Module+13+Intelligence

= = =**Intelligence**= We have come a long way since Binet developed the I.Q. test. Sadly, I.Q. for some people just spells "I quit." Intelligence tests may not take into consideration all of the kinds of intelligence that we can have...or need to have to be a valued member of society.

Before you begin watching the video below. Consider the work of Howard Gardner. Howard Gardner's contribution to understanding cognitive psychology is very significant. For the many years people thought that intelligence was something determined by how well one mastered language (literacy) skills or math (numeracy) skills. Thanks to Gardner, this may not always be the case. Start this lesson off by taking test to see [|what are your dominant areas of intelligence].
 * Multiple Intelligences**


 * Video Link: //"Battle of the Brains"//**

media type="youtube" key="kYexLjWY5KE?fs=1" height="385" width="640"
 * What makes for an intelligent person? How do we know if a lawyer is smarter than a musician, or an engineer is more clever than a painter? Is there a one size fits all sort of approach to defining intelligence?**
 * The film linked below helps us answer these questions. Be sure to watch this entire film.**


 * Read pp. 282-286**

=**"Standardized Tests"**= How I love to hate those words, but how important they can be. For starters, find out what [|standardized tests] are. Now:
 * Take a position on this statement: "Standardized testing is something that is absolutely unfair and unreasonable to determine student knowledge and skills; therefore, it should be not utilized as a means of determine student competency." (please post your responses to your blog by the end of class - May 18)

="A Standardized Test"=
 * Take the standardized test that is provided for you in class. (Active Learning Exercise 13.1).
 * In groups discuss the questions on the test. What have you learned? Has this changed your opinion over standardized testing? In testing in general? (please post your responses by the end of class - May 18)

=**"Testing and Intelligence"**= By now you are probably getting a pretty good idea that a lot of tests (including mine) can be skewed in some way so that they really do not always predict those very things that they portend to do so**,** like success in college. The program below is from Philip Zimbardo's [|//Discovering Psychology//]**Play the button at the top of the page.**
 * Find the answers to the following questions.**
 * 1) **What kind of test is the SAT?**
 * 2) **How are tests made?**
 * 3) **How far back do tests go in human history?**
 * 4) **Why did Binet make the intelligence test?**
 * 5) **How were intelligence tests used/misused**?
 * 6) **What problem of the I.Q. test was solved by Wechsler?**
 * 7) **What elements must a test contain (there are three)?**
 * 8) **What is wrong with focusing on testing too much?**
 * 9) **What prediction does Howard Gardner make about the future of standardized tests?**

=

Create a [|culturally biased] test that you will have one of your teachers (any teacher) attempt. In pairs or groups of three produce 6 culturally biased multiple choice questions that you will challenge one of your teachers with in class. Your culture could be youth based, or Korean culture based. The language must be in English only, but can reference cultural images or concepts that are from Korea/youth culture etc.
 * "Creating A Culturally Biased Test"**=
 * Challenge:**
 * Method:**
 * Due date: Next class.**