This chapter delves into the past and current understanding of intelligence. I appreciated that the text touches on the most recent findings that intelligence is dynamic and can be increased through hard work and the use of specific learning strategies. I was fortunate enough to witness this happen in my school. A male student who had been in the cognitive disabilities program since kindergarten was actually exited out of the program because he raised his IQ enough points. This student was very motivated to learn how to read. Every day he volunteered to meet with the counselor and read with him during his study hall time. I believe through simple determination and hard work he was able to increase his intelligence, a promising example for other students with disabilities to follow.
Looking at the information on tracking, I found it interesting that not all tracking is bad, i.e. AP courses for high achieving and gifted students. I understand that remedial courses can have a negative effect on low achieving students. Our local high school I believe does a nice job of offering regular and advanced courses, in line with the text's recommendations. One question that came up was whether or not high schools should strongly encourage all students to take AP courses. Will students with different levels of abilities all make significant progress during the year? What would happen when some students made significant progress but did not score high enough to qualify for college credit? How does a school encourage bright students who do not have post secondary plans to take AP courses? These are a few questions I had as I read this part of the chapter.
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