1. RAISING YOUR CHILD’S INTELLIGENCE Parent Resource Center Workshop #3 April 17, 2012

3. TUNING IN What is intelligence? How is it related to success in life?

4. CONNECT - PAST Hereditarian view Intelligence and achievement under genetic control Cannot improve intelligence

5. CONNECT - FUTURE Environmentalist view Intelligence and achievement are modifiable by environment Schools Cultures

6. BIG PICTURE Interventions can make people smarter The population is getting smarter & in different ways from the past

7. GOALS Define intelligence Types & varieties Recall 3 interesting facts about intelligence Explore ways to raise your child’s intelligence

8. ACTIVITY 10-2 Tuning in Connect with past Connect with future Big picture

9. INPUT Definition Types & varieties Measurement/history Predictive value of IQ Ways to increase

10. DEFINITION “a very general mental capability that,..., involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience”

11. 2 Types of IQ Crystallized intelligence Fluid intelligence

12. CRYSTALLIZED INTELLIGENCE Wechsler Intelligence Scale for Children - IV (WISC-IV) Trajectory http://www.the-test- tutor.com/wiscworkbook.h tml http://www.the-test- tutor.com/wiscworkbook.h tml

13. WESCHLER INTELLIGENCE SCALE for CHILDREN

14. FLUID INTELLIGENCE Raven’s Progressive Matrices Trajectory Importance to learning http://www.raventest.n et/ http://www.raventest.n et

15. VARIETIES OF INTELLIGENCE Analytic Practical Creative Emotional Multiple intelligences

16. MEASUREMENT IQ tests Q = quotient MA/CA Average of 100 with SD of 15

18. HISTORY of IQ TESTS Binet-Simon Scale H. H. Goddard Stanford-Binet Army Alpha & Beta Weschler Intelligence Scales

19. PREDICTIVE VALUE OF IQ Academic success Occupational success IQ is the single most effective predictor known of individual performance at school and on the job

20. HERITABILITY Debate Hereditarians 75-85% Environmentalists 50%

21. FLYNN EFFECT Fluid intelligence skills Visual forms of stimulation Changes in skills Crystallized intelligence skills Parents & media

22. ACTIVITY Musical Moment Definition 2 types Varieties Measurement/history Flynn effect

23. HOW TO Young children Schools Fluid intelligence Self-discipline Growth mindset Praise

24. YOUNG CHILDREN Talk Encourage Read Teach categorization & comparisons Intellectually stimulating activities

25. SCHOOLS Make people smarter Summer vacation Dropping out early Enrollment age

26. SCHOOLS 1 year of school is worth 2 years of age for IQ

27. SCHOOLS Good teachers Cooperative learning Computer programs to teach reading, math, & science

28. FLUID INTELLIGENCE Exercised through executive functions working memory attentional control inhibitory control

29. FLUID INTELLIGENCE EXERCISES Computer games anticipation stimulus discrimination conflict resolution inhibitory-control

30. TEACH the BRAIN http://www.teach-the- brain.org/learn/attentio n/index.htm http://www.teach-the- brain.org/learn/attentio n/index.htm

31. “Ears don’t talk; ears listen.”

32. SELF-DISCIPLINE Walter Mischel Strategies

33. SELF-DISCIPLINE Duckworth & Seligman (2005) Measured self-discipline in a variety of ways Better predictor of final grades, school attendance, standardized test scores than IQ scores

34. SELF-DISCIPLINE Replication with Added delay-of-gratification task, study habits questionaire, & IQ test Self-discipline was 2X better than IQ in predicting final grades, attendance, hours spent on HW

35. “Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. We suggest another reason for students falling short of their intellectual potential: their failure to exercise self-discipline. As McClure (1986) has speculated, ‘‘Our society’s emphasis on instant gratification may mean that young students are unable to delay gratification long enough to achieve academic competence’’ (p. 20).We believe that many of America’s children have trouble making choices that require them to sacrifice short-term pleasure for long-term gain, and that programs that build self-discipline may be the royal road to building academic achievement.”

36. ACTIVITY - LIKE ME Young children Schools Fluid intelligence Self-discipline

37. SELF-ESTEEM Praising students’ intelligence builds confidence and motivation

38. PRAISE FOR EFFORT Aspire to improve & learn more High task persistence & enjoyment Attribute setbacks to lack of effort

39. PRAISE FOR INTELLIGENCE Aspire to get perfect scores Low task persistence & enjoyment Attribute setbacks to lack of ability Tend to misrepresent their scores

40. 2 MIND-SETS Fixed Creates self-defeating behavior Malleable (growth) Motivates children to learn

41. FIXED MINDSET You care how you are judged Avoid challenges Reject chances to learn Mistakes - cover-up Don’t recover from setbacks

42. GROWTH MIND-SET Effort is (+) thing Preferred challenging tasks Fosters growth of ability over time

43. BRAINOLOGY http://www.mindsetworks.co m/ http://www.mindsetworks.co m/ http://www.mindsetworks.co m/s/brainology.aspx http://www.mindsetworks.co m/s/brainology.aspx

44. PROCESS PRAISE You really studied for your English test, and your improvement shows it. You read the material over several times, outlined it, and tested yourself on it. That really worked! I like the way you tried all kinds of strategies on that math problem until you finally got it. It was a long, hard assignment, but you stuck to it and got it done. You stayed at your desk, kept up your concentration, and kept working. That's great! I like that you took on that challenging project for your science class. It will take a lot of work— doing the research, designing the machine, buying the parts, and building it. You're going to learn a lot of great things.

45. DON’T THROW OUT THE BABY WITH THE BATH WATER http://www.parentingscience.c om/ http://www.parentingscience.c om “Founded by a biological anthropologist (me), Parenting Science is dedicated to families who want information based on the scientific evidence.”

46. OVERJUSTIFICATION EFFECT The performer of an activity that results in a tangible or external reward may come to attribute engaging in the activity to the reward. If the reward is withdrawn, the child is less likely to engage in the activity than before the reward was given.

47. REWARDS Avoid giving rewards for intrinsically rewarding activities Exception Low initial interest

48. 10-2 ACTIVITY Malleability & praise Rewards

49. REVIEW JIGSAW Big picture & school Types & varieties Self-discipline Malleability & praise Rewards