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Racial difference in intelligence essay
Differentiated instruction differs from traditional classroom instruction
Differentiated instruction differs from traditional classroom instruction
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Individual differences across learners are often evaluated through assessment. Assessment provides a means of identifying struggling learners within the classroom and enables educators to tailor their classroom environments to better meet the needs of all learners. The goal of assessment is to provide both educators and students with an awareness to modify and advance their skill and learning. Although it is known that learning styles vary across individuals, research does not indicate significant effectiveness of interventions tailored to different student learning styles (Pashler et al., 2008). Across several studies researchers have matched tasks to individuals based upon their learning preferences and have shown no tendency of increased …show more content…
IQ differences across groups are prevalent within the classroom. Groups with lower IQs, Blacks specifically, have shown to perform cognitively inferior to peers and are more likely to struggle within the learning environment. According to Spearman’s hypothesis, race differences in the general factor of intelligence (g) is strongly correlated with race differences in IQ (Pesta & Roznanki, 2008). Educators who are knowledgeable of this information can adversely affect their students. They may assume that because a student is Black, they are less capable of grasping information and set lower expectations for this student. Having lower expectations could lead students to not put forth their best efforts and give in to the self-fulfilling prophecy that they are less intelligent and unlikely to have future success. Research also indicates that Black students may be slower at processing information in class, which can lead to them falling behind. Educators should be aware of these differences and practice alternate teaching styles. They must allow sufficient time to cover materials so that all students are able to grasp the information
The study required that participants must be given IQ tests, and also that they be observed in a classroom setting while interventions were put in place. Thus the adminsitratiors were able to draw results both from IQ scores and actual classroom preformance.
Board of Education outlawed educational segregation, the Illinois School District had created a completely different gifted program for Hispanic students, separate from the White students’ gifted program. Ford found that in 2009 and 2001, the RDCI (The Relative Difference in Composition Index) researched and concluded “at least one half million African American and Hispanic students combined are not identified as gifted” (Ford 145). While African American Students are rising to be the majority race in public education, the percentage of African Americans even being recognized as gifted or academically accelerated, is not proportionally increasing (Ford). Society hold precedents with people who have superior intelligence over those who do not, but how can superiority even be concluded when all people are not given the opportunity to have an enriching education? African Americans are not able to increase their percentage of gifted students because African American students are not given the chance to be even recognized as worthy or capable of such achievements. As society advances further academically and leaves African Americans with an unquail education, the percentage of African Americans attending college and entering professional careers
A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to any number of factors, such as socioeconomic status, academic preparation, and educational opportunities; however, Steele (1997) pointed out that even when background factors are held constant, subsequent achievement remains lower for minority students. Moreover, much research in this area has focused on how African American students’ lack of motivation and negative attitudes contribute to their inferior academic performance (Ogbu, 1990); yet many Black students often report high educational aspirations (Fordham, 1996; Fine, 1991; Ogbu, 1987, 1990; Hauser & Anderson, 1991), even higher than White students of comparable class background (MacLeod, 1995). What remains certain is the urgent need to explain what accounts for the persistent academic underachievement of Black students.
Some people think that if they could only change one aspect of their lives, it would be perfect. They do not realize that anything that is changed could come with unintended consequences. “The Monkey’s Paw” by W.W. Jacobs and “The Third Wish” by Joan Aiken both illustrate this theme. They demonstrate this by granting the main character three wishes, but with each wish that is granted, brings undesirable consequences. The main idea of this essay is to compare and contrast “The Monkey’s Paw” and “The Third Wish.” Although the “The Monkey’s Paw” and “The Third Wish” are both fantasies and have similar themes, they have different main characters, wishes, and resolutions.
While some differences between Ventura College and the colleges that Andrew Hacker and Claudia Dreifus wrote about in their essay are evident, the similarities are salient. Ventura College meets the characteristics that Hacker and Dreifus described in their essay, Ventura College has a low tuition rates, small class sizes, and all students have access to counselors and instructors. The only difference between Ventura College and the colleges that Hacker and Dreifus talked about is funding. Ventura College doesn’t cost a lot of money to attend, but is experience it provides actually worth the price?
The achievement gap is defined as the disparity between the performance groups of students, especially groups defined by gender, race/ethnicity, ability and socio-economic status. The achievement gap can be observed through a variety of measures including standardized test scores, grade point averages, drop out rates, college enrollment and completion rates. The Black-White achievement gap is a critical issue in modern society’s education system. Although data surrounding the issue clearly indicates that the racial performance gap exists in areas of standardized tests, graduation rates, dropout rates, and enrollment in continuing education, the causative reasons for the gap are ambiguous—therefore presenting a significant challenge in regard to the most effective way to close the gap. The gap appears before children enter kindergarten and it persists into adulthood (Jencks 1998). Since 1970, the gap has decreased about 40 percent, but has steadily grown since. Theories suggest the Black-White achievement gap is created by a multitude of social, cultural, and economic factors as well as educational opportunities and/or learning experiences. Factors such as biased testing, discrimination by teachers, test anxiety among black students, disparities between blacks and whites in income or family structure, and genetic and cultural differences between blacks and whites have all been evaluated as explanations for the Black-White achievement gap (Farkas 2004). The research that follows will elaborate on these factors as they affect the decline in academic performance of black males—particularly the literacy achievement of black males.
The stories Remembering My Childhood on the Continent of Africa and Self-Discovery and the Danish Way of Life are easily comparable. The narrators of both stories write about a time in which they are experiencing a different culture. They also write about their yearnings for self-discovery through exotic experiences. The viewpoints, however, of each writer are at opposite ends of the spectrum. In Self-Discovery and the Danish Way of Life, the narrator writes about his international experiences while studying abroad in Denmark. On the other hand, in Remembering My Childhood on the Continent of Africa, the narrator never actually visits Africa. Instead, he figuratively visits the continent through the experiences of another person. These stories may appear to be similar because of the comparable aspirations of the narrators. However, they are also different with respect the narrators’ unique viewpoints on life.
Cloran (n.d.) suggest teachers need to have a broad understanding of giftedness and learning disabilities, a variety of identification measures and the ability to modify the curriculum and implement differentiated teaching strategies to meet the unique needs of all students. A graduate teacher recognises that students learn in their own way and should understand and be able to identify a number of teaching strategies to differentiate and meet the learning needs of all students. They may create groups based on previous assessment results and set clear or modified instructions for each group based on ability or learning styles. To address the specific learning needs of all student abilities, multi-sensory strategies using charts, diagrams, outside lessons and videos, as well as posters around the room or information on the desk could be used. Tomlinson (1999) suggests that differentiated instruction aims to build on student’s strengths and maximize their learning by adjusting instructional tasks to suit their individual needs. Ensuring teaching and instructions are clear, revising and prompting students during lessons and providing templates and assisting student in breaking down tasks into achievable, systematic chunks are some additional examples. Lucas, (2008) suggests highlighting key vocabulary within the text to focus students on the central concepts within the text. Quick finishing students should be provided with the opportunity to extend themselves with extension tasks that have a specific purpose and
Providing an all inclusive, concrete definition of what a mental disorder is a complicated task. Many factors are responsible for the development and presence of a disorder; therefore, pinpointing and providing a universal definition can be quite difficult. In order to provide a basic set of universal parameters in what constitutes and defines a mental disorder, The Diagnostic and Statistical Manual of Mental Disorders (DSM) was developed in order to help clinicians and providers navigate the many disorders. While the DSM provides a definition of mental disorder, different perspectives of psychology offer various views of mental disorder.
Honey, P. & Mumford, A. (2006). The Learning Style Questionnaire 80-item Version. London: Pearson Assessment.
By not grouping by ability most of the students needs are meet not appropriately. The idea and perception of ability grouping is that groups are formed and then students have no ability to change groups. However, the reality is that the groups can change and that the tests used to assign groups are fair. Garelick points out that in his education the ability systems practice allowed for a sense of fluidity to ensure the students were accurately placed (Garelick 3). Garelick states that not ability grouping has tried to “eliminate the achievement gap by eliminating achievement” (Garelick 3). The idea of educating twenty individuals with IQs ranging for 85-135 and with each individual student having different background knowledge than the others isn’t feasible. Jill Sears, a fourth grade teacher, said ...
Antony (2014) study research highlighted that African-American students have behavioral characteristics of anti-intellectualism. The research indicated that the African-American students have the high rates of anti-intellectualism. According to the research by Antony, African-American students are misunderstood and maligned than any other group of students in the United States. A racial gap between the black and white students does exist and the difference is at approximately 20% rate in college graduations. African-American student academic underachievement is because of the racial gap and education system problem which regard to the mathematics section of the Scholastic Aptitude Test move from 189 to 201 points (Antony, 2014).
The National Center for Education Statistics (NCES, 2004) reported that Black students continue to trail White students with respect to educational access, achievement and attainment. Research on the effectiveness of teachers of Black students emphasizes that the teachers’ belief about the Black students’ potential greatly impacts their learning. Teachers tend to teach black students from a deficit perspective (King, 1994; Ladson-Billings, 1994; Mitchell, 1998). White teachers often aim at compensating for what they assume is missing from a Black student’s background (Foorman, Francis & Fletcher, 1998). The deficit model of instruction attempts to force students into the existing system of teaching and learning and doesn’t build on strengths of cultural characteristics or preferences in learning (Lewis, Hancock...
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
Thought out our lives, we are faced with many different learning experiences. Some of these experiences have made a better impact than others. This can be attributed to everyone’s different multiple intelligences or learning styles. A persons learning style is the method though which they gain information about their environment. As a teacher, it is our responsibility to know these styles, so we can reach each of our students and use all of the necessary methods.