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IQ, Multiple Intelligence, and Giftedness
Earnest Jones, Anita Stewart, and Danielle Wallace
IQ
Intelligence Quotient indicates - a person's mental abilities relative
to others of approximately the same age
Everyone has hundreds of specific mental abilities—
- some can be measured accurately and
- are reliable predictors of academic and financial success
Race
Whites versus Blacks- 15 points or 1 standard deviation
What the new research says - actually 10 points
- 20-60 years
Environment
1/3 genetics compared to 2/3 environment
Different living conditions- White middle class vs Black middle class
Tizard & Cooperman study
Multiple Intelligence (MI)
IQ measures are too narrow- Intelligence is not one entity
There are many types of talents or knowledge
In 1999, Gardner states there are nine
Why multiple intelligence?
In his own words…
http://www.youtube.com/watch?v=KEFpaY3GI-I
Teaching Strategies
MI versus Direct Instruction- directed by the teacher- compared to a “banking process”
Based on learning styles- 3 groups
- information processing – based
- personality based- multidimensional and
instructional preferences-based
More Than a Theory
An educational philosophy- Shows how students’ learn- Represents how teachers should
teach
Using the MI approach reaches more students
- Gardner calls this “different windows into the same room”
What Are Your Strengths?
Birmingham Grid for Learning
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm
Multiple Intelligences—Assessment
http://literacyworks.org/mi/assessment/findyourstrengths.html
Equality, and Gifted Education
Current Racial Representation in Gifted Programs
Asian 6.1%
Black 11.7%
American Indian 0.1%
Hispanic 7.8%
White 74.3%
Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students (CLED)
Many educators tend to hold a more traditional view of giftedness, this bias excludes many CLED students
Current strategies for identification include considering high stakes achievement test scores and IQ scores
Language issues and lack of appropriately stimulating environments produce further deficits in CLED student representation
CLED students are continuously over identified for remedial courses
There is a solution!Modified Identification Procedures
Front-Loading
Curriculum Changes
Parent-Home Connection
Program Evaluation
•Inclusion of information about broader perspectives of student performance
•Use of alternative pathways for program identification
•Early Identification
• The process of preparing students for advanced content prior to the identification process
•This bridges the gap in readiness by nurturing CLED student’s abilities
•Early access to enriched experiences
•Integrate cultural traditions into the learning process
•Involve parents as volunteers
•Keep the community informed
•Make family and culture connections
• Stake holder satisfaction
• Student achievement reports
• Increased enrollment of CLED students in traditional gifted programs
• Retention of CLED students in gifted programs
Questions
Should Culturally, Linguistically and Ethnically Diverse students be allowed special considerations to achieve their maximum potential?