Discussion 2 Angela lee Duckworth’s lecture was about the key to success and success was not base on the people’s learning ability and on their IQ. However, people need to struggle to fulfill their dream. None of one born on the perfect family with lots of talent. People who have low IQ are not lazy and they are not good on anything. Here in the “Defying the Odds: Victor Cruz” victor got on scholarship to play football. Nevertheless, due to his low IQ on his Academic record, he was kick out twice in two years from Umass. He go back to his back town and start going community college. He struggle hard and never give up. He feel shy to walk here and there because the
thought what other people think about me? What should I told them if they asked what you doing here? But he got support from his parent to success in his goal. Due to people encourage and support Victor Cruz exhibits grit in “Defying the Odds: Victor Cruz. In “Jimmy Santiago Baca: Poetry as Lifesaver” when Baca was seven year old he left started to live with grandparents. When children did not get support from parents, they have to face many problems. Same like that Baca attended junior high, but dropped out after less than a year because he could not keep up academically nor mesh with the “normal” kids who had families. His teenager life come to street, fighting, drinking, and doing drugs. He was not changing; he started to hate books and hated reading. He became drug dealer and went to the prison. Based upon Angela Lee Duckworth’s lecture Baca need understanding that he was doing was wrong and he had to spend his life in the prison. Baca need poet to exhibits grit in “Jimmy Santiago Baca: Poetry as Lifesaver.
I think people who didn’t get much schooling didn’t mean they are not intelligence. Intelligence can’t use to measure a person schooling. In the old generation, parents don’t have much money to support all their child’s go to college because of the tuition fee and they had a lot things need to support. For example, my parents didn’t go to school, doesn’t mean they are not intelligence or not smart, their family can’t give them that much tuition fee and not much money to let them go to college, however now they still have a job to work on and keeping it. However people don’t go to college doesn’t mean they can’t get a job or can’t survive. So I agree with the author, intelligence can’t use to measure a person schooling. Also I believe that can’t go to college doesn’t mean you can’t get success in other way. The god is fair for you close a door at the same time will open another door for you but you need to be confident.
His anecdotes presented in the article are appropriate in terms of his subject and claims. The author responds back to the naysayers by saying that people only look at the test scores earned in school, but not the actual talent. He says, “Our culture- in Cartesian fashion- separates the body from the mind, so that, for example we assume that the use of tool does not involve abstraction. We reinforce this notion by defining intelligence solely on grades in school and number on IQ tests. And we employ social biases pertaining to a person’s place on the occupational ladder” (279). The author says that instead of looking at people’s talent we judge them by their grades in school or their IQ score, and we also employ them based on these numbers. People learn more each time they perform a task. He talks about blue collared individuals developing multi-tasking and creativity skills as they perform the task they are asked to
In “ Blue Collar Brilliance” Mike Rose argues that intelligences can’t be measured by the education we received in school but how we learn them in our everyday lives. He talks about his life growing up and watching his mother waitressing at a restaurant. He described her orders perfectly by who got what, how long each dish takes to make, and how she could read her customers. He also talks about his uncles working at the General Motors factory and showed the amount of intelligence that was need to work at the factory. Rose goes on talking about the different types of blue-collar and how he came up with the idea that a person has skills that takes a lot of mind power to achieve.
In “Hidden Intellectualism,” Gerald Graff pens an impressive argument wrought from personal experience, wisdom and heart. In his essay, Graff argues that street smarts have intellectual potential. A simple gem of wisdom, yet one that remains hidden beneath a sea of academic tradition. However, Graff navigates the reader through this ponderous sea with near perfection.
“Hidden Intellectualism” written by Gerald Graff, is a compelling essay that presents the contradicting sides of “book smarts” and “street smarts” and how these terms tied in to Graff’s life growing up. Graff felt like the school was at fault that the children with more “street smarts” were marked with the reputation of being inadequate in the classroom. Instead of promoting the knowledge of dating, cars, or social cues, the educational system deemed them unnecessary. Gerald Graff thought that “street smarts” could help people with academics. In his essay, Graff confessed that despite his success as an “intellect” now, he was the exact opposite until college. Where he grew up in Chicago, Illinois, intelligence was looked down upon around peers
To address us as readers, I noticed Gladwell takes various approaches to intrigue us as an audience. One of these approaches is to tell his thoughts through a story about various individuals who struggled to succeed. Another approach is through the use of analogy. Analogies are used to “argue from one specific example to another, reasoning that because the two examples are alike in many ways, they are also alike in one further specific way.” (Weston 19). Gladwell uses the use of analogy to compare the overall outcome of the story, which is that at a certain point how high your IQ is does not matter, to situations that his audience can relate to or know of such as
Someone’s character can be defined by their non-cognitive qualities such as optimism, curiosity, self-discipline, perseverance, and conscientiousness. In the book titled, “A Summary of ‘How Children Succeed: Grit, Curiosity, and the Hidden Power of Character’ ”, writer Paul Tough conveys the idea that when it comes to a child succeeding in the future their cognitive excellence comes second to that of their non-cognitive characteristics. He argues that non-cognitive distinctiveness actually predicts success better than cognitive brilliance. He supports this argument by exploring the science behind these findings, and also tracks several alternative schools, education programs and outreach projects that have tried to implement the lessons, as
In “The Professor is a Dropout,” Beth Johnson tells the story of Guadalupe Quintanilla. When Lupe was a child she had to face trials and tribulations as she was growing up and even as a woman. As a child she was tested to be retarded, she had an IQ of sixty-four. As a result, her teachers treated her differently and had to drop out of first grade. Later on, she married when she was sixteen and had three children in the years to come. When her children started going to school, all three of them were tested retarded and were into a program called yellow birds for kids that were slow learners. Lupe blamed herself at first but later became tired of feeling sorry for herself. She became determined, persistent and did everything she could to further
In the video "Myth of Average, Todd Rose explained how designing an educational curriculum based on an average person cannot nurture an individual's talent and experience. He also proceeds in telling that using an average model can be a liability in a person who has a unique as it cannot be challenged, resulting in lack of growth and development. The design of the average also applies to individuals with a developmental disability (DD). By the reason that each one of them has a jagged development profile, that explains how some of them can be either advanced or delayed in some areas of activity. Also, their talents and strengths are often difficult to appreciate as it can be lost in the stereotyped way in which the average person has to do.
Author Bill Pennington formulates about Victor Cruz who attends the University of Massachusetts in the article “Defying the Odds.” Cruz was a student who had all the support and help he could get while in college, but he just did not realize it. With him not taking the initiative to use the help he was offered, his football scholarship was revoked and he was kicked out of college. Cruz had this situation happen to him because of his grades.
Early life; Angela Lee Duckworth, a Psychologist at the University of Pennsylvania. when she was 27 years old, she worked as a management consultant and left that job and went on becoming a teacher.
The comparison you used on page 80 of Outliers between IQ and a basketball player’s height, illustrates that intelligence just as height, will only get you so far. Consistent with height only proving so helpful to a basketball player, IQ plays a single, yet ample advantage to genius. Despite these advantages, height does not guarantee a seat in the Basketball Hall of Fame just as an above average IQ will not win you a Nobel Prize. Additional factors still need to be present for success to be achieved.
The test that I took that day over 13 years ago was an IQ test, a test to determine my "Intelligence Quotient." IQ tests have long been used as placement tests, and are used even today by many school systems to determine the levels of the students in their schools. However, a current trend in education is to try to move away from these types of tests. J. S. Renzulli has been widely recognized as an authority on gifted and talented education for a long time. In a 1996 article, Renzulli and J. H. Purcell talk about some of the new trends in the ...
Most gifted “students [are] intrinsically motivated, earn high grades, and perform well at tasks. [Also, they tend to] take pleasure from the achievement, effort, and successful completion of a task”. When interviewing Ivette Martinez, an AIG student that is currently a ninth grader attending St. Stephens High School, on what she thought it meant to be an AIG student, she responded with “the first words that come to mind are above average, high recognition, determination, and hard work”. She continued on to state she “feel[s] like it is a recognition, [she] consider[s] it a good thing when [she is] being called an AIG student because [she has] worked hard to get there. [She also feels] important because it is hard to get there. It is an overall good feeling”. When asked if she had any worries or doubts when being referred to as an AIG student Ivette said, “I feel like I have to keep up with the label by not slacking off or doing anything to not be considered an AIG student… because if I did, for example stopped doing my homework or not tried my best and gave my one hundred percent in everything I do, I feel like I would be downgraded”. Also, when asked how she viewed herself when being compared to other students who were not AIG Ivette simply stated that she “would not like to be in the same core classes as them because that would make [her] feel dumb”.
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