Intelligence and testing, etc

10/25/2008
Learning Log – intelligences and labeling
What: Last week we discussed:
What is intelligence?
· Adaptive
· Learning ability
· Prior knowledge and how to use it
· Mental processes
· Culture-specific
DIFFERENT CONCEPTS OF INTELLIGENCE
Spearman’s g-intelligences is a general factor that can be measured
o Single reasoning ability
o Number of narrow abilities involved in executing task
Intelligences doesn’t necessarily cause achievement - it is simply correlated with it
· What other factors might contribute
o work ethic, social interaction, genetics, environment
o Relationship between OS and achievement
§ IQ scores simply reflect a student’s performance on a particular test at a particular time
§ Changes is to be expected
Catell’s Fluid and Crystallized Intelligences
· Fluid
o Acquire knowledge quickly
o Adapt to new situations effectively
o Relates to new tasks
· Crystallized
o The knowledge and skill accumulated through experience
o Related to familiar tasks
Sternberg’s Triarchic Theory
· Prior experience (practical)
· Environmental context (creative)
· Cognitive processes (analytical)
Cognitive – ability to make the connections in the brains, make sense of it
Distributive Intelligence – ACT more intelligently when (intelligence ‘distributed’ with tools or other people)
· Use physical objects
· Work with other people
· Use symbolic systems
· How can we help our students think as intelligently as possible?
Gardner’s Multiple Intelligences – 8 different ways
· Most, if not all, people are intelligent in one way or another
· Optimistic view of human potential
· Encourages us to use many different teaching methods.
INDIVIDUALS WITH DISABILITIES ACT
· Free and appropriate education
· Fair and non discriminatory evaluation
· Education in the least restrictive environment
· Individualized education program (IEP)
o Present levels of performance
o Short term objectives – steps for success
o Measurable annual goals
o Progress assessment plan
o Support that will be provided
o Explanation of any exclusions
o Testing modifications
o Dates of services
o Transitions plans (by age 16)
· Due process
Inclusion
· mainstreaming mentally and physically challenged students in regular classrooms
Classification or labeling
Pro: know what you’re dealing with
Treat with meds
Teach to the needs of the student
Testing modifications
Labeling or feelings of stupidity when it’s a learning disabilities
If you have the flu – you can treat it
If you have a disability and you know it you can treat it
Organizations to help
Support groups for parents and children
Government funding available

Con: kids can be judged by the label
Compromise – use people first language – a child with autism vs. an autistic child
Disabilities:
Learning disability
ADHD
Speech and Communication disorder
Emotional and behavioral disorder
Autism spectrum disorders
Mental retardation
Retard = slower both cognitive and social function
Physical and health impairments
Visual impairments
Hearing loss
Severe and multiple disabilities
Giftedness

So What:
As a teacher I need to be aware that:
Students learn differently
Intelligence is relative to culture and upbringing (my personal opinion) and is not a true indicator of whether or what a student can learn
I will be dealing with students with different disabilities and abilities in my classroom
I need to be able to get my students the help they need to succeed. This might include labeling,
§ I need to be very careful in how I label my students (labeling WILL occur, consciously or subconsciously) – using as many positive labels as possible but also being ware that some labels enable students to get help in areas they need it.
§ I need to teach in different ways to reach the different kinds of ways students learn
(As per Gardner’s Multiple Intelligences)
Now What:
As a teacher my job is to educate and prepare students to be fully functioning and productive members of society. My personal goals would be to appreciate the uniqueness of each child, to know their strengths and weakness and be able to provide a safe learning environment using multiple teaching methods to reach each student. (ditto from last week)

INTELLIGENCE TESTING:
What:
We were assigned to take 2 intelligence tests:

Gardner’s Multiple Intelligences: I am a kenethestic learner which came as no surprise to me.
Online IQ test: I tested a little higher than average but only finished part of the test, not realizing there was a time limit so I didn’t push myself to go fast. Maybe that is a sign of low intelligence – not reading the directions thoroughly. lol
So What:
I question the ‘labeling’ that comes from the Multiple Intelligences test, especially when there were so few questions and the questions were so general. As far as the IQ test – I was depressed all week after finding out I was just barely above average. I always thought I was borderline genius. (JK)
Now What:
It’s good to know the direction you lean as far as learning styles and I wouldn’t have a problem testing my students in these areas. As a teacher I will try to use different teaching strategies that cover all of the intelligences so as to reach every student in the way they learn best.

I think that IQ tests are pretty arbitrary and can’t test a lot of things that determine whether or not a student succeeds. Case in point – my college roommate. She got a 17 on her ACT test but graduated from BYU with honors because of her work ethic and determination. Those things don’t show up on an IQ test. I wouldn’t give IQ test to high school students.

differences 10/05/2008

WHAT WE LEARNED ABOUT THIS WEEK 10/05/2008
CULTURAL AND ETHNIC DIFFERENCES we might deal with in students in our classrooms:
Ebonics
Okay for informal papers – reflections, etc
Formal audience – no
English only education
1st generation immigrants – depending on the age of immigration – keep original language
2nd generation turns away from – generations can’t speak to each other
3rd /4th turn back to original language
What do we do with kids whose parents speak another language?
Send home bilingual instructions / notes, etc?
Can be cumbersome if there are a lot of languages in classroom
Purpose of teacher is to EDUCATE!
Use multiple intelligences to help so language isn’t
Visual / hands on
Parents WANT kids to learn English
CULTURAL NORMS
eye contact
silence vs. speaking out
waiting vs. interrupting
public vs. private performance
views about teasing
concept of time
Need to teach punctuality and getting assignments on time – prepare for real world
Hold kids to the bar – scaffolding at the beginning of the year to educate
Assignments – have check points along the way to check progress
family relationships and expectations
COOPERATION VS. COMPETITION:
Why do some teachers encourage competitions?
It can make some kids work harder
Can make it about completion with someone else but with yourself
Are you improving???
Have different kinds of competitions that hit all areas
Group competitions
Weekly improvements
GENDER DIFFERENCES
Physical activity and motor skills
Cognitive and academic abilities – not any difference
Visual-spatial ability
boys tend to have a little bit better spatial ability
Variability in performance – expect same performance
Variability in boys is a large spectrum / girls more in a group
Verbal
Mathematical
Sense of self
Interpersonal behaviors and relationships
Physical aggressions – more boys / testosterone
Relational aggression – more girls
Self-socialization
Message – we may be engaging in a lot of behaviors that discriminate against one gender or another
SOCIOECONOMIC DIFFERENCES -Longer in this situation and earlier exposed – more of a problem
Family income
Parent’s education levels
Parent’s occupations
Low income
Poor
Risks
Nutrition and Health
Housing and length of residency
Exposure to toxins
Social environments
Emotional stress
Backgrounds knowledge
Parental involvement
School Quality
STUDENTS AT RISK
History of academic failure
Older age
Emotional and behavioral problems
Friends
Lack of attachment to school – really important!!!!!
Extra curriculars – keep at risk students in school – YEAH!
Increasing disinvolvement with school


SO WHAT: As a teacher I need to-
Understand my cultural lens
Create a more multicultural Classroom environment
Incorporate values, beliefs and traditions of the students in my classroom
Break down my ethnic stereotypes
Not make an incorrect assumption about the student without knowing what the student’s culture teaches.
Promote interaction
Import cultural diversity
Foster democratic ideals
Have my kids help chose what they want to learn as far as their cultures
Be aware of body language in regards to culture
Respect the student

NOW WHAT:
As a teacher my job is to educate and prepare students to be fully functioning and productive members of society. My personal goals would be to appreciate the uniqueness of each child, to know their strengths and weakness and be able to provide a safe learning environment using multiple teaching methods to reach each student.