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| Intelligence Can Be Taught: The Life and Work of Arthur Whimbey |
| Monday, May 30, 2005 |
| 9:00 AM–10:20 AM |
| Private Dining Room 2 (3rd floor) |
| Area: EDC; Domain: Applied Research |
| Chair: Bradley G. Frieswyk (BGF Performance Systems) |
| Discussant: Myra Jean Linden-Whimbley (TRAC Institute) |
| Abstract: In August of 2004, Dr. Arthur Whimbey passed away after a four-year struggle with throat and mouth cancer. During his lifetime he published over 30 reading, writing, and math textbooks; and theory books dealing with training intelligence and education reform. His contributions to education and instructional design are still having tremendous success in remedial college programs and intervention programs for middle and high schools. Most notably for ABA is the application of his work at the Morningside Academy in Seattle, WA. In 1999 Dr. Whimbey was well received at ABA as an invited speaker making a behavioral analysis of his work. This symposium is dedicated to his work’s history and future. |
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| Teaching Intelligence in Motor and Cognitive Domains: The Role of Examples and Nonexamples in Teaching Complexity |
| JOANNE K. ROBBINS (Morningside Academy) |
| Abstract: Art Whimbey initially referred to Think Aloud Problem Solving (TAPS), an approach to training intelligence, as Cognitive Therapy. Building on the work of Benjamin Bloom (1950), TAPS emerged as a speaker and listener dialogue to be employed in all of Whimbey’s cognitive therapy exercises ranging from college prep exercises in Analytical Writing and Thinking (1990) to Thinking Through Math Word Problems (1990) for elementary age students. This paper describes how Tiemann and Markle’s matrix of Types of Learning presented in Analyzing Instructional Content and the instructional design principles from Markle’s Design for Instructional Designers can combine with Whimbey’s strategy to increase intelligence in psychomotor, simple cognitive, and complex cognitive domains. |
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| Teaching Reasoning Skills with Thinking-Aloud Problem Solving (TAPS) |
| KENT JOHNSON (Morningside Academy) |
| Abstract: Much of the thinking and reasoning that a problem solver engages in involves a private conversation with oneself as a speaker and as a listener and reactor to one’s own speaking. From this radical behavioral account we can identify key thinking and reasoning repertoires, which we can teach to learners in order to improve their skills at figuring out solutions to problems. I will elaborate a behavioral account of the reasoning process and describe Arthur Whimbey’s Thinking-Aloud Problem Solving (TAPS) method, which provides a logical extension of this analysis. I will describe 5 repertoires of the problem solver as a speaker, 5 repertoires of the problem solver as a listener and reactor to one’s own speaking (Robbins, 1996), and his method for systematically teaching these repertoires to learners. |
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| Against Convention: A Life Struggle to Improve Education |
| BRADLEY G. FRIESWYK (BGF Performance Systems) |
| Abstract: Arthur Whimbey started his career with successful trade book titled Intelligence Can Be Taught, which flew in the face of the predominant notion at the time that a person’s tested IQ is set and cannot be affected by instruction. However, the warm reception was not repeated when he produced separate works that challenged modern thought in reading and writing instruction. A keen insight and analysis of the behaviors that humans engage in during the demonstrated mastery of such skills, and a careful sequencing and design of instruction led to some of the most effective, yet sparsely accepted, programs and methods ever produced. However, under the pressure of No Child Left Behind and the new emphasis on testing that accompanies it, Dr. Whimbey’s work is being discovered and used by teachers and administrators nationwide. |
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