical, creative, practical,
assessment methods. and wisdom-based skills, and their

Title and Source: (Complete APA bibliographical entry format)

 Sternberg, R. J. (2010). Teaching for wisdom, intelligence, creativity, and success.

performance was assessed using varied

tasks rather than standard tests alone.

Findings Conclusions/Recommendations
 Students taught using the  Schools should move beyond
Successful Intelligence/WICS memory-based instruction and
approach performed better assessment.
academically than those taught  Teachers should design lessons
through traditional methods. that develop analytical, creative,
 Learners showed improved practical intelligence, and wisdom.
understanding, retention, and  Instruction should be learner-
motivation. centered and strength-based.
 Students with creative and  Integrating the WICS model can
practical strengths demonstrated help students succeed not only in
higher achievement when school but also in real-life
instruction matched their abilities. situations and society.
 Teaching for wisdom helped
students make ethical and socially
responsible decisions.