The debate of nature verses nurture arises as psychologist discuss the concern to which extent heredity and environment contribute to development and behavior. Nurture is what is already wired within a person due to genetic inheritance and biological factors. Nature is the environment contributing to behavior and development. When someone supports intelligence as coming from nature verses nurture, they believe that the right environment, access to material resources, and opportunities can lead to higher I.Q. scores. I believe both nature and nurture have an effect on development. To me heredity and environment cannot act independently, they must intertwine. Children are wired in certain ways and get lots of traits from their parents, but they
…show more content…
The score of the Stanford- Binet test is based on verbal reasoning, quantitative reasoning, abstract verbal reasoning, and short term memory, as well as I.Q. score. In contrast to the Stanford- Binet test, the Wechsler Scales test has three different test for different age groups. Wechsler Scales basis the score on verbal and performance I.Q.’s as well as an overall I.Q. The Kuhlman- Anderson test, unlike the tests described above that are administered individually, is administered to a group of people. As a teacher I support the Stanford- Binet test because it consists of both verbal and non-verbal subtest. This gives students a chance to be evaluated in diverse ways. I also feel it evaluates students more accurately because it tests knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning, unlike other test that are based on performance rather than …show more content…
Critical thinking is having an open mind and analyzing information from every angle possible. It is essential for today’s teachers to impair critical thinking skills so students create new possibilities when it comes to solving problems. When students think critically and are open-minded they seek all possible answers to a problem. Students can deal with the fact that the answer might not be what they expected, and does not assume they know the best way to solve a problem. Students are more willing to learn. To teach critical thinking strategies in the classroom, I would ask my students so be reflective. By reflective I mean to stop and think, not jump to conclusions or believe what they are being told without thinking it through. I would also help them reason by asking open ended questions, such as “how do you know”, “what are the reasons?” also helping students focus on alternatives is a great way to think critically. It can be applied to a classroom by simply asking the students to come up with and alternative ending to a story read in
The score of the Stanford- Binet test is based on verbal reasoning, quantitative reasoning, abstract verbal reasoning, and short term memory, as well as I.Q. score. In contrast to the Stanford- Binet test, the Wechsler Scales test has three different test for different age groups. Wechsler Scales basis the score on verbal and performance I.Q.’s as well as an overall I.Q. The Kuhlman- Anderson test, unlike the tests described above that are administered individually, is administered to a group of people. As a teacher I support the Stanford- Binet test because it consists of both verbal and non-verbal subtest. This gives students a chance to be evaluated in diverse ways. I also feel it evaluates students more accurately because it tests knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning, unlike other test that are based on performance rather than …show more content…
Critical thinking is having an open mind and analyzing information from every angle possible. It is essential for today’s teachers to impair critical thinking skills so students create new possibilities when it comes to solving problems. When students think critically and are open-minded they seek all possible answers to a problem. Students can deal with the fact that the answer might not be what they expected, and does not assume they know the best way to solve a problem. Students are more willing to learn. To teach critical thinking strategies in the classroom, I would ask my students so be reflective. By reflective I mean to stop and think, not jump to conclusions or believe what they are being told without thinking it through. I would also help them reason by asking open ended questions, such as “how do you know”, “what are the reasons?” also helping students focus on alternatives is a great way to think critically. It can be applied to a classroom by simply asking the students to come up with and alternative ending to a story read in