If Flynn is right, IQ and other standard tests have improved our conceptual sorting skills and atrophied our common sense.
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As IQs Fall, Can Gamification Help? - 22 views
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As standardized tests became more important, our education system shifted toward emphasizing abstract thinking
8 Success Factors Even More Important Than IQ (Infographic) | Inc.com - 97 views
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Success is a Four Letter Word - 37 views
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it turns out that the one thing present in every successful person is one consistent trait. It’s not a person’s education or lack of it, or their IQ, their upbringing, their financial abundance or lack, their test scores, their birth order or their gender. It’s one odd, rarely mentioned quality: Grit.
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But grit is more than just an attitude. It’s about the actions we take when faced with doubt and obstacles. In 2006, Drs. Angela Duckworth and Martin Seligman discovered that the correlation between self-discipline and achievement was twice as large as the correlation between IQ and achievement.
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A clear goal Determination despite others’ doubts Self-confidence about figuring things out Humility about knowing it doesn’t come easy Persistence despite fear Patience to handle the small obstacles that obscure the path A code of ethics to live by Flexibility in the face of roadblocks A capacity for human connection and collaboration A recognition that accepting help does not equate to weakness A focus and appreciation of each step in the journey An appreciation of other people’s grit A loyalty that never sacrifices connections along the way An inner strength that helped propel them to their goal
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“… Grit may be as essential as IQ to high achievement. In particular, grit, more than self-control or conscientiousness, may set apart the exceptional individuals who … made maximal use of their abilities.”
James R. Flynn on Rising I.Q.'s - NYTimes.com - 1 views
Motivation, Not IQ, Matters Most for Learning New Math Skills | TIME.com - 68 views
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Traveler IQ Challenge - 102 views
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A fun game where players must click on a city or place on a world map to score points. http://ictmagic.wikispaces.com/PSHE%2C+RE%2C+Citizenship%2C+Geography+%26+Environmental
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SonicWALL Phishing IQ Test (Formerly the MailFrontier Phishing IQ Test) - 24 views
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TODAYMoms - Should parents be blamed when kids fail at school? - 106 views
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Parents should be held accountable, teachers should be held accountable AND students should be held accountable.
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from Lynn Jones (to me?) "How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child."
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My Reply to Lynn Jones: 1. Parents should be held accountable along with teachers and the students themselves. 2. Six kids????? You are a saint! I plan on having two at the most and pray to the gods they're not girls! 3. Is there a specific reason you sent me your family history?
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From Lynn: "I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher."
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I don't think the article is about differentiation but sure, I'm confident it's in the back of any high quality educator's mind. Regardless, we can always do more than standby our kids.
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How many children do you have? I am an educator and I have 6 children who are all different. My second child, a son, was never told to study, never had a spelling word called out to him, and strieved to make all A's and B's since the 2nd grade. His older brother with an IQ of 128 in the 5th grade didn't care about grades and passing. His younger brother almost graduated high school before him even though they were 3 years apart in age. The oldest son has ADHD. His grandmother was a math teacher and I am a math teacher, but yet that was the subject he failed almost each year and had to go to summer school. He had the same parents and the same environment as his younger brother, but he was lacking the drive that is born in you. I won't go into the differences of the other 4 just to say that the good Lord gifted me with 3 ADHD children when not much was known about it (the oldest is 44). Every child is different and parents must learn not to judge one by the others, just like teachers must not assume that about siblings they teach. A parent can be their to help and try to point them in the right direction with the right work ethics in school, but the bottom line is how much the child cares and wants to achieve. The envolved parent can help the child that sits on the fence and can go on either side, but the ultimate choice is going to be the child's. It is the same with church. You can take the child to church every Sunday, but when they get older it is their decision how to direct their life. I am not saying that a parent shouldn't try every day to give the guidance their children need and deserve, but you can't beat yourself up when things don't go the way you think they should. All a parent can do is standby their child and give them all the love they can and to know that sometimes that is not enough for the child. -
I sent you the history to show that no two children are alike and not to judge one child by the behavior of another. In education we teach all types and there is no one way to approach all children. Sometimes it is not the parent that can make a difference, but someone else and not always a teacher.
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The Creativity Crisis - Newsweek - 48 views
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there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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“Creativity can be taught,”
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it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
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Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines. -
This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
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When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
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The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
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When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
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Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
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Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
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What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
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Everyday process of work or school... over time, consistent and non-prescriptive.
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kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
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project-based learning
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highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
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When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
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solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
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The age-old belief that the arts have a special claim to creativity is unfounded.
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When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
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The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
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those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
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The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
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The new view is that creativity is part of normal brain function.
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“As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
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In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
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fact-finding
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problem-finding
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Next, idea-finding
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there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
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For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
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Let's Go Back to Grouping Students by Ability - Barry Garelick - The Atlantic - 3 views
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treated accordingly.
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Students were tracked into the various curricula based largely on IQ but sometimes other factors such as race and skin color.
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public schools have done away with "tracking"
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deemed low achievers or of low cognitive ability?
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Jonathan Kozol brought accusations against a system they found racist and sadistic.
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He condemns a lot more than the eduction system. His approach to reform is much more like Finland's, holistic.
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to restore equity to
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Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."
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-- a practice viewed by many in the education establishment as synonymous with tracking
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Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement.
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Again, a nasty generalization. Not only that, but the following practices he cites aren't products of heterogeneous grouping.
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In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.
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Dallas Independent School District
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Ed research from Texas?? They want to teach evolution in science classes.
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The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates.
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this enables students placed in lower-ability classes to advance to higher-ability classes based on their performance and progress.
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Practices do not support this assertion. Upward trajectory is very limited.
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It's the P.Q. and C.Q. as Much as the I.Q. - NYTimes.com - 104 views
Social Science Statistics Blog - 0 views
But What If Badges Could Give Profs (and Teachers) What We Want? | HASTAC - 1 views
www.hastac.org/...rofs-and-teachers-what-we-want
standardizedtesting testing eugenics iq cathyndavidson
shared by Bill Genereux on 13 Sep 13
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Diigo: Your Digital Notebook For the Entire Web | iQ Academy - 70 views
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RTI Talks | RTI for Gifted Students - 9 views
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learning contracts with the student focused on work that takes the students interests in to account may be helpful.
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"Up from Underachievement" by Diane Heacox
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Gifted learners are rarely "globally gifted
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From a parent's perspective (and sometimes from the child's), this can seem like we are "de-gifted" the child.
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The most important thing is that you have the "data" that shows what the student needs and that you are matching this with an appropriate service.
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Be very explicit with what the differentiation is and how it is addressing the needs
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A major shift with RTI is that there is less emphasis on the "label" and more on the provision of appropriate service.
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When a child has met all the expected benchmarks
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independent reading
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reading log
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small group for discussions using similar questions.
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long-term solutions might include forming a seminar group using a
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program like "Junior Great Books."
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Ideas for differentiating reading for young children can also be found at: http://www.k8accesscenter.org/training_resources/readingdifferentiation.asp http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
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enrich potential
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to plan appropriate instruction, based on data that show the learners' needs.
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additional enrichment and challenge in their area(s) strength.
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Tiers 2 or 3
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As the intensity of the needs increase, the intensity of the services also increases.
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our ability to nurture potential in students prior to formal identification
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appropriately scaffolded activities through Tier 2 support.
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, with high-end differentiation and expectations, we are able to support the development of potential in all students.
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This body-of-evidence can be used to support the nomination process and formal identification when appropriate.
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likely to be of particular benefit for culturally and linguistically diverse, economically disadvantaged, and twice exceptional youngsters who are currently underrepresented within gifted education.
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Tier 1 include:
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Tier 2 include:
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Tier 3 include:
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universal screening
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Aspergers
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gifted children with learning disabilities?
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If we provide enrichment activities for our advanced students, won't that just increase the acheivement gap?
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Educational opportunities are not a “zero sum” game where some students gain and others lose.
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the needs of all learners.
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One is focusing on remediation, however the second approach focuses on the nurturing of potential through creating expectations for excellence that permeate Tier 1 with extended opportunities for enrichment for all children who need them at Tier 2. With the focus on excellence, the rising tide will help all students reach their potential. This is the goal of education.
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make sure that the screener is directly related to the curriculum that you are using and that it has a high enough ceiling to allow advance learners to show what they know.
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recognizing that students who are above grade level, or advanced in their academics, also need support to thrive
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all students deserve to attend a school where their learning needs are met
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seek out ways to build the knowledge and skills of teachers to address the range of needs
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This includes learning about differentiated instruction within Tier 1and creating additional opportunities for enhancements and enrichments within Tier 2.
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first
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This often means that the district views the school as a “high-needs” school and does feel that many children would qualify for gifted education services (thus no teacher allocation is warranted). If this is the case, then this is a problematic view as it perpetuates the myth that some groups of children are not likely to be “gifted”.
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These five differentiation strategies are as follows: Curriculum Compacting (pre-assessment of learners to see what they know) The use of Tiered Assignments that address: Mastery, Enrichment, and Challenge Tiered Learning Centers that allow children to further explore skills and concepts Independent and Small group learning contracts that allow students to follow area of interest Questioning for Higher Level thinking to stretch the minds of each child.
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RTI was,
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first proposed as a way to help us better identify students who continue to need additional support in spite of having appropriate instructional opportunities to learn.
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The primary issue is the need for measures of potential as well as performance.
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an IQ measure
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portfolio
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that sometimes occur outside of school
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children with complex sets of strengths and needs require a comprehensive evaluation that includes multiple types, sources, and time periods to create the most accurate and complete understanding of their educational needs.
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a "diamond" shaped RTI model
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confusing
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use the same icon to represent how we address the increasing intensity of academic and behavioral needs for all learners.
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English Language Learners?
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Differentiated instruction is part of a strength-based approach to Tier 1, providing enriched and challenging learning opportunities for all students. However, a comprehensive RTI approach for gifted learners will also need strong Tier 2 and 3 supports and services.
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Tracking, or the fixed stratification of children into learning levels based on limited data (placing children in fixed learning groups based on a single reading score), is the opposite of RTI.
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off grade level trajectories
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this may includ
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assess the slope and speed of learning and plot the target from there.
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content acceleration and content enrichment.
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independent or small group project of their choice.
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renzullilearning.com.
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additional learning opportunities that both challenge the learner and address high interest learning topics.
