What Is Intelligence - Essay Example

Running Header: Intelligence Student’s Name: Instructor’s Name: Course Name & Code: Date of Submission: Intelligence According to Cervone and Pervin (2010), the intellectual ability that is higher than the average is called giftedness. Intelligent is different from acquired or learned skills therefore seen as innate or personal aptitude which is not acquired through learning. The above study shows differences in intelligence among learners and the advantages and disadvantages of ability grouping method used in solving these differences. Differences in intelligence pose various problems to educators since some have intelligence giftedness and once combined to a challenging school curriculum and diligence then execute learning skills are acquired thus academic success. However, some students’ intelligence is lower than others and finds difficulty in learning. These differences occur due to varieties in cognitive skills that are independent and responsive to changes in the social priorities (Flynn, 2007). The genetic differences between people are dominant therefore cause intelligence differences. The powerful environmental factors also cause differences among students therefore posing major challenges to teachers. The trends of time also cause differences among children. The theories of intelligence includes developmental theory, which shows how children’s mind develops more than their physical growth and thus making their cognitive functions develop differently and at different stages of development. Educators should not ignore these differences in intelligence and should therefore provide support to students who are not intellectually talented to avoid lagging behind others. Teachers should ensure that they meet every specific need of a student. As this creates a challenging environment to the students, therefore they are able to develop faster. Educators should also be capable of analyzing the best instructions to use in order to bridge the intelligence gap among students. For example, they can use the ability grouping system. The method chosen should be in a way that it benefits every student to progress for example for the lower performers and the higher performers should be capable of maintaining their grades. Olangelo and Davis (2003) shows that the educators should understand the eight intelligences before grouping students. The theory of multi intelligence should be applied to encourage students to develop the fields that they are strongest. This is one of the controversial topics arising in education where students are divided according to their abilities. Rushton and Irwing (2009) argues that though students may be grouped in various ways, each way has its own effects on students’ achievement since it depends on the teachers’ actions. This method aims at developing children learning skills and encouraging them to aim higher. There are five ways used by educators in grouping of students. One is by forming a group for reading and mathematics. This group is unique since a student is placed in a different class setting therefore remains in her class with her peers. The child is placed either in a higher level or lower level and this decision is determined by the level of achievement as well as other aspects such as discipline, workloads or desire to be grouped in levels. The other group is with-in class group, which places students of the same age together. This class promotes child maturity and provides diverse learning abilities. Decisions of this grouping are made by the teacher according to the grades, attitude and observation of the students’ behaviours. The other group is according to the abilities of class work assignments. Cervone and Pervin (2010) describes that this is more flexible and less strong since division is made in any way. The students’ abilities in the group range from high intelligence to being significantly indifferent. Other groups consist of students with the same level of intelligence or with same abilities. In Australia, diversity of talents has not celebrated as a result of multiculturalism. Ability grouping method is preferred in these schools as it provides equal opportunities for diverse range of students. The fourth form of group is the non graded form which groups students according to their academic performance. In this groups students are allowed to develop their abilities in their own way and at their own pace and it is mostly used in public schools. The final method of grouping is the Joplin plan that comprises reading classes only. This group eliminates division of high or low and therefore enables all groups to have variety in abilities for example low, average and high abilities. However in every form of ability grouping, there are several effects on the students’ achievement. Their achievement is measured by standardized tests. According to Runco (2004) every approach used in instilling intelligence must have its pros and cons. Ability grouping base their groups according to the aptitudes of their students in order to enhance students’ skills. One advantage of the method is that it enhances the capability of students who show many skills in a specific subject for example in mathematics. The students are trained to become experts in their favorite fields therefore are able to choose their career at a younger age. Their capacity is also developed and this therefore develops the entire nation. The other advantage is that the students pass out from the system of education. In this students have a huge amount of knowledge greater and more accurate as compared to an average student of the same age group. For example, the earlier educational programs that used this system have developed many legends such as Beethoven, Leonardo Da Vinci and other professionals who stated that their early knowledge and abilities were identified at their early age (Cervone and Pervin, 2010). Other than acquiring academic and intellectual benefits, ability grouping is also preferred as it brings about positive social and emotional outcomes for intelligent students. Gifted students have reported that they are not being teased in school and also they develop socially by being around people who understand them. One of the disadvantages of ability grouping is that the method advocates for the principle of inequality. This is because students with high abilities in various subjects continue performing well while the average students fail to get the same amount of knowledge. Students therefore feel unequally placed since most of them would also want to improve in the subject but fail to get the opportunity. The other disadvantage is that there is lack of motivation among students. Students who are weak in a particular subject lack the ability to improve and perform better (Chamorro-Premuzic and Furnham, 2009). An example is where two students were talking about the effects that ability grouping method has caused on them. For example, one student Rick stated that he worked so hard to remain in the middle group and would never have wanted to be in the lower group because he knew the students were thought of being in a lower level than the rest. These students think that teachers should find other methods of solving academic problems rather than putting students into groups. The other is that there is a risk of students getting permanently linked to the group. These groups might cause issues arising within the school environment, as the students will be associating to members of their group. This therefore does not promote interaction among peers. The method also lowers the expectations of students who for example are placed in the lower group therefore reducing their self-esteem. The students may also be discriminated by the rest of their peers for example by being called names such as foolish or dumb and are less stimulated and this nullify the academic advantages. Ability grouping method would be important to use among students but if it is implemented in a way that will benefit the students as whole that reduces the disadvantages caused by the system. Parker and Mills (1996) describes that the people implementing the process should have in mind that the purpose of the ability grouping method is to increase the pace of instructions to the high ability students and providing specialised instructions to the lower performing students in a particular subject. If this is well implemented, then a highly conducive learning environment will be created among students. According to Runco (2004) group members should also be shown how to relate well with their peers and to share their concerns as this eliminates problems. Teachers should also be careful while forming these groups since there are students who are average scorer. The groups should also consist of few members in order for the teacher to plan instructions adequately and to ensure they concentrate with every student. Ability groups are therefore not effective to students since they undermine their ability and even cause disruptions and reduced interpersonal relationships among students. The increase in ability grouping and its alternatives has affected students’ achievement in various ways. Though the method may yield a strong personality by making students to concentrate in subjects that they can perform best, the methods has many disadvantages to the students. For example it reduces students self esteem and might affect them for the rest of their life especially those placed at the lower groups. These students feel that their teachers have lowered their expectations and that the teacher sees them as underperformers. Teachers should therefore understand that the overall student achievement is determined by the ability to remain a high performer even after being removed from the ability-grouped environment. Students are capable of progressing once they are not labeled with the type of group they are associated with. References Cervone, D. & Pervin, L. (2010). Personality: Theory and research. Hoboken, N.J.: Wiley. Chamorro-Premuzic, T. & Furnham, A. (2009). Mainly openness: The relationship between the big five personality traits and learning approaches. Learning and Individual Differences, 19(5), 524-529. Flynn, J.R. (2007). What is intelligence. New York: Cambridge University Press. Olangelo, N. & Davis, G. (2003). Handbook of gifted education. Boston: Pearson education, Inc. Runco, M. (2004). Creativity. Annual Review of Psychology, 55(3), 657-687. Rushton, J. & Irwing, P. (2009). A general factor of personality in 16 sets of the big 5 personality and individual differences, 23(47), 558-564. Parker, W. & Mills, C. J. (1996). The Incidence of Perfectionism in Gifted Students. Gifted Child Quarterly, 40(8), 194-199. Texas: Prufrock Press. Read More