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Adolescent Development

Adolescent Development. February 12th, 2009. Interview Write-ups. Outline of key elements is in syllabus! Include… A copy of your signed consent form Transcripts or notes from the interview A three to four page summary. Use 1 inch margins, 12 point font (11 point if you use Arial).

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Adolescent Development

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  1. Adolescent Development February 12th, 2009

  2. Interview Write-ups • Outline of key elements is in syllabus! • Include… • A copy of your signed consent form • Transcripts or notes from the interview • A three to four page summary. Use 1 inch margins, 12 point font (11 point if you use Arial). • Due NEXT THURSDAY.

  3. Today’s topic…Intelligence! • Why do you think we want to know about the development of intelligence during adolescence?

  4. How do you know if someone is smart? • A toddler…? • A senior in high school…? • A classmate…? • A checker at the grocery store…? • A political figure…? • A point guard?

  5. Defining Intelligence • Historical perspective • Targeting resources or providing access • Creating groups or tracks • Standardizing the process to make it less biased • Both ends of the spectrum in intelligence • Aptitude vs. achievement • Are we predicting? • Are we summarizing? • Its use in diagnosing students with disabilities • Special issue: Learning Disabilities

  6. Intelligence Quotient From an IQ view, what score does someone with average intelligence have? Things to remember: • Distribution follows a “bell curve” • This score is relative to “norms” so the comparison group matters • Test focuses on verbal, logic, spatial skills on paper and pencil tasks (or computer)

  7. Is IQ stable? • How is IQ stable, and yet changing, throughout development? • How much you know… • How much you know relative to your cohort… • Developmental fluctuations for some… (page 80 in your textbook) • Do we plateau in intelligence after adolescence? What does this say about how much of what we use in work or play is captured by IQ?

  8. Sternberg and Triarchical View 1. Componential - Problem solving, book smarts 2. Experiential - Creativity, integrating new information 3. Contextual - Street smarts, common sense How does this understanding of intelligence influence how we educate our students? Measure intelligence?

  9. Gardner’s Multiple Intelligences • Seven types of intelligence (originally, now nine) • Evidence from biology and society • Mostly extreme cases or gifted people • Domain specific • Looks more like achievement than aptitude • Can multiple intelligences be taught?

  10. Application: College Admissions The state college system has decided to evaluate students based on Gardner’s Multiple Intelligence Theoretical framework. The board of education has asked for your help in knowing how to evaluate student aptitude in each of the seven areas. Their goal is to admit students who have the potential to be well rounded students.

  11. Discussion: College Admissions • What are the strengths of this approach in admitting students to college? • What are the challenges or drawbacks to this approach? • If such a model was put into place, how would it change how we currently model high school education?

  12. Does this approach help address issues facing high school? Issues such as… • Lack of student engagement and high drop out rates • High teacher burnout rates • Rote work instead of critical thinking • Education out of context from rest of life • Lack of preparedness for work and college

  13. Minute Paper What do you feel is the most pressing issue facing high schools today? Describe… • What it is • What you think causes it • What factors need to be considered in its remedy

  14. School Reform Strategies • Standards Based Reform (NCLB standards, assessment, and Teacher Quality) • Authentic Learning and Assessment (Newmann, Secada & Whelage) • Apprenticeship Programs • Arts and Social Justice for Latino Students (National Latino/a Education Research Agenda Project – NLERAP) • Small Schools Initiative (Gates Foundation)

  15. Have a good weekend!

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