Chapter Five of the Ormrod, Essay Example

The information provided in Chapter Five of the Ormrod text offers various perspectives on the issue of intelligence, both in terms of how intelligence is defined and how it develops. The author uses the framing device of a hypothetical case study in order to offer some context for the discussion. In the case study, a student is charted over the course of his elementary, middle school, and high school years, and demonstrates some difficulties with attention, organization, and task-completion that are indicative of possible ADHD. The point made by this case study is that the student in question is of at least average intelligence, yet he faces difficulties and challenges in school. In order to address these challenges, his teachers may have to consider structuring their lessons in ways that play to the student’s strengths and teach him organizational skills and other skills that will help him in his schoolwork.

The discussion of the different theories of intelligence demonstrates that there is no one way to define or understand the nature of intelligence. The author presents a number of different theories, each with their own particular frameworks. What they have in common is that each theory views intelligence as having different components, some of which are more general and some of which are more specific. In some instances these subdivisions are simply binary, while in others intelligence is divided into eight or more specific niches. These theories have received varying amounts of support by professionals, but taken as a whole they offer insight for educators who wish to understand what comprises intelligence and what can be done to support its development.

It is interesting to consider how variable the definitions and conceptions of intelligence –and what supports its development- can be. According to the author, intelligence can at least be loosely defined as “the ability to apply prior knowledge and experiences flexibly to accomplish challenging tasks.” In this framework, intelligence is comprised both of what an individual has already learned and the processing of new information. So attempting to measure intelligence is not just about quantifying what an individual knows, but also about making an assessment of an individual’s capacity to continue learning. This makes it clear that intelligence is not static, and also underscores the difficulties inherent in trying to define or measure it. The implications of such a fluid definition of intelligence are significant for educators, as they can impinge on the educational process at both the macro and micro levels.

One of the points made in the chapter is how early-childhood physiological development can affect intelligence. Nutrition plays a key role in physiological development, and children who receive inadequate nutrition may suffer from impaired physiological development and impaired intellectual development. Researchers have identified cultural and ethinc disparities in some assessments of intelligence, though the author is quick to point out that the underlying cause of such disparities may very likely be rooted in economic circumstances. That said, it is also worth noting that cultural differences exist in terms of how intelligence and its development are defined and understood, a fact that educators must consider when shaping course and identifying ways to assist individual students.

The author discusses the issue of inclusive education, and in the era of NCLB and other such legislation, efforts to develop inclusive classrooms are legally mandated. This raises a number of questions for educators, especially in the context of a discussion about intelligence. How should whole-class instruction be shaped to best suit the needs of students? How should a teacher’s time be divided between whole-class instruction and individualized instruction? What can educators do to better understand the individual intellectual needs or potential challenges students face? By considering what comprises intelligence, and the inherent flexibility and fluidity of any definition of intelligence, educators will be better prepared to provide instruction and guidance that fits the needs of every student.

Reference

Ormrod, J. E. (2014). Educational psychology: Developing learners (8th ed.). Boston, MA: Pearson Education.