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.