Republic of the Philippines

UNIVERSITY OF EASTERN PHILIPPINES

University Town, Northern Samar
Web: [Link] Email: uepnsofficial@[Link]

Prepared by:

AGUILANDO, MICHAEL D.
GOMBA, MARIA MELODY A.
MAGDARAOG, JEROME M.
BSEd-Science 3rd Year

MS. APRIL FATIMA SARDIŇA

Course Professor

First Semester, School Year 2022-2023

 Republic of the Philippines
UNIVERSITY OF EASTERN PHILIPPINES
University Town, Northern Samar
Web: [Link] Email: uepnsofficial@[Link]

College of Education

A Detailed Lesson Plan in

Facilitating Learner-Centered Teaching

Part 3: Focus on Learning

Unit 3.3: Cognitive Process
Module 17: Sternbeg’s Successful Intelligence Theory and WICS Model

Time: 9:00- 10:00 A.M Subject: Facilitating Learner-Centered Teaching

Date: December 05, 2022/ Monday Teachers: Michael D. Aguilando
Jerome M. Magdaraog
Maria Melody A. Gomba

I. OBJECTIVES

At the end of the lesson, students should be able to:

 Explain Sternberg’s Successful Intelligence Theory and WICS;
 Demonstrate enjoyment while working on WICS-based tasks and activities; and
 Prepare a lesson guide that is based on the WICS model.

II. SUBJECT MATTER

 Sternberg’s Successful Intelligence Theory and WICS Model

A. Processes/ Skill
Explaining, demonstrating and preparing a lesson guide involving Intelligence Theory and
WICS model.

B. Materials
 Teacher computer with internet access
 Projector/Smartboard/ White screen
 Laptop
C. Reference:
 Facilitating Learner-Centered Teaching, pp. 187-198

D. Values:
 Cooperation, Communication, Teamwork, Collaboration
 Teacher’s Activity Students’ Activity
III. LEARNING PROCEDURE

A. Routinary Activities
a.1. Greeting and Prayer

Good morning, class.

Good morning, sir.

Let us pray first. (Everyone will stand for the prayer)

a.2. Chechking of attendance

Now, let me check your attendance first. (Calling out names of the students)

a.3. Checking of assignment

B. Preparatory Activities
b.1. Review

What is the difference between Bloom’s The revised and Bloom’s taxonomy differs in wording
Taxonomy and the revised taxonomy? used to construct their taxonomy. The revised
taxonomy applies identification words to name the
taxonomy levels, while Bloom’s taxonomy applies
descriptive words to name the different taxonomy
levels.

b.2. Motivation
(Vocabulary Building)

At this point, I am showing you different words and

you will give to me a related word(s) that
corresponds to the different words flashed in the
presentation. Am I clear?

Yes, sir.

1. Intelligence [Link], brilliance, mentality, reason, sense

2. Wisdom 2. Insight, perception, discernment, rationality

3. Creativity 3. Cleverness, prolificness, productiveness, talent

4. Skills 4. Artfulness, masterfulness, artistry, finese

(Flashing different words and students will answer

respectively).
 C. Presentation of the Lesson
Today, we will be dealing with the concept of
intelligence as we dig deeper to our topic as of this
moment about the Sternberg’s Successful
Intelligence Theory and WICS Model. At the end of
the lesson, you are expected to: a.) explain
Sternberg’s Successful Intelligence Theory and
WICS; b.) demonstrate enjoyment of working on
WICS-based tasks and activities; and c.) prepare a
lesson guide that is based on the WICS model.

D. Lesson Proper

Activity

Okay class, before we proceed to our proper

discussion, we will be having first a group activity. I will
divide you into two groups. Now, let’s count from 1 to 2. (Students start counting from 1 to 2)

Since you have now your group, I need one

representative for each group to draw a number with
corresponding task for the sequence of the
presentation.

Group Activity
Bullying: Lossen the Grip

Materials:
 Reading material about bullying
 Marker
 Cartolina
 Manila Paper
 Crayons/Oil pastel

Procedures:
1. One representative of each group will draw a number
with corresponding task.

2. The number drawn will serve as the sequence of the

group presentation.

3. Materials are provided for the group activity. The

group that will draw a poster will be using the marker,
cartolina, and the coloring materials. While the other
group will use the reading material, manila paper and a
marker for their answers on the questions.
4. Each group will choose one representative to present
their group output in front of the class.

5. A time allotment will be given for each group. Five

(5) minutes to construct an idea and another five (5)
minutes for the presentation.

Group 1
Reading Materials about Bullying

Materials:
 Reading material about bullying
 Marker
 Manila Paper

Instruction:
Read the story and answer the following guide
questions based on the reading material you just have
read.

1. Who is the main character in the story? Bryan.

2. Why doesn't Bryan like going to school anymore? The kids are mean.

3. What is likely to happen if Bryan keeps missing

school because of bullying? His grades will fall.

4. What does it mean to be bullied? To have people say and do mean things to you.
5. Have you ever been bullied? How? (Answer may vary)

Group 2
Poster Making

Materials:
 Cartolina
 Marker
 Coloring materials

Instruction:
Create a poster showing the negative effects of bullying
and present plans or ways on how to address the said
issue.
(Answer may vary)

Analysis

Based on your responses in the group activity, you just

have practiced the Successful Intelligence Theory of
Sternberg. Group 1 presented their output through the
application of memory and analytical skills through
answering remembering and answering questions.
Whereas, the group 2 applied the creative and practical
skills through creating a poster and through addressing
the said issue about bullying.

Successful Intelligence Theory

Robert Sternberg did extensive work in the field of

intelligence. As a youngster, he had difficulty with
intelligence tests. He did not 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 Intelligence
in the 1980’s.

Who among you here has an idea of about Robert

Sternberg? How about you Ms. Mendez? Robert Sternberg is a cognitive psychologist who is
currently the Provost and Professor of Psychology at
the Oklahoma State University.

That’s right!

Furthermore, Sternberg earned his PhD in Psychology

at the Standford University in 1975. Also, he graduated
as Summa Cum Laude at Yale University in 1972 in BA
Psychology.
What else do you about him? How about you Ms. Colo? He has 13 honorary doctorate degrees including one
conferred by De La Salle University, Manila
Philippines in 2011.

That’s correct!

What else, Ms. Cagsawa? He received numerous awards for his contribution and
service to psychology and education.

Very good!

Lastly, he has written 20 major books with topics

ranging from intelligence, giftedness, creativity, love
and hate.

Over the years, his theory evolved from the more

complicated, componential Triarchic Theory to the
simpler, successful Intelligence Theory. More recently,
in collaboration with other prominent psychologists, he
proposed the WICS (Wisdom, Intelligence, Creativity,
and Synthesized) Model.

Looking back to your activity, you just have applied the

Successful Intelligence Theory of Sternberg which are
the memory, analytical, creativity and practical skills.

Talking about memory skills, what is your idea about

memory skills, Ms. Casis? Memory skills help us recall facts and pieces of
information. It helps us retain the knowledge we
acquire.

Correct!

After memormy skills come anylitical skills which help

the person determine if a certain idea is good.

Then, creativity skills also given emphasis. So, what

is your idea about creativity skills, Mr. Siervo? Creativity 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.

Excellent!

The last skill under Successful Intelligence Theory is the

practical skills. What is your thought about this skill
Ms. Dazer? Practical skills enable a person to apply what ones
has learned. It also allows one to carry through or
implement a plan.
Very good!

Stemberg 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.

How come? Mr. Flores, do you have an idea? 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.

That’s right!

Memory and analyticals skills are, indeed, necessary.

However, memory and analytical skills should not be the
only focus of education.

Sternberg also emphasized creative and practical

intelligence. So, how do you define creativity Ms. Tabo? 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.

Exactly!

How about practical intelligence, Ms. Acero?

Practical intelligence makes us apply what we have
learned. It gets us to actually do what needs to be
done.

Very good!

According to Sternberg, successful intelligence is “the

ability to succeed in life, given one’s own goals, within
one’s environmental contexts.” Based on this passage,
what are thoughts about successful intelligence Mr.
Surio? Successful intelligence, based on the bassage, it is
maximizing one’s own strengths not only to adapt to
one’s environment, but to also contribute significantly
to society.

Excellent!
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”.

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. Further, the WICS is a more recent
model of how humans think and that can help us
understand how students will learn most effectively. It
aims to develop basic abilities to true expertise.

Class, do you know what WICS stands for, Ms. Delos

Reyes? WICS stands for Wisdom, Intelligence, Creativity, and
Synthesized.

Exactly!

Sternberg (2010) described the WICS Model as…the

basic idea… that need creativity to form a vision…,
analytical intelligence…, creative ideas…, practical
intelligence to persuade others to achieve ethically-
based common good, over the long and short terms,
rather than just what is good for them and their families
and friends.”

Further, Sternberg emphasize that, “Your role as a

teacher is not to educate the mind alone but to
educate the soul as well.” What does this tell us Mr.
Argenio?
Teachers are meant to influence the soul of the
learners to apply in their daily living to be able to
contribute to the common good of all.

That’s right!

Sternberg proposed that while education develop

analytical and practical intelligence as well as creativity,
wisdom should be an integral part of the whole
process. Why? Any thoughts, Ms. Pantua?
Wisdom should be an integral part of the whole
process because it is the main goal of the learning
process.

Exactly!
Applying the WICS Model

One way that you can apply the WICS model in

instruction is when you reflect and successful
Intelligence Theory and WICS 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.

How do you teach analytically, Mr. Lagrimas?

I can teach analytically by means of analyzing,
critiquing, judging, comparing and contrasting,
evaluating and assessing.

That’s right!

The way of teaching analytically make students use

critical thinking.

How about you, Mr. Ignote, how do you teach

creatively? I could teach my students creatively by allowing them
to create, invent, discover, imagine, suppose, and
predict a concept that catches their attention to create
a new idea out of their creative minds.

Correct!

This way of teaching creatively is important for teachers

to encourage and sustain your students' creative ideas.
They have to remember to be an example by taking the
risk to share their own creative ideas, as if they have to
think out of the box.

Mr. Salis, how do you teach practically?

I could teach my students practically by applying,
using materials, putting into practice, implementing,
and employing practical activities so that they would
understand fully the concept being taught.

Very good!

This way of teaching should have in mind real life

situation where students can use what they learn to
meet their own and also other’s practical needs.

Lastly, how to teach for wisdom Ms. Lebico?

By simply trying to find the common good, seeing
things from others’ point of view, balancing own
interest with those of others, looking for long and short
 terms, reflecting about how decision affects, and
appreciating truth effectively over time and place.

Excellent!

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 of the following
reasons. Give me one reason Ms. Capoquian.
Celebrated the differences of learners through a
supportive learning environment

Correct!

What about the next one Mr. Argenio?

Made students remember better what they learned;

That’s right!

Give me the third one Ms. Cagsawa.

Build on the strengths of the learners

Very good!

What about the last one Ms. Alboro.

Strengthened the motivations of the learners

Excellent!

Abstraction

Since we have just discussed the entire content of the

Stenberg Successful Intelligence and WICS Model, let’s
have our recap on various concepts pertaining to the
said theory.

So, what are the four skills in the theory of Successful

Intelligence Theory Ms. Maunio? The four skills in the theory of Successful Intelligence
Theory are:
1. Memory skills
2. Analytical skills
3. Creative skills
4. Practical skills
Very good!

What does WICS stands for Ms. Moreno?

WICS stands for Wisdom, Intelligence, Creativity,
Synthesized.

That’s right!

How to teach analytically Mr. Mila?

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

Correct!

How to teach creatively Ms. Bontia?

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

Excellent!

How to teach practically Mr. Diaz?

[Link]
2. Use
[Link] into practice
[Link]
[Link]
[Link] practical what they know

Very good!

How to teach for wisdom Ms. Lebico?

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.
That’s good!

What were the results, based upon extensive studies of

Sternberg and his colleagues, for students’ admission
and assessing learning Mr. Surio?
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.

Very well!

Application

Since we have done discussing Sternberg’s Successful (Answers may vary).

Intelligence Theory and WICS Model, as future
educators, think of a topic you anchored to your field of
specialization by using the WICS Model, prepare a unit
guide by writing the tasks and activities you will give to
your students.

Unit Guide Using WICS Model

Topic:

Tasks/ Activities

Teaching analytically

Teaching creatively

Teaching practically

Teaching for wisdom

IV. Assessment/Evaluation

V. Assginment/Agreement

For your assignment, have an advance reading on the Problem Solving and Creativity. Take note on the
concept behind Torrance’s Creativity Framework and the Creative Problem Solving (CPS).

Prepared by:

MICHAEL D. AGUILANDO
MARIA MELODY A. GOMBA
JEROME M. MAGDARAOG

VI. Teacher’s Evaluation

MICHAEL D. AGUILANDO
MARIA MELODY A. GOMBA

JEROME M. MAGDARAOG