ePortfolio Submission 2: Entries 4, 5 and 6

Entry 4: Intelligence in Society/Controversial Issues in Intelligence

A. Are IQ Tests Fair to Those from Different Cultures, Those Whose First
Language isnt English and/or Those from Lower SES Backgrounds? Why or
Why Not?

This week we discussed issues with IQ tests and how they affect society. The first
concern we looked at was whether or not standardized testing is fair across cultures
and languages. There are many people who believe that IQ tests are geared towards
white, English speaking middle class people and leave those from different cultures
at a disadvantage (Week 4: Intelligence and Society, Introduction). I think that this
belief is valid. I had the opportunity to take an intelligence test this week that is
purposely biased, the Koori IQ test. This allowed me to experience what it may feel
like for those from different backgrounds who are taking an IQ test. I was asked
questions which I had no idea how to answer. For example, if someone referred to
you as a Binghi, what would that mean? For an Indigenous individual from New
South Wales, these questions were likely pretty simple, as they are written using a
language that they understand and terms or situations to which they are
accustomed. Canada is a very multicultural country, where individuals belong to a
variety of cultures and speak many different languages. If someone who is not native
Canadian were to take our IQ test, they might experience the same confusion and
frustration that I did when taking the Koori test. This does not mean there is a lack of
knowledge, but a barrier in communication. A highly intelligent person might still
score poorly on a standardized test if the language or terms used in the test are
unfamiliar to the test taker. Even non-verbal intelligence tests, such as the Raven
Progressive, can be unfair. Patterns and organizational skills are commonly taught in
schools. The Raven Progressive requires the test taker to complete patterns of
shapes, which may be challenging for those who were not able to receive formal
schooling, such as those from cultures where it is not common or those from low
socioeconomic backgrounds who were not given the opportunity. Research has shown
that people in non-Western cultures have different ways and methods that they use
to define intelligence. For example, in Eastern cultures they consider an intelligent
person one who can recognize contradiction and complexity, and who successfully
play their social role (Etienne Benson, American Psychological Association). So those
who are not intelligent based on Western standards, might be very intelligent
according to the standards of their culture. Ashley Maynard, a professor of
psychology at the University of Hawaii, found that children from villages in Mexico
were able to complete cognitive tests and produce results comparable to those in
Western cultures, when using materials familiar to them like looms and thread
(Etienne Benson, American Psychological Association).

Are there Significant Gender Differences in Intelligence? Do I Think These

Are True Gender Differences (Genetic), Differences in
Environments/Experiences, or Both?

According to this weeks lesson, males and females do not see a very large difference
in terms of general intelligence. Both genders tend to score 100, which is average, on
intelligence quotient tests. Although, slightly more females score between 85 and
115, where as males tend to fall more into the extremes (very low or very high)
(Week 4: Intelligence and Society, Gender and Intelligence). While we are all mostly
similar in that regard, males and females do differ in individual areas of intelligence,
and therefore score slightly higher on tests of specific skills. For example, women
tend to have higher verbal, fine motor, and writing skills, and men are usually better
with visual-spatial tasks, hand-eye coordination, and math reasoning. Also interesting
to note, the two genders use different regions of their brain to solve the same task
(Week 4: Intelligence and Society, Gender and Intelligence Infographic). In the last
entries, I discussed the nature verses nurture debate in regards to how they affect
individual intelligence levels, and I stated my belief that both have a part to play. I
believe the differences in intelligence strengths between genders is the affected in a
similar way. As mentioned above, males and females use different brain regions to
solve the same task. While the reason for this is not fully known, it is suggested that
hormones like testosterone in males and estrogen in females, may play a role.
Sandra Witelson, a professor at McMaster University (she was mentioned in class a
few weeks ago), has done extensive research on brains and has found that the
female brain shows a more generalized interconnectivity compared to a male brain,
which is more specialized and has less potential for plasticity. Dr. Apostolos
Georgopoulos, a director of the Brain Science Centre the Minneapolis Medical Center,
found in his studies that women tend to process information around five times faster
than men, and use less of their brain to do similar tasks (a more efficient brain)
(David Kattenburg, CBC News). So male and female brains are different biologically,
these demonstrate natures influence on intelligence and how it is put into affect by
different genders. Environment is also an important factor. A female who has the
ability to perform a task faster and more efficiently than a male counterpart might be
considered more intelligent, but she may perform poorly on a test if she is told before
hand that females have consistently scored low on said test in the past. This is a
highly researched element known as the Stereotype Threat. When a person
believes they will not do well because the group they belong to usually does poorly.
One study found that girls who took a math test and who were told prior to taking it
that it would contain questions from the SAT test, performed worse than girls who
were not told but took the same test (Week 4: Intelligence and Society, Gender and
Intelligence, Gender Differences and the Environment). This would prove that their
environment and thoughts had a larger influence than the actual questions, as well
as how influential stereotypes can be. A teachers expectations of a child have a very
powerful affect on how that child will perform as well. Robert Rosenthall did a study in
which elementary teachers were told a select group of students had a high potential
for success, even if they were not doing well academically at that time, based on a
skills test. Eventually, the teachers began to treat those children differently and those
kids began to think of themselves differently and perform better. Studies have shown
that this affect is the same in reverse. So if a teacher has beliefs on what each
gender has the ability to do, they can pass those beliefs onto their students and that
would affect how they perform (Week 4: Intelligence and Society, Gender and
Intelligence, The Pygmalion Effect Video). I mentioned before that males tend to have
a higher math reasoning ability, which may be due to their biology. That does not
mean that females can not have high math reasoning abilities as well. However, the
stereotype threat can influence what subjects individuals succeed in at school, since
society tends to expect genders to have certain skills (math for boys and language
and writing for girls). This is evident in the products that are marketed towards boys
and girls, even before they enter school. Generally, boys are encouraged to play with
pretend tools, cars, and Legos, by packaging the product in blue, with boys on the
box, or labeling it as a boys toy. These would develop the fine motor and reasoning
skills that boys are considered to have more of. Girls are expected to play with dolls,
toy phones and makeup/dress up materials. These would promote the language and
social skills that girls are said to have more of.

How is Poverty Related to Intelligence? Do I Think the Differences in IQ for

Poor Children Are True Differences (Passed On from Parents), Differences in
Environment/Experiences, or Both?
Children from lower SES backgrounds are likely to score lower on IQ tests than
children from more wealthy environments. As stated in class content, brain scans
have shown that these children have an increase in amygdala, the region related to
stress and anxiety, and a decrease in the hippocampus, the part of the brain
responsible for memory (Week 4: Intelligence and Society, Socioeconomic and
Intelligence). I believe this is due to both genetics and environment. In week 5 we
examined the nature versus nurture debate. We looked at a study done on identical
twins who were raised apart. Perfect subjects for this argument as they share one
hundred percent of their DNA, but grew up in different environments. When brought
back together they found they had many similarities in their mannerisms, their
handwriting and their IQ scores (only about a one-point difference) (Week 5:
Controversial Issues in Intelligence, Nature/Nurture Controversy, Identical Twin
Studies Video). It is interesting that twins who are raised apart share more similarities
in personality and intelligence than siblings who are brought up together. This would
prove that intelligence is at least somewhat inherited. However, the relationship
between identical twins and their IQs is not 100%, it is closer to around 87% (Week
5: Controversial Issues in Intelligence, Nature/Nurture Controversy, Intelligence
Nature Nurture Video). Other factors, like environment and SES play a part. Children
who are from lower income families face a number of factors which would affect their
ability to develop intelligence. First, the situation they are in may not encourage
reading and learning. Their parents may be neglectful or just unable to afford the
resources they need in order to support knowledge growth. The schools that these
children attend may lack resources as well, including teachers and libraries, or some
might not have the opportunity to attend school at all. Children from low SES
backgrounds might spend less quality time with parents, or they may experience
abuse or neglect leading to stress, lack of sleep, poor nutrition which would all
contribute to lack of concentration, motivation and working memory. Finally, they are
more likely to be disposed to poor prenatal environments (Week 4: Intelligence and
Society, Socioeconomic Status and Intelligence Glogster). Furthermore, early
intervention programs help children from low SES improve their IQ by providing care
and resources, as well as teaching behaviours like attendance, study and social skills,
which are important for academic success (although these programs may not make a
lasting change). This would suggest that intelligence is not static and can be
developed. For this reason, nature and nurture both affect low SES childrens
intelligence, but I think environment plays a slightly larger role.

Thinking About My Own Intelligence, Would I Say It Is Mostly Inherited from

My Family, Mostly Shaped by Environment, or A Bit of Both? What Evidence
is There to Support This Belief?

I would say my intelligence is a result of both my genetics and the environment I

grew up in. Neither one of my parents completed secondary school, nor did they have
the same resources that are available to me today. However, my mother is a very
talented writer and is very skilled in language and art. When I was younger she would
guide me through all my English projects and offer suggestions in order to improve
the flow of my words, or alternate ways to get my point across. She inspired my love
of art, specifically drawing portraits, as she was the first person to teach me the
basics in facial structure and layout. She also has an ability to read and understand
others, and I would say I inherited some of that emotional intelligence as well. My
father had a strong work ethic, and I believe that my grittiness and my desire to
work hard at all things I do comes from him. He liked to invent things so he was also
creative, like myself. However, he worked as an underwater welder, so he had a
mechanical aptitude, and my mom used to be a hair dresser so she possesses great
social/speaking skills, both of which I could work on. I am very similar to my siblings
in terms of academic intelligence. We all got good grades and received honor roll and
other academic rewards throughout high school. As for my environment, I grew up in
a very loving and supportive home. Before my siblings and I started school we were
supplied with many resources like books, puzzles and educational shows that kept
our brains stimulated and developed in us a love of learning. We were all able to talk
and understand colours and math pretty early on. We were also fortunate enough to
attend good schools to expand on the intelligence we inherited and the knowledge
we learned at home.

Summarize What Was Learned in Class About the Eugenics Movement,

Referring to the Significance of the Nature Nurture Argument.

We know that Alfred Binet was the inventor of the IQ test. Its original purpose was to
identify and help children who were in need of remedial education. However, after
Binet passed away the test was taken and used for a completely different and
inhuman purpose. People who believed that intelligence was solely based on ones
genetics feared that the overall intelligence levels of the human species was on a
decline. They assumed those with mental impairments, and immigrants were to
blame for this deterioration and believed the only way to remedy it was through
selective breeding (Week 5: Controversial Issues in Intelligence, The Eugenics
Controversy, Eugenics Movement Edit). IQ tests were administered and depending on
scores, individuals were divided into one of four categories: normal, moron, idiot or
imbecile. Since those who administered the test believed that intelligence was
inherited, anyone who scored low on the IQ test was forcibly sterilized so that they
could not have children and pass on their unwanted genes. This disregarded the
fact that environment plays a part as well, around 50% (Week 5: Controversial Issues
in Intelligence, Nature/Nurture Controversy, Intelligence Nature Nurture Video).
Children who came from unfortunate situations were also sent to institutions and
sterilized against their will. This is what one victim, Charlie Follett, experienced since
his parents were alcoholics (Week 5: Controversial Issues in Intelligence, The
Eugenics Controversy, The Eugenics Movement and IQ Testing Video).

Referring to Class Content, What Evidence is There to Support Racial

Differences in IQ and What Evidence is There Against Racial Differences in
IQ? What Does Flynn Have to Say About Racial Differences in IQ? What
Conclusions Can You Make Given All This Evidence?

Another controversial issue we tackled this week was the race and IQ debate. There
is evidence that supports difference in IQ among races, but in most cases the reason
for the difference is environment not actual genetic disparities. First, we looked at a
book called The Bell Curve: Intelligence and Class Structure in American Life by
Richard Herrnstein and Charles Murray. This book argued that some races were not as
intelligent as others. They reported a correct statement that on average, Asians score
3-6 points high than Whites, and White Americans score 15 points higher than Black
Americans on IQ tests (Week 5: Controversial Issues in Intelligence, Intelligence and
Race Controversy). However, they ignored important factors like environment
(responsible for around 50% of our intelligence), the possibility of cultural or
language bias in IQ tests, and the fact that there are multiple ways in which one can
be intelligent. Next, Scott Phelps, a science teacher sent out a letter in 2002 that
predicted the schools overall test scores would decline due to the rise in black
students enrolling there (Week 5: Controversial Issues in Intelligence, Intelligence and
Race Controversy, Race and Intelligence Video). Surprisingly, many of these students
agreed with him. However, this underachieving behaviour can be explained with a
term mentioned in the gender and intelligence discussion, the stereotype threat.
Doctor Lez Henry says black children are afraid to achieve and they believe that
 being intelligent is synonymous to being white (Week 5: Controversial Issues in
Intelligence, Intelligence and Race Controversy, Smart is White Video). Phillpe
Rushton argues that the difference in womens pelvic sizes in various populations is
an indicator of the brain size of their children, and that children with larger brains
(white) are more intelligent than those with smaller brains (black) (Week 5:
Controversial Issues in Intelligence, Intelligence and Race Controversy, Racial IQ
Hierarchy Video). However, if we recall Nathan the IQ expert from a few weeks ago,
we know that brain size does not necessarily affect intelligence level, as Nathan had
a smaller and more efficient brain. There is also evidence that disproves that there is
a difference in IQ among races. Professor Steve Jones states that there are
geographic differences in the human population, but they are very minor. Underneath
our skin, we are all fairly similar. He does not deny that intelligence is partly
heritable, but he does not believe that has to do with the race IQ gap (Week 5:
Controversial Issues in Intelligence, Intelligence and Race Controversy, Dispute of
Race Differences Video). Professor Richard Nisbitt suggests evidence that disproves
Rushtons claims that brain size in races determines their intelligence. He discusses a
group of people in Ecuador which have head sizes four deviations below the average
and yet they get better grades (Week 5: Controversial Issues in Intelligence,
Intelligence and Race Controversy, Dispute of Race Differences Video). I can conclude
from this that there is not genetically a difference between races in terms of their
potential or intellectual abilities, it is more so a result of the individuals environment.

B. What Did I Learn About Intelligence by Completing This Entry?

By completing this entry, I have learned the different factors that work together in
determining ones intelligence. It is very much a result of the relationship between
genetics and the environment, approximately 50/50. This was determined through
studies done on twins separated at birth, low income children and the affects early
intervention programs had on their intellectual abilities. I also learned more about the
controversial issues surrounding intelligence, like the nature verses nurture debate,
about the origins of intelligence tests and how their purpose was twisted and used for
the wrong reasons in the Eugenics movement, and the gap in IQ scores among races.

What Did I Learn About Myself by Completing This Entry?

When answering the question about how my genetics and my environment affected
my own intelligence, I was required to question my own abilities and where and how I
developed them. It was interesting to reflect on the ways in which I am similar and
different to members of my family in terms of intelligence. I am also very thankful for
having grown up with supportive and intelligent parents as well as an environment
which allowed me to learn and develop my knowledge to my full potential, as I now
know the negative consequences of being raised in a less fortunate circumstances.

What is One Thing That Stands Out to You About This Entry?

I had not known that much about the Eugenics Movement so discovering the awful
experiences people endured back then was surprising. I did not know that IQ tests
were used in such a horrific way, although that was not the intention Binet had when
he first created them. I also was not aware that the terms idiot and moron originated
in the Eugenics Movement. I know some people, including myself sometimes use
these terms today, even in a joking manner it is not ok. We should be working on
praising individual strengths rather than pointing out their weaknesses.
 How Does My Learning from This Section of the Course Relate to Other
Courses Ive Taken, or to My Own Life?

The topics discussed this week have been touched on in my other courses. First, we
looked at cultural bias and how frustrating it can be for someone to attempt a test full
of information that is alien to them. This can relate to my ECE course as there will be
families and children who do not use English as their first language. It will be my job
to make sure that my teaching is inclusive to everyone. Second, gender and racial
stereotypes, and how much of an impact they have on a students success and belief
in themselves. We are encouraged to teach children that they do not have to conform
to traditional gender roles, and to give them a choice in what toys they want to play
with or what they want to learn. It is important that teachers do not treat any of their
students differently based on preconceived ideas or stereotypes, and never use the
phrase you cant do that (unless of course theyre doing something dangerous).
Children are curious and are exploring the world and discovering their place in it and
the way their educator views them can limit or encourage their success. Next, Ive
learned this week a few ways in which early childhood education programs can help
children from low SES backgrounds reach their full potential (ex. Give a day get a
day). Last, the Eugenics movement has shown me how IQ scores have been used to
categorize and judge people to the extreme. In order for that event not to be
repeated, it is important for me to treat everyone with respect and to not discount
their ability to contribute or be successful for any reason. When Im on my placement
and in my future workplace I will try to encourage children to celebrate each others
strengths rather than focus on weakness, and tell them how people can be intelligent
in multiple ways.

Entry 5: Multiple Intelligences

A. Compare and Contrast Gardners Theory of Multiple Intelligences and

Spearmans Theory of General Intelligence (G). What Similarities and
Differences Are There in These Two Theories? Which One Makes the Most
Sense to Me?

I think that there are more differences in these two theories than similarities. The
obvious difference is that Spearmans theory sees intelligence as an inherited, fixed
and unitary concept (Week 2: Foundations of Human Intelligence, One or Many
Video), where as Gardner sees it as having multiple areas that can be grown and
developed. In Howard Gardners book Frames of Mind, he states that believers of
general intelligence question how smart someone is, when they should be asking
how are they smart (Week 6: Multiple Intelligence Theories, Howard Gardner). Since
Spearman believed that intelligent people who were good at one task would perform
just as well on other cognitive tasks, their overall intelligence level (IQ) could be
calculated by having them complete tests that measured their abilities in areas like
language and math. He developed this theory through research and by looking at
students grades across a variety of subjects from a local school. Gardner did not do
experiments, however he did research evolutionary biology, anthropology,
neuroscience and psychology to cultivate his theory (Week 6: Multiple Intelligence
Theories, Theory of Multiple Intelligence Prezi). He believed that there are many more
ways in which a person can be intelligent, each one as valuable as the others. He
created a specific criterion that he used to identify eight areas of intelligence:
interpersonal, intrapersonal, verbal linguistic, logic mathematical, body kinesthetic,
naturalistic, visual/spatial, and musical. He also believed that an individual who
performed poorly in one area could excel in one or more of the other areas, and that
their abilities were not fixed and could be developed (Week 6: Multiple Intelligence
Theories, Theory of Multiple Intelligence Prezi). I strongly believe in Gardners theory,
and his suggestions on how multiple intelligences can be used in schools and testing
to change the way students learn and are evaluated. Since one can be intelligent in
ways that are not currently taught in depth in school, education should expand the
subject available and teach them in ways that make sense to each student and plays
off of their strengths. Testing should not focus on memorization but how each student
is able to put their knowledge into practice based on their area of skill.

Summarize the Intelligences in Gardners Theory of Multiple Intelligences

and Explain Which Ones Were Personal Strengths. Include MI Test Results.
How Have These Strengths Affected My Life So Far, and How Might I Use
These Strengths to Be Successful in School?

Gardner created a criterion which he used to identify eight (and a possible ninth and
tenth) areas of intelligence. In order to be an intelligence, the ability should not be
affected when other abilities are damaged due to, for example, a brain injury. There
should be experts in the area, also known as prodigies and savants. There should be
a thinking process or operation involved in order to carry out the area of intelligence,
and these can be developed as the individual develops. The use of the intelligence
should be able to be seen throughout history. The intelligence should be identifiable
and distinguishable from other areas through specific tasks (Week 6: Multiple
Intelligence Theories, Theory of Multiple Intelligence Prezi). The eight areas that meet
these factors are:

Verbal Linguistic: This area involves the ability to effectively use language, such as
in reading, writing and speaking. Poets, authors are examples of people with this
intelligence.

Logical Mathematical: This area requires the ability to reason, perform

experiments and make sense of information in math and science. Individuals like
scientists, mathematicians and logicians have this ability.

Musical: The capacity to appreciate different kinds of music, to understand rhythm

and tone, and the ability to conduct or produce music with voice and/or instruments
indicate musical intelligence. Musicians and composers are highly skilled in this area.

Visual Spatial: If an individual can visualize and manipulate the space around them
they have spatial intelligence. A chess player, an artist and a surgeon are great
examples of this. It also involves making sense of larger, broader areas, a skill which
a pilot would need.

Body Kinesthetic: This area can be divided into two sections. The first is the ability
to use ones whole body to solve problems, or to make things (gross motor skills).
Examples would include dancers and athletes. The second is the talent for using
ones hands or other parts of the body to solve problems and make things (fine motor
skills). A craft person would have body kinesthetic intelligence.

Interpersonal: This encompasses an individuals talent in understanding others,

how they feel, how they are motivated, and how to work efficiently as a team. They
have the ability to teach and to lead others. Teachers and counsellors have
interpersonal intelligence.

Intrapersonal: Intrapersonal intelligence is the understanding of oneself. Self

actualization and the ability to make choices, to question and to reflect on ones
feelings and behaviours are factors involved in this area.
Naturalistic: The capacity to make relevant discriminations in the world of nature
(between plants or between animals). People with naturalistic intelligence can
connect and care for other living things, or explore the natural world. A vet or a
environmentalist would have to have naturalistic abilities (Week 6: Multiple
Intelligence Theories, 8 Intelligences Are You a Jack of All Trades or a Master of One
with Howard Gardner Video).

When I took the MI test, I had two top strengths which were visual spatial and
intrapersonal. I learn best visually, through demonstrations or by using diagrams and
imagery to make sense of things. In school I tend to doodle a lot, so I use that habit
when I am taking notes to help me remember things, and it has helped so far. As for
my intrapersonal strength, it has helped me a great deal in the past and in my
current studies to reflect on what I know and what I can improve on by creating or
finding and completing practice tests.

How Could Gardners Theory of Multiple Intelligences Be Successfully

Applied to the College Classroom? Refer to Information from the EDpuzzle
Video and the Multiple Intelligence Research Video.

Even though his theory is supported with little research, I strongly agree with
Gardners concept of Multiple Intelligences. He believes that individuals can be
considered intelligent even if they do not have high IQ scores. This belief I should be
adopted by schools, who place a lot of importance on test grades, which in my
opinion are mainly tests of memory and are not indications of understanding of a
subject. Brain scans have shown that the parts of the brain involved in reading, math,
music and social interactions varies from child to child. A study of brains by
McCandliss Niogi found that there is a connection between the amount of white
matter in the brain and reading skills (Week 6: Multiple Intelligence Theories,
Evaluating Multiple Intelligences, Multiple Intelligence Research Video). These facts
are just a few that confirm that individuals learn in different ways, depending on the
differences in their brain (like how my MI strength is visual spatial and I tend to learn
best visually). So if everyone has different strengths and ways in which they learn
best, schools and colleges should use different teaching strategies and methods in
order to make education more inclusive. Research has shown that providing students
with multiple ways to access content improves their learning. Allowing students to
showcase this knowledge in multiple ways (rather than standardized tests) also
improves their understanding (Week 6: Multiple Intelligence Theories, Evaluating
Multiple Intelligences, Multiple Intelligence Research Video).

A study done in a third grade classroom taught students different themes by

providing them with time at seven different learning centers (this study is outlined in
Howard Gardners book mentioned above). The centers allowed students to learn the
subject in different ways such as through reading, writing, computing, cooperating,
singing and art. They found that students displayed an increase in independence, and
self direction. Those with behavioural problems prior to the study showed
improvement after. Students were able to work using multiple areas of intelligence.
Attendance increased and the information learned was retained after a year (Bruce
Campbell, John Hopkins School of Education, Research Results of Multiple Intelligence
Classroom). This may not be a college classroom, but it demonstrates the
effectiveness of this teaching method.

Howard Gardner explained how his theory could be used to change classrooms as
well. In many cases, even if a student gets high grades on a test they will not be able
to recall that information 2 years later. This is because schools currently tend to
teach in one way, catering to one mind and one way of learning. They teach facts and
definitions and require students to read textbooks, sit through lectures and then
evaluate them on their ability to recall this information on a test. If they considered
that there are multiple intelligences, multiple ways to learn concepts, they would
change this method of teaching by providing materials, resources and software that
allow individuals to use their intelligence to learn on their and to demonstrate this
knowledge in a way that is comfortable for them. Gardner also says that schools
teach too many subjects, but all on a surface level. For example, in science students
learn definitions and are taught which experiments lead to certain discoveries in the
past. He believes that these details can be taught later on, and students would be
more successful in the future if they learned first how to make a hypothesis, how to
test it out and revise it if it is not correct, and that they should be conducting
experiments on their own. Last, he suggested that there needs to be a change in the
way students are assessed. He provided a helpful analogy using sports to describe
why the current way of testing is not effective. When you are learning, for example,
figure skating. You know specifically what a successful figure skater should be able to
do, you practice and are coached along the way, you see your progress as it is
happening and can determine where you are at by comparing yourself to your
teammates. In school, it is not always known what is expected or what will be on
each test. Once a student gets their results, theyll know what answers were right
and wrong but they are not taught what to do with this information or where to go
from there. He suggests stating from the get go what the expectations are for each
child at a specific checkpoint, and allowing the individual to be the most active
manager in their evaluation. They should learn to self assess so that eventually they
will have an understanding of a subject and not require as much critiquing (Week 6:
Multiple Intelligence Theories, The Theory of Multiple Intelligences, Edpuzzle Video).

Reflect on the Multiple Intelligences Test Completed in Week 6. Compare

What It Was Like to Take This Test with What It Was Like to Take the IQ
Sample Tests in Week 3 (What Do IQ Tests Measure?). Which Did I prefer
and Why?

I was able to predict what my results on the MI test would be, as I know that I am a
visual learner and I rely on my visual spatial skills in a lot of things I do. When taking
the sample IQ tests, my results not as easily predicted and were kind of surprising as
I did not do as well on the test of fluid reasoning. This test involved completing sets
of patterns and since art and math are strong subject of mine, I figured I do better.
The MI test was less stressful than the IQ sample tests, as there is no right or wrong
answer, the questions are based on the test takers honesty. I felt a little bit of
pressure and stress to do well on the IQ sample tests, and that may have affected my
performance when completing them. I do not believe either test accurately reflects
an individuals true overall intelligence, I do not think that can be measured as there
is so much involved. However, if I were to say which of the two I preferred, I would
say the MI test, as I side with the concept of multiple intelligences and taking the test
was less stressful.

Compare and Contrast Gardners Theory of Multiple Intelligences and

Sternbergs Triarchic Theory. What Similarities and Differences Are There
Between These Two Theories? Which One Makes the Most Sense to Me and
Why?

Both of these theories are based on the concept that there is more than one area of
intelligence. Sternberg also believes that an individual can develop and grow their
skill in each area. However, Gardners theory is made up of eight areas of intelligence
where as Sternbergs only contains three, hence the title triarchic. These three areas
 are known as practical intelligence, creative intelligence and analytical intelligence.
Practical intelligence is the same as street smarts, it develops as one adapts to their
environment. Creative intelligence is the ability to think creatively to solve new
problems, to apply what is already known to new situations and to do things
automatically. Finally, analytical intelligence is like book smarts, or general
intelligence as it involves a meta, a performance, and a knowledge acquisition
component (Week 6: Multiple Intelligence Theories, What is the Triarchic Theory of
Intelligence Infographic). Gardner believes that one can be successful if they excel in
one area and lack in another. Sternberg believes that in order to be successful one
must find balance between all three areas, so he changed the name of his theory to
the theory of successful intelligence (Week 6: Multiple Intelligence Theories, What is
the Triarchic Theory of Intelligence). In my opinion, Gardners theory makes more
sense as I agree that individuals can lack in one area but be successful in another. I
also think Sternbergs three areas can be included in Gardners theory. Practical
intelligence or street smarts could fall into logical, naturalistic or interpersonal
intelligence, Creative intelligence could be incorporated into visual spatial, or
intrapersonal intelligence, and analytical intelligence could be found in logical
mathematical, or verbal linguistic intelligence. Gardners theory also offers more of a
variety.

Summarize the Post Made on the Theory of Successful Intelligence

Discussion Board. What Triarchic Theory Personality Type Am I and How
Does This Impact My Role as a Student or an Employee? Am I Satisfied with
My Personality Type? If So Why? If Not, What Type Would I Prefer to Be and
How Can I Develop the Skills I am Missing?

Based off the characteristics of each Triarchic personality type, I would say that I am
an Analytical Creator. A person with an analytical personality is said to have book
smarts, and be a conscientious student. I tend to get good grades, follow directions,
and I fit into the school environment and methods of teaching and evaluation. The
creative personality type likes to come up with their own ideas and they like to direct
themselves. While I do fit in with schools teaching and testing styles, I prefer to learn
independently in my own way, and come up with creative ways to represent and
communicate my ideas, and put those into practice using my analyzing skills. I am
satisfied with my personality type; however, I do wish I had more practical
intelligence so that I could say I am a consummate balancer. A person with practical
intelligence is one who has street smarts and social skills. They are persuasive and
entertaining, and able to communicate their ideas to others. I have trouble
communicating the ideas I have verbally sometimes, or selling myself to others, as I
am more introverted and concerned about having my opinions judged. It is
something that I am working on, trying to put my worries aside and develop
confidence in my abilities.

B. What Did I Learn About Intelligence by Completing This Entry?

This weeks entry reinforced my belief in multiple intelligence. I learned about the
different theories, such as Gardners and Sternbergs, how they developed those
theories and the evidence there is to support them. I discovered how the teaching
methods used today are not as effective as they could be. Gardner offered
suggestions on various ways to improve education using multiple intelligences.

What Did I Learn About Myself by Completing This Entry?

I completed a test to find out what my MI strengths are this week. This entry required
me to discuss my results and compare the MI test to the IQ sample test I took a few
 weeks ago. This was helpful in developing my own definition of intelligence. It also
has helped me identify and understand what my skills are and what I can improve on,
as multiple intelligence theories believe that one can improve their intelligence in
certain areas. I also learned about my triarchic type, a different way of analyzing
myself and my abilities that was also useful for identifying aspects that I could work
on.

What Did I Learn About My Own Learning by Completing This Entry?

We looked at study tips and learning styles for our MI strengths. I learned that the
way I have been studying and reflecting is best suited for my MI type as a visual
spatial learner. I also found Gardners views of the education system very interesting
and wonder how my school experience might be different had I been taught using his
suggestions.

What Does My Work for This Entry Indicate About You as a Learner in This
Course?

I think I took in and was able to make sense of the information from this week, and
explain it in my own words, along with drawings and pictures to reflect my ideas. This
would indicate that this method of teaching, completing eportfolios, is an effective
way for me to learn the concepts taught in class because it allows me to use my
strengths as an analyzer and a creative.

Entry 6: Academic Intelligence

A. Explain How IQ (General Intelligence or G) is Related to Success in School

Based on What Has Been Learned in the Course So Far.

IQ scores are good indicators of ones academic success. Since IQ tests usually ask
the test taker to perform tasks that are related to skills that are needed in order to be
successful in school, like reading comprehension and math reasoning. So it makes
sense that if you do well on an IQ test you are likely to do well academically as well.
However, success in school relies on more than book smarts.

Explain What Metacognition is and Summarize Some of the Ways That It

Can Be Practiced/Developed by Referring to What Was Learned in Class.
How Would Metacognition Make Me a More Academically Smart Student?

Metacognition is related to self awareness. It is the ability to recognize your

understanding of a certain topic, your strengths and weaknesses. Someone who does
not practice metacognition might be over or under confident, and that will affect their
study habits and performance in school (Week 7: Academic Intelligence, How to Get
the Most out of Studying Video). If they are over confident, they might not study as
much as they should, and do poorly. If they are not very confident, there is a chance
they will do poorly (related to the stereotype threat, thoughts are powerful). There
are many ways in which a student can develop their metacognitive skills. First, one
must be honest with themselves on their level of understanding so as not to become
too overconfident like Dr. Chew mentioned. One way to test this is to teach the
concept to someone else. The second tip is to start early, to spend an appropriate
amount of time studying. Students cannot wait until the last minute to review. They
must study, reflect on what they comprehend and what they need to review more of,
and repeat until they fully understand. This takes time and must be done often. Deep
learning is the most effective way to study. This means connecting knowledge that is
already known to what is being learned. This allows individuals to recall information
outside of class more often than surface level learning (memorizing facts and
definitions) will (Week 7: Academic Intelligence, Academic Intelligence Prezi). Next,
students must be engaged (active learning), by participating in discussions, asking
questions and paying attention/taking notes. Last, identify learning type (visual,
kinesthetic, auditory, or verbal) and use learning strategies that reflect strengths
(Week 7: Developing Academic Intelligence, Metacognition: Learning About Learning
Video). Fogarty also suggests that there are three stages involved in metacognition,
and that in order to develop it, a student must first establish a plan prior to studying
or learning a concept. Next, they must monitor or self evaluate. They must be able to
identify their level of understanding and if it is where it should be. If not, they will use
strategies to improve it. Last, evaluate their abilities after completing a task, what
they could do better on and behaviors that they will repeat (Week 7: Academic
Intelligence, Developing Academic Intelligence). I think I have pretty good
metacognition. I can usually figure out what areas I need to spend more time on, and
I try to plan out a routine for studying using strategies related to my visual/spatial
way of learning.

What is the Concept of Growth Mindset and How Does It Affect My

Academic Intelligence? Identify Some of the Ways to Develop a Growth
Mindset That Was Learned in Class. Do I Agree with the Concept of a
Growth Mindset, or Do I Think Intelligence is Something That is Fixed?

A growth mindset is the belief that intelligence is not fixed, like those who support
general intelligence, but is something that can be developed over time. If someone
does not believe their intelligence can change, what reason would they have to put
effort into studying and attending school? Having a growth mindset is important in
academic achievement because if one believes that they can change, they will do the
necessary work in order to make that change happen. Carol Dweck, a professor of
psychology at Stanford University, has come up with four strategies that can be used
to change ones mindset from fixed to growth. First, you must be able to recognize
when your thinking is fixed, and change it. For example, when you are about to try
something new, a fixed mindset would make you think that you will have no idea
what you are doing and you will look like a failure. Next, you must realize that your
way of thinking is a choice. Third, once you identify fixed thinking, you should work
on replacing a fixed mindset voice with a growth mindset voice. To add to the above
example, instead of listening to that thought, someone with a growth mindset will
realize that they are going through a learning experience, and even if they fail they
are not a failure and can try again using a different strategy. The last step is to act
on that growth mindset thought and put it into action in order to improve yourself
(Carol Dweck, Mindset).

What is Locus of Control and How Does It Affect My Academic Intelligence?

What
Were My Results on the Locus of Control Quiz? How Can I Improve My Locus
of Control?

Locus of control is how much power one believes they have over their own life.
Research has shown that it is an important factor in academic intelligence. There are
two loci of control. External which is the belief that one has little to no control over
the circumstances of their life, that these outcomes are more a result of luck. A
person with external locus of control most likely believes that intelligence is inherited
and fixed. I mentioned above that those who have this belief would not have much
motivation to improve themselves, and therefore if they are doing poorly in school
there is nothing they can do about it. An internal locus of control is the belief that one
is responsible for their own success. Those who adopt this belief are more likely to
 practice good study strategies and have a growth mindset, and therefore better
grades. This has been proven with research (Week 7: Academic Intelligence, What is
Academic Intelligence Prezi). On the Locus of Control quiz I scored 3, which would
indicate an internal locus of control. Despite this, I still feel like I can benefit from the
strategies mentioned in class. Especially setting goals for myself in order to take
control of my life and build self confidence, as well as paying attention to and
changing my self talk when it is negative, recognizing that how I feel and behave is
my own choice.

Explain the Concept of Grit and Summarize Why It is So Important for

Academic Success. What Were My Results on the 12 Item Grit Test
Completed in Class? Does My Grit Level Contribute to My Academic
Intelligence, and How? How Can I Improve My Level of Grit?

Grit is another word for perseverance, setting and meeting goals, and it is an
important aspect of success not only on school, but in all of life. People with grit are
able to remain focused on what they want, despite challenges that they may face. I
personally believe grit is one of the most important factors in success because if a
person is truly passionate about a goal, they will achieve it no matter what their IQ is,
no matter what their background is, as long as they persist and put in the necessary
effort. That is why there are so many successful people who do not have an
educational background. This is supported through research according to the
Wallstreet journal (Week 7: Academic Intelligence, Are You Gritty?). Having grit is
important because obtaining knowledge is not supposed to be easy. Someone that
does not have grit will not put themselves in challenging situations, or if they do will
give up after a short time. If one does not face trials, if they never experience failure,
they cannot learn from their mistakes. By doing this, and coasting along they are
practicing surface level learning, which as we have discussed is not beneficial in the
long run (Week 7: Academic Intelligence, Are You Gritty?, Grit: The Key to Your
Success Video). On the 12 item grit scale I scored a 3.5 out of 5 (5 being extremely
gritty, and 1 being not at all gritty). I feel like this is pretty accurate. I am a very hard
worker and always try to do my best. In school I usually am not happy with anything
lower than 80%. However, I do tend to get discouraged if something does not go as
planned or when I am facing a challenge. If I can improve my grit in that respect, I
could improve my academic success eve further. One suggestion that we learned this
week that I found very helpful was recognizing that frustration is a part of learning.
Duckworth says that negative feelings are part of learning and that instead of saying
you cant do this thing; say you cant do this yet (Week 7: Academic Intelligence, Tips
for Developing Grit).

B. What Did I Learn About Intelligence by Completing This Entry?

I have learned a lot of very important strategies and tips for academic success this
week that I definitely will be using from now on. Ive discovered the importance of
grit, of motivation, locus of control, growth mindset and metacognition, and ways in
which I can develop each.

What Did I Learn About Myself by Completing This Entry?

There were a lot of quizzes available this week, and this entry asked me to reflect on
my results and how I can improve them if needed, so I learned a lot about myself. I
have found out what my levels of metacognition, growth mindset, grit and locus of
control are. I am at a level that I am satisfied with in each of these areas, though I
can benefit by improving them further using the strategies discussed in this entry.

What Did I Learn About My Own Learning by Completing This Entry?

I learned that it is ok to fail, and that it is actually a part of the learning process. I
need to remember that mistakes allow the opportunity to learn from them and better
ourselves, and grit is needed in order to move forward in this way. I also have
collected many helpful tips and strategies, especially in metacognition, that will help
me study and therefore learn better. Practicing deep learning and teaching a concept
to someone else are two strategies which stood out the most to me, and that I will try
to use to better my metacognitive skills.

How Does the Information from This Section of the Course Meet My
Expectations for the Course?

Going into this course, one thing that I was hoping to learn was whether or not one
can change their level of intelligence. This section of the course as well as last weeks,
have not only answered that question for me, that yes intelligence can be
transformed and developed, but have also given me the strategies to do so. I found
this weeks content to be the most beneficial for me, as I learned a lot about myself
and how I can be a better student.