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?