home *** CD-ROM | disk | FTP | other *** search
- Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
- Path: sparky!uunet!paladin.american.edu!auvm!UKANVM.BITNET!TRACIA
- Approved-By: EDTECH Moderator <21765EDT@MSU.BITNET>
- Message-ID: <EDTECH%92121521111529@OHSTVMA.ACS.OHIO-STATE.EDU>
- Newsgroups: bit.listserv.edtech
- Approved: NETNEWS@AUVM.AMERICAN.EDU
- Date: Tue, 15 Dec 1992 21:07:47 EST
- Sender: EDTECH - Educational Technology <EDTECH@OHSTVMA.BITNET>
- From: Don Tracia <TRACIA@UKANVM.BITNET>
- Subject: IQ (Does it really matter?)
- Lines: 48
-
- Listserv subscribers;
-
- Lately there has been quite a discussion on the topic of IQ and I wanted
- to ask those who have been active how you would change your instruction
- based on differences in IQ?
-
- According to ID methodology Intelligence Quotient is a stable difference
- among people which is fundamentally related to learning from instruction.
-
- I feel that it is our responsibility as Educational Technologists to plan
- for and account for differences in IQ. Perhaps learners with a higher IQ
- can learn from a more generative approach, while those with lower IQ's can
- learn from a more supplantive approach. I'm not quite sure how we can
- account for this theory in the classroom but that discussion is one that
- I would love to become a part of.
-
- I'm not sure that IQ in and of itself is the most critical aspect of education
- that we should be dealing with. I feel that the most critical issue is that
- are students learning what they should be. Simply stated "Are learning goals
- being met?" This is where Instructional Design enters the picture. I feel
- that for too long the educational burden has been placed on the next guy and
- this is is a self-defeating philosophy. This point was made in a recent
- issue of Educational Technology (Nov 1992).
-
- (Berliner, 1992) states that maybe math and science proficiency
- isn't all that important anyway. {in international comparisons}
- And, besides, our kids stay in school longer than most kids from
- other countries, and will remedy their middle school deficiencies
- by the time they finish college.
-
- Wrong Mr. Berlinger! I would describe myself as a low achiever in both
- areas aforementioned and did whatever it took to avoid those subjects
- throughout my college career. It is not the responsibility of American
- Colleges and Universities to pick up the slack for inadequate preparation
- during K-12.
-
- According to Bloom the proposition that the "normal curve" should not be
- the model of outcomes of instruction that we would expect from instruction.
- Bloom believed (and I think most would agree) that instruction should be the
- promoter of performance. Further, it is the task of instruction to find the
- means which will enable all students, with varying levels of Intelligence
- Quotient to master the subject under consideration.
-
- I'm off my soap box now.
-
- Sincerely,
- Don Tracia
- TRACIA@UKANVM
-