"How Can I Help Slow Learners?" by Daniel T. Willingham
"If you win the genetic lottery, you're smart; but if you lose, you're not." True? Maybe it is and maybe it isn't. This quote is one way in which the author draws you into differing views on intelligence. The Western view is you get what you're born with and it doesn't change with time. On the other hand, the Eastern belief is intelligence can be changed based on how hard a person wants to work to learn something. Which view is correct?
According to the author, the cognitive principal guiding this chapter is "Children do differ in intelligence, but intelligence can be changed through sustained hard work." To understand how to change a child's intelligence, we need to first understand what intelligence is. Building on our understanding of how people think, the author paraphrases a definition created by the American Psychological Association. Daniel Willingham states, "...intelligent people can understand complex ideas and use different forms of reasoning. They can also overcome obstacles by engaging thought, and they learn from their experiences." The author goes on to cite numerous research on how there is a general intelligence which everyone has. Depending on how much general intelligence you have, decides how well you do in school or work.
No one has been able to state exactly what general intelligence is or how it differs from Howard Gardner's thoughts on multiple intelligences. There is research which shows how our thinking is connected, but not really how our thinking actually works. The author also does not consider people with learning disabilities. When he addresses what makes people intelligent, he mentions both nature and nurture as having an impact. Overall the author presents various research and theories on intelligence, but the bottom line comes down to the fact that intelligence CAN be improved. So how do I as a teacher help my students improve?
One factor which stands out in getting children to understand how their effort and ability contributes to their intelligence is praise. The author cites how research shows that when a child is "praised for their ability ("you're smart") were more likely to describe a fixed view of intelligence than those who were praised for their effort ("you worked hard"), who were more likely to describe a malleable view of intelligence." This statement makes sense when you think about how praise needs to be specific. When you priase a child for getting an answer correct by being smart, they will then believe they are stupid if they get an answer wrong; however, when you priase a child for their effort, they know they just need to do better the next time (or they learn to adjust their thinking). I think this explanation is logical. How many times have we heard hard work pays off? I believe children need to understand that when you work towards a goal, you are more satisfied with the outcome. When a child has everything coming easily, they are bound to think there is something wrong when it doesn't. How can I as a teacher make sure I help my students believe they are in control of their future?
The author states that teachers need to realize "slow learners are not dumb. They probably differ little from other students in terms of their potential." Here are six ways to promote effort and intelligence in students:
- Praise effort, not ability
- Tell students that hard work pays off
- Treat failure as a natural part of learning
- Don't take studdy skills for granted
- Catching up is a long-term goal
- Show students you have confidence in them
After reading this chapter I had to go back to the beginning and think about the Western and Eastern views on intelligence. Although intelligence cannot be spcifically defined, I think I will start embracing the Eastern view of a malleable intelligence. I believe all children have potential and when provided the right support and praise, they can definitely improve on their intelligence. I know the tips provided by the author will help me move my students forward in their thinking and in how they view their capability. Which view will you take?
I wonder if intelligence is changed through hard work, or if it is actually an increase in knowledge. I think of people who, as adults, are illiterate, and they learn to read. I believe desire is a great contibutor to their success in learnign to read. Has their intelligence changed, or does their knowledge increase based on this new skill?
ReplyDeleteI like to think intelligence is like a skill. If you practice by reading and engaging your mind in thought and conversation you become more intelligent. Smart students who don’t learn good study habits in high school often struggle in college. The struggle is not just with knowing the material but also with understanding the concepts being presented. I like the idea that you don’t have a finite level of intelligence. There is always room to improve.
ReplyDeleteI also like the Eastern view of intelligence - intelligence is ever changing. I do believe that intelligence is both changed through hard work and that in turn, increases ones knowledge. I find it difficult to understand a student who does not have the inner drive (incentive) to "work hard" at learning.
ReplyDeleteI have personal experience with the "slow learners are not dumb" statement by the author. I am not sure I agree that they differ in their potential, I just think for some they need more time to process to get to the same end result.
When I was in school, I could always do fine in math classes, but I did need to work longer at it then most - I always had homework:) When I took my math methods class in college, the teacher gave our class a test that no one could completely finish. She counted all unanswered problems wrong and told the class that we "just did not do math fast enough". The message I received from this learning experience was that it did not matter whether you knew the math material or not, it only mattered how fast you could complete the test. She obviously wasn't testing our knowledge of the subject matter. It still sticks with me today how awful that felt.
Hey Roxanne,
ReplyDeleteWow...what a great summary! I remember that as I was reading this chapter, when I came to the part that stated that 'intelligence can be changed by hard work', I started feeling a little bit better about myself...that maybe there was some hope:-) Anyway, I never really thought that positive reinforcement could have such benefits on 'intelligence'. I've always used it as one of my primary management focuses in the classroom, but really only considering it to be useful for bringing out positive student behavior. I never really thought that it has such positive effects on intelligence, as well.