Completing direct questions of Lifespan class

FCS 101

Name: Chapter 7.2 SETTINGS FOR DEVELOPMENT: SCHOOL

R ead Chapter 7 in the Belsky textbook, pages 213-230

Answer the following questions as a way of taking N otes about Chapter 7, pages 213-230:

SCHOOL

1. Describe the different types of disadvantages children face that often impact their school success, as described in “Setting the Context: Unequal at the Starting Gate.”

2. What is the difference between an intelligence test and an achievement test, according to the text? What is the current standard intelligence test?

3. How are the following classifications determined using intelligence tests: mentally retarded, learning disability, and gifted? How can intelligence tests be helpful to children in a classroom environment? How could an intelligence test help a teacher best structure the learning environment for students?

4. Review Table 7.4 to learn more about dyslexia.

5. Define the following terms: reliability, validity, and the Flynn Effect. How valid and reliable are IQ tests for students? How does socioeconomic status and school quality impact IQ scores?

6. Describe your understanding of Spearman’s “g.” Identify two limitations of connecting IQ score with total intellectual capacity, according to Belsky.

7. Define the three different types of intelligence, according to Sternberg.

8. Describe Gardner’s theory of intelligence.

9. Identify three components of successful schools, according to the text.

10. Define intrinsic and extrinsic motivation. What is the problem with providing external motivators described in the text? What does Belsky suggest as “the solution”?

11. Read over Table 7.5. Then read the “IN FOCUS” section on Cindy Jones’s classroom. List what you think the five most important factors are for future teachers to take away from this information.