Friday, December 22, 2006
Multiple Intelligences/ Motivation - Don Mendell
Don Mendell
Schools teach mostly to linguistic, logical mathematical and interpersonal intelligences. Lately, the logical-mathematical intelligence has been de-emphasized as the Integrated Math approach favors a linguistic approach to mathematical thinking. In fact, the Learning Results educational philosophy has placed an emphasis on writing and communication skills accross the curriculum. The MEA's we used until last year became more and more a measure of writing skills than anything. With the SAT's replacing the 11th grade MEA's, and with the Learning Results portfolio (writing) based report cards seemingly collapsing under they're own bureaucratic weight, perhaps the pendulum may swing back to include the logical-mathematical (math nerds) learners.
Our school cut its Art program in half several years ago, leaving the Spatial learners one teacher and very little school support. We do fairly well by our musical folks--if Jazz is their cup of tea. It would be nice to see Symphonic Band opportunties beyond 9th grade.
The district eligibility policy ( C average or no high level sports, music, drama) has always been absurd or barbaric depending on how close you are to the affected student. Larry Bird would have been a 6'9" gifted bystander at our basketball games. I worked for years with others to redress the wrongs meted out in this attempt to "insure that our district would have the highest standards for our student-athletes."
I'm familiar with the WISC, the WAIS, the Stanford-Binet, SRA, Miller's Analogies and other intelligence tests. I work closely with our psychological examiner. I feel strongly that a trained professional counselor can get an accurate IQ estimate in a relationship with a client. Testing is most helpful in getting that IQ more quickly. I ask for testing regularly when there is a need to zero in on some exceptionality which will often show up on a subtest or other specialty test.
I've taken the WISC myself and have administered the test. I found my test IQ to be higher than expected because I wasn't all that great or prolific a reader in high school. I knew I was pretty clever, because I could do homework for others even though I failed because I didn't do my own. One semester in high school I tried and went from all F's to 3rd in my class. Although, my "try anything lifestyle" (hey it was the 60's) took me back to flunkland. Motivation (and it is a fuel) happened later, thank God!
I don't think that students need to know their IQ. I do think they need to be told that they are capable or highly capable, because teens can work themselves into a funk over whether or not they are truly capable. The smart ones might be reminded that people with average IQ's pretty much run our society. Humility must be learned early on, also.
The Self-Portrait survey helped me see why I didn't feel motivated in high school. It is difficult to be a student where your "intelligence" is not taught to. Much of work in this district has been to build, support and consult to programs in order to enrich the learning experience of kids who are not benefitting reasonably from the "mainstream" format: Alt. Ed, Guidance, Health, School Nurse, Job Corps linkage, STW, MSAD #48 Football, Eligibility committee, Student Assistance Team, District School Soc. Work, Guitar Club, Friends, and others. Looking ahead to GT5, I see that program models are to be discussed.
Schools teach mostly to linguistic, logical mathematical and interpersonal intelligences. Lately, the logical-mathematical intelligence has been de-emphasized as the Integrated Math approach favors a linguistic approach to mathematical thinking. In fact, the Learning Results educational philosophy has placed an emphasis on writing and communication skills accross the curriculum. The MEA's we used until last year became more and more a measure of writing skills than anything. With the SAT's replacing the 11th grade MEA's, and with the Learning Results portfolio (writing) based report cards seemingly collapsing under they're own bureaucratic weight, perhaps the pendulum may swing back to include the logical-mathematical (math nerds) learners.
Our school cut its Art program in half several years ago, leaving the Spatial learners one teacher and very little school support. We do fairly well by our musical folks--if Jazz is their cup of tea. It would be nice to see Symphonic Band opportunties beyond 9th grade.
The district eligibility policy ( C average or no high level sports, music, drama) has always been absurd or barbaric depending on how close you are to the affected student. Larry Bird would have been a 6'9" gifted bystander at our basketball games. I worked for years with others to redress the wrongs meted out in this attempt to "insure that our district would have the highest standards for our student-athletes."
I'm familiar with the WISC, the WAIS, the Stanford-Binet, SRA, Miller's Analogies and other intelligence tests. I work closely with our psychological examiner. I feel strongly that a trained professional counselor can get an accurate IQ estimate in a relationship with a client. Testing is most helpful in getting that IQ more quickly. I ask for testing regularly when there is a need to zero in on some exceptionality which will often show up on a subtest or other specialty test.
I've taken the WISC myself and have administered the test. I found my test IQ to be higher than expected because I wasn't all that great or prolific a reader in high school. I knew I was pretty clever, because I could do homework for others even though I failed because I didn't do my own. One semester in high school I tried and went from all F's to 3rd in my class. Although, my "try anything lifestyle" (hey it was the 60's) took me back to flunkland. Motivation (and it is a fuel) happened later, thank God!
I don't think that students need to know their IQ. I do think they need to be told that they are capable or highly capable, because teens can work themselves into a funk over whether or not they are truly capable. The smart ones might be reminded that people with average IQ's pretty much run our society. Humility must be learned early on, also.
The Self-Portrait survey helped me see why I didn't feel motivated in high school. It is difficult to be a student where your "intelligence" is not taught to. Much of work in this district has been to build, support and consult to programs in order to enrich the learning experience of kids who are not benefitting reasonably from the "mainstream" format: Alt. Ed, Guidance, Health, School Nurse, Job Corps linkage, STW, MSAD #48 Football, Eligibility committee, Student Assistance Team, District School Soc. Work, Guitar Club, Friends, and others. Looking ahead to GT5, I see that program models are to be discussed.
# posted by MSAD 48 Gifted and Talented Program @ 10:36 AM 
