Guided Response: Review several of your classmates’ posts. Critique or enhance their discussion of I.Q. and multiple intelligences testing by providing example(s) to make your point. Please respond to at least two of your classmates. Be sure to respond to any queries
ON TIME PLEASE
BY: Rosalyn James
Would you consider yourself intelligent? How would you define intelligence?
I spent 6 years working at a state school (living facility) for the mentally retarded. While there, I worked with clients who many would describe as having learning disorders, development delays, special needs, slow, special, etc. But after working a while with them, I realized that a large percent of the clients were “gifted” or “intelligent” usually in only one particular area. For instance, there was a guy who couldn’t read, write or dress himself, but give him a brand new song he has never heard and five minutes on a piano, and he will be playing it as if he were the original composer. Another guy there could solve complex math problems in a matter of seconds, though he unable to carry any real conversation.
Would these guys be considered intelligent? Many would say no. Am I intelligent? I wouldn’t particularly describe myself that way. I think the term is relevant to the people discussing it. If I were to give it a definition, I would say intelligence to me is anyone striving to exist at their full potential, not settling for what comes their way but carving the life they want and things they hope to achieve.
• How do these two different tests measure intelligence?
The first test taken from I.Q. Test Labs measures a person’s ability to figure out puzzles in a timely manner and compares that to others of the same age and demographics. It measures this ability compared to averages on the I.Q. scale.
The second, the Multiple Intelligences Test, determines an individual’s strengths and abilities based on their habits, likes, and interests. I believe the point of this test is to determine what areas a person is most likely to thrive.
• Which test do you think was more reflective of your intellectual ability? Why?
I think the second test is more reflective of my ability. Knowing how I perform in comparison to others really serves no real purpose as none of what I do is really competitive. I am more interested in knowing how much of a positive impact I can make in the lives of others and knowing the areas of my strengths would help me to better understand how I can do that. I say this because if I am doing something that is a strength area for me and impacting others, I am more likely to enjoy it and continue therein.
• How do you feel about the practice of I.Q. testing?
I really do not see the point in it for adults. For students, I think it could be helpful in knowing how much support a student may need if they are far behind or ahead of their peers, but I feel like the test should be more varied. (some actual work for the student to attempt).
• In reviewing your results, what did you learn about I.Q. testing?
I learned that I am above average intelligence lol. No, seriously, I do not agree with the results of the test, but I have gathered from especially the first test that I.Q. testing seems to be very limited because it doesn’t take in to account a person’s knowledge or common knowledge/survival skills. It is limited merely to a person’s ability to solve puzzles.
• How does your experience connect with the information from the text on I.Q.?
I’m not entirely sure I understand what this question is asking, but I love puzzles and seemed to do really well on the first test. I think my love for puzzles helped more than any real intelligence I may possess.
• Could I.Q. testing be used as a valid tool in the teaching-learning process? Why or why not?
I think there could be some good that came out of it for students. If this testing had a way to show how far ahead or behind students were in order to help them catch up or best serve them if they are already ahead, it would be helpful. I don’t know if this is what is actually used, but I imagine it is something similar with a different name.
Why are I.Q. tests problematic? Consider diverse student populations.
Our text describes IQ testing as measuring “A child who can reason and solve problems ”( LeFrançois, 2011)…. It uses this phrase to discuss 4 year olds. We learned that according to Piaget, reasoning doesn’t begin to develop until around age 7. Why are we expecting this in elementary students? There should be other ways of testing their ability.
LeFrançois, G. (2011). Psychology for teaching (11th ed.). San Diego, CA: Bridgepoint Education,
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