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What are intelligence tests video:

One thing that stood out to me in this video was that IQ tests intend to measure peoples reasoning ability. Reasoning ability is not what I would first consider when I think of someone’s intelligence, but I now see the correlation between someone’s reasoning ability and their IQ level.

How can we use intelligence tests video:

One thing that stood out to me in the second video was how the IQ test scores can help identify a students areas of cognitive strength and struggle which may then determine their learning preferences and how they access their knowledge. I never knew that an IQ tests could help a teacher determine what accommodations or strategies may help an individual student, I just though it was for an overall view on the students academic potential.

The difference between the discrepancy model and RTI video:

One thing that stood out to me in the last video was how cognitive tests can help determine special education placement. To determine if a students may have an intellectual disability (ID) their current intellectual functioning must be low across the board and more than two standard deviations below the mean. If a student just has low current intellectual functioning in one or two specific content areas, but is average or high in other content areas, then they do not qualify for ID, and may need to complete further testing to see if they qualify for special education services.

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Laura Kroels video: Intelligence tests (IQ tests) are intended to measure the processing time of the test taker. This is measuring how quickly new information is taken in and processed to make meaning. I knew very little information about intelligence testing and was unaware that they are mainly cognition based. Laura mentioned that these tests are also formulated with questions that are novel to the taker so that there can be a true measure of processing skills.

Dr. Liz Leggiadro: Data from intelligence tests are used mainly to identify areas of cognitive strength and cognitive struggle. Once these areas are identified the data is then used to formulate appropriate accommodations for the individual. In her video Dr. Liz spoke about how the data personally affects the test takers. I loved that she mentioned self advocacy and knowing what works for you, this is a huge benefit of intelligence testing.

Dr. Guthmiller: One of the biggest takeaways and ah-ha moments for me while listening to this video was his definition of intelligence "intelligence determines the slope of the learning curve". I tend to look at learning curves and other curves as collective group information. He described the individual learning curve in a great way. Another big ah-ha moment for me during this interview was when Dr. Guthmiller spoke about the ability to learn being commonly subject contingent. I have always had a harder time learning in math and science course than other courses, so this was very validating and cool to hear.

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Laura Kroes: What stood out to me in this first video what that intelligence tests are focused on novel tasks, things that are not typical or that a person has most likely not done before. I did not expect that to be the case, I would have expected it to be comprised of daily tasks that someone would be familiar with.
Dr. Liz Leggiadro: The aha from this second video was that the results from the tests is to determine what the composite scores mean for that individual student. The composite scores are able to translate to how this can affect them in the classroom setting and what accommodations will increase their access to materials.
Dr. Guthmiller: The thermometer analogy was an aha to me. Measurement and data is extremely important in education. If I think a child needs intervention it needs to be proven need. So, how do I know student X needs some additional help? Well I have this measurement of fluency for example. The measurement of fluency is the thermometer temperature determining if it is at expected, below, or above to determine if a need is presented.

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A-ha moment from the "what are intelligence tests?" video: The big thing that stood out to me from this video was when she talked about how because intelligence tests assess your ability to reason, they involve tasks you wouldn't normally do. You are told what to do but you have to reason through the "how." I think it's interesting that intelligence tests still can't be used to measure individual skills and are rather still assessing "overall intelligence." It makes the tests seem less valuable when separate skills don't have a meaningful score attached to them.
A-ha moment from the "how can we use intelligence tests?" video: One thing that stood out to me from this video is the self-advocating that can come from intelligence tests. I think knowing your own strengths and weaknesses can be very helpful as it can tell you what you really need. I love that she talked about different benefits of knowing your learning style and figuring out the best way to access information.

A-ha moment from the "discrepancy model vs. RTI" video: I thought it was interesting when he started talking about verbal skills. I thought verbal skills were just talking abilities but he talked about verbal skills including reading comprehension. It's not always expressive.

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Video one(Laura Kroes) : For intelligence test my ah-ha moment was that she mentioned there are some that are verbal and non verbal test. These are also based on navel tasks which I thought was very interesting.

Video two ( Dr. Liz Leggiadro) : My ah-ha from her video was that I thought it was interesting how she talks about pulling out composite scores seeing how those translate into a classroom. I also really liked how she mentioned that with the accommodations there are also strategies that they put in place in order to make sure the student is feeling more confident in their work

Video three ( Dr. Guthmiller) : My ah-ha moment from this video was there regarding IQ and how those are scores, there are many different variables that come into play when being tested. And that there are many different tests that are available for kids. Also I thought it was interesting how he mentioned that verbal  skills isn’t necessarily mean talking, this can include using words in a written form.

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Dr. Laura K. video: An "ah-ha" moment for me in this video was that these intelligence tests are looking at a students problem solving skills, reasoning skills and working memory. I don't think I really understood what all went into intelligence tests and found it all intriguing.

Dr. Liz L. video: My 'ah-ha' moment for this video was how we are able to dig deeper into the composite scores to identify cognitive strength and cognitive weaknesses and this is how we are able to determine what kind of accommodations and strategies will work best/we should be trying to implement for the individual student. This will really roll into the next 'ah-ha' moment from the last video!
Dr. Guthmiller video- This ah-ha moment has to do with the importance of measurement and data! I have always been an "outcast" when it comes to my opinion on testing and even dare I say it.. standardized testing. The ideas of Dr. Guthmiller explained very clearly how important it is for us to be able to measure student growth, progress and intelligence- we can only do this with these tests to measure those things. His analogy of the thermometer was very clear and easy to understand.

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What are Intelligence Tests (Video One): An "aha" moment for me in this video was the term working memory. The IQ test is measuring the working memory and how much information you can remember and if it can be manipulated. I remember in psychology studying these IQ tests and what they tell about an individuals working memory through novel tasks. Dr. Laura broke this down very well to further my understanding of the IQ tests.

How can we use Intelligence Tests (Video Two): An "aha" moment for me in this video would be the process of reviewing the scores of the test, and then finding a way to make the classroom accommodating to the type of learner the student is. Ultimately, this feedback is used for students to know where they are academically, and are aware of their learning style. I liked how she emphasizes on how everyone does not learn the same way, and the responsibility  of the students learning is shared between them and the teacher.

The difference between the discrepancy model and RTI? (Video Three): An "aha" moment for me in this video would have to be when he states, "our ability to learn is somewhat subject contingent". He then goes on to explain that if a student is struggling in an area, the first yes or no question you will ask is if they're struggling is influenced by intelligence or current intellectual functioning. I liked how he broke down the difference between when a student is struggling in one specific content area, and when a student is struggling across the board. In either case that should be something to heavily consider.

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My first "ah-ha" was from the first video. The speaker talked about how intelligence tests are meant to measure reasoning ability. This was new to me, I hadn't heard or learned much about intelligence testing outside of this class. Understanding that intelligence tests are meant to measure our level and ability to reason is definitely something that gives me more perspective and insight to this topic.

My second realization was from the second video. The speaker was talking about how intelligence tests can be useful for identifying different strengths and weaknesses that student may have. This was relatively new to me, but the part that really stuck out me was when she was talking about how someone knowing their strengths and struggles can be empowering because it helps to explain why a person may struggle with certain things and not others. This was something that I think I had a vague grasp of, but really had a more clear understanding of after this video.

My third takeaway was from the third video. It really stuck out to me when he said that there are multiple definitions of intelligence. I definitely agree with this and I think that there are even different definitions for different types of intelligences, and there are certainly a vast range of definitions and ideas surrounding what intelligence is, how to measure it, and how to interpret or analyze what we find.

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What Are Intelligence Tests Video: I always understood IQ tests to be measures of reasoning ability and processing skills. I was somewhat surprised that they also focus so heavily on working memory. I wonder if this is also true for adult/elderly IQ tests, as short term and working memory would seem to peak in one's youth. I think it is also important to note that IQ tests attempt to measure these skills using novel tasks, so that they are truly a measure of one's ability to reason and process to solve a problem, and not just a measure of one's rote knowledge or test taking skill level.

How Can We Use Intelligence Tests Video: I liked how this presenter went into detail about the use of IQ composite scores as a means to discover what accommodations might be most effective for people with strengths/weaknesses in different areas of cognition. I think when people talk about IQ tests too much focus tends to be placed on the single overall score, people forget that there are peaks and valleys in everyone's learning style and abilities in different areas.

The Difference Between the Discrepancy Model and RTI Video: I liked the way Dr. Guthmiller is able to break down larger concepts into easily understandable vignettes. It is clear from his description that the main problems with the discrepancy model are that 1. A student has to be so far outside the norm on their "can do" and "are doing" scales to be considered for ID that it becomes a useless measure; and 2. The discrepancy model seeks to identify a disability without in depth consideration of the cause of the problem. The RTI model is much more fluid and responsive in discovering the source of a struggle for students, and finding solutions to help them get back on track before their learning gap has progressed to the point that the discrepancy model would even pick up on a problem.

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Dr. Laura K: The A-ha moment that I had while watching this video was thatintelggigence tests are supposed to require the person taking the test to omplete "novel" tasks or tasks that are unfamiliar to them which I thought was interesting. I guess i expected an intellience test to have questions on important subjects like math science, engeneering etc. However, IQ tests really measure things like reasoning, processing, spatial awarness and things of this nature.
Dr Liz L.: I liked how Dr L. talked about how intelligence tests are less about the compositie score and more about the scores in each section which will identify areas of strength and areas of struggle. These tests allow educators to understand where the student may be struggling and then within those areas, some possible acoomodations that may be beneficial for the student in order to make sure they suceed within those areas that may be more difficult for them.
Dr. Guthmiller: An a-ha moment for me was when Dr. Guthmiller was talking about verbal comprehension. I thought verbal abilities would be just the ability to effectively communicate. Rather, Dr. Guthmiller defined verbal abilities as "how well someone interacts with words." In other words, verbal comprehension is also about understanding and comprehending what someone is saying when speaking to you, comprehendiong defintions of words and accurate ways to use them in language etc.

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Dr. Laura K- This video had an A-ha moment for me when it talked about the intelligence test are meant to measure reasoning ability and the working memory. When I thought about the intelligence test I always thought that they would just show how smart you are as a person and everyone wants this high IQ. In this video it gave me a new understanding of the intelligence test and how it tests ones reasoning ability and the working memory.

Dr. Liz L- This video helped me understand the intelligence test more. I liked that Dr. Liz L broke down the test and explained how the tests were less about the.composite scores. I think that like a lot of the test and an intelligence test that you look more into the individual scores in each section to understand more of what the student is lower in compared to the areas they are stronger in.

Dr. Guthmiller was when they said that intelligence does not only have one definition. This part stuck out to me because I think that so many people are so fast to put a label on people based on intelligence when it may just be different for them. I think that it is really important to remember that intelligence is going to be different for each student and that as a teacher you have to remember this.

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Laura Kroels: My take away from this video is the intelligence test. I found it interesting that it is about measuring how fast new information is processed. I also thought it was interesting that the questions can be more formulated around the person to help get a full understanding of the person's intelligence. I thought this was interesting because I didn't know much about the intellectual test and how it actually worked, so seeing how it works and what it measures was interesting to learn.

Dr. Liz Leggiadro: My biggest take away from this video is how the results from the tests. The composite scores were used to help show how it can affect them in a classroom setting and what needed accommodation or materials could be needed. It was interesting to see the scores translated into a school setting and seeing them connect.

Dr. Guthmiller: My biggest take away from this video is the how important the data is in education. There are many different tests that can be used for children and it was interesting to see them in play and how much of a role it played into their education.

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For the first video what really stood out to me was the different things that IQ tests measure. They do not just measure what you know but they measure how you learn and process information. They are aimed much more towards cognitive function then I believed. They work well because they do not simply measure someone's ability to memorize information.

For the second video what really caught my eye was how these tests really benefit teachers and students. The tests really help teachers know what they should work on with their students and helps students understand themselves and be more confident in what they can do. I though before that IQ tests were just numbers on a paper that could really hurt a student by classifying them this way but in reality it really helps a student know what works for them and what does not.

For the third video what I found significant was the practical uses of IQ tests and how teachers and psychologists actually use the information that is on them. I also though the comparison between regular tests and IQ tests was really eye opening and emphasized how each really works and benefits the teachers and students.

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Laura Kroels (video 1): Intelligence tests are made to measure the time is takes to process information by the test taker. This measures how quickly new information is being processed. I thought her video was very interesting and I did not know much about IQ tests at all. I thought it was very interesting how there are both verbal and non verbal tests.

Dr. Liz Leggiadro (video 2): I learned that the data used in intelligence tests are used to identify areas of the students strength and weaknesses. I liked how she mentioned that once they review the test scores they immediately try to accommodate the classroom and do what is best for the student and do what they need. I thought it was important that she stated that not everyone learns the same way so it is important that there is communication between both the student and the teacher so they can both decide what is best so that student can succeed.

Dr. Guthmiller (video 3): An ah-ha moment for me was when he brought up the thermometer analogy. I was so surprised and all that he was saying immediately clicked. I also thought it was super cool how he said there were different types of definitions for intelligence. There is not just one way to describe it. I thought it was interesting listening about how individuals can be super great at one subject but then not so great at another. For instance that is absolutely me. I excel in reading and writing but when it comes to math and science I can barely get by.

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Laura Kroels video: I was surprised to learn that Intelligence tests involve novel tasks instead of familiar ones. This does however make sense since the tests assess the test-takers ability to reason.

Dr. Liz Leggiadro video: The part of the video that stuck out to me was when she discusses how they take their findings from the tests to help support the students learning. She talked about how they see where the students strengths and weaknesses lie and then can make a plan from there based on how the student takes in information.

Dr. Guthmiller video: An a-ha moment for me was hearing that verbal skills aren't just about those words that are said out loud but can be written as well. It was also interesting hearing him talk about measurement and data and the thermometer analogy.

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Video 1: What are Intelligence Tests?
An ah-ha moment for me in this video was that these IQ tests are not only processing how you learn, but how quickly you can absorb new information. I did not know that the process was contingent on time.

Video 2: How can we use intelligence tests?
An ah-ha moment for me in this video was the idea that after getting results from these tests, students can better advocate for themselves. I always thought of these tests as a great tool to help get students the accommodations they need in classes, but I had never considered that having the results can allow students themselves to self advocate more.

Video 3: The Role of Intelligence Testing in Special Education
An ah-ha moment for me in this video was when Dr. Guthmiller said that there are multiple definitions of intelligence. I think that as an educator this is such an important thing to remember, so that we don't label students or accidentally limit them by using a broad definition of intelligence. Every student is different and there is not a one size fits all system, and I really liked how he described this.

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Video 1: My Ah-ha moment in this video was finding out that when doing intelligence tests and assessing your ability to reason, they are including tasks that you would normally not do. I thought this was strange to test your intelligence and involving something that you are not used to doing but then it all made sense with testing your reasoning and intelligence skills, you have to be tested on something you wouldnt be a pro at doing.
Video 2: My Ah-ha moment in this video was that students are able to better advocate for themselves. This did not occur to me as something that a student would be able to have this kind of responsibility but, I think it is great that this can better help the student self advocate and get their accomodations needed to be successful.
Video 3: In this video, one of my Ah-ha moments was hearing Dr. Guthmiller speak about the ability to learn being commonly subject contigent. This better explains my hardships in both math and science. Another part of the video that stood out to me was that, in order to determine if a student may have an intellectual disabilty, that student must perform low across the board andmore than 2 standard deviations below the mean. It was interesting to learn how they determine if a student has an intellectual disability.

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Laura K – Intelligence test was an aha moment for me. Especially when she talked about the rate at which new information is processed. It was an interesting concept because I never really understood how the intelligence tests work.

Dr. Liz – This one was really helpful to me because I was able to understand what each score meant and what the overall picture being painted was. It was an aha to realize that these scores are just as, if not more important, standing alone rather than as a composite score.

Dr. Guthmiller – The aha moment of this video was when they discussed the “definition” of intelligence. There is not one singular definition, and everyone has their own interpretation of what intelligence means. As someone who’s going into Audiology, my definition of intelligence is going to look a lot different than one who is a teacher, in a number of ways, most likely.

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Video 1:

In this video one ah-ha moment I had was that IQ tests were all novel tasks. I hadn’t realized that IQ tests were meant to test a student on tasks they’ve never done, but instead tell the student how to do the task and have the student apply reasoning to complete the tasks. Somehow, I never quite understood this point, and hearing about it now, it makes much more sense why we might use an IQ test.

Video 2:

In this video my ah-ha moment had to do with how they looked at students’ scores on cognitive testing and identified the area of cognitive strength and struggle, thought about how those areas might translate into the classroom, and then started looking at accommodations to provide access to learning. It was interesting to hear an explicit connection between the cognitive test scores and the process they go through when using that data to support the student.

Video 3:

My ah-ha moment in this video was when Dr. Guthmiller said that our ability to learn is somewhat subject contingent, such as students may be in a high math group while also being in a low reading group. I found this interesting as he notes that when students do well in some areas and struggle in others and educators think there may be a learning disability, it is not as clear if intelligence plays a part in the students' struggle.

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What are intelligence tests?
My ah-ha moment in this video was how much intelligence tests target how you process information, not just how much you know. Previously I thought that IQ test were solely based off of information you do or do not know, but it makes the test a lot more credible in my head since it doesn't just do this.

How can we use intelligence tests?
My ah-ha moment in this video was that overall score is often not the main thing that test administrators look at. When Leggiadro said that they identify where the students struggle and excel, I thought she wasn't really going to teach me anything new, but when she later said that they look at how the student scored on individual tests it make a lot more sense for me.

The Role of Intelligence Testing in Special Education
My ah-ha moment in this video was when Guthmiller mentioned how there are many different definitions of intelligence. Especially as a future special education teacher, this really resonated with me. Students shouldn't be labeled as intelligent or not by the most common definition, but there should be a deep dive into the students strengths and attributes that make them intelligent.

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Below are my first  3 a-ha’s

Laura: I was actually not aware there were so many different intelligence tests including different tests for verbal and non verbal. For some reason I kind of thought this was a one side fits all test but I’m glad to know it is not!

Liz: I like when liz was talking about how these tests are used she said this is not a stand alone assessment where we are going to base all accommodations and decisions on one test, instead we are going to use this one test along with multiple other components to make a fully educated decision. I thought this was a really great way of looking at assessments of intelligence and assessments in special education as a whole

Dr. Guthmiller: my biggest takeaway form this video was how positive he made the assessments look because he talked about all the different tests students could take and how they could all be used differently to determine if the student is struggling with something specific or struggling across the board. I like this idea a lot because I think it would be helpful to know something like if the student has test anxiety or is struggling in math or if they have a more complex across the board issue like an intellectual disability.

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Laura: One of the key things and aha moments I had was the confirmation of the multiple types and varieties of tests and how to use the effectively. Its not like there is one all encompassing test to  take because there are so many things that should be acknowledged and the tests are novel tasks and things that have never been done by the person taking the test
Liz: We are able to use these tests as teams to be able to make curriculum accessible and be sure that the proper accommodations can be made so students can feel strong and empowered in the classroom and know what's best for them as a student overall
Jen and Mark: This video gave a very positive tone to assessments and also made me feel like the assessments are more approachable and even more special and important. You need to be able to acknowledge what's going in a students life and being able to provide a assessment format to support them properly and help show the students areas o strength and weakness in the best possible form

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Video #1- What are intelligence tests video?:

My ah-ha from this video was the purpose of the IQ test. The purpose of the IQ test is to assess how a student will process information. The information/results from the test then will help us understand how well a student learns new information. Before this video, I never understood the purpose of the IQ test and the only thing I knew about it was how the IQ test was used for GT students.

Video #2- How can we use the intelligence test?:

My ah-ha for this video was how we can use our student´s composite scores in our classroom because the information can help educators understand how we can better challenge our students in classroom content and activities/tasks. If we know that a student is bored in class because they have mastered the concept, we can give them more activities that will challenge them as thinkers and learners based on the information from the intelligence test.

Video #3- The difference between the discrepancy model & RTI

My ah-ha for this video was how intelligence comes in other forms. Before coming to college, I believed that there was only one way to be intelligent, but through other classes and this interview, I was able to fully comprehend that our students will be intelligent in different ways and there is more than one way to assess it. I also found this as an ah-ha because this is information that we can teach our students starting in elementary school. This idea of multiple intelligences is important to teach our students because it helps students learn how to appreciate their own skills and knowledge as well as their peers skills and knowledge.

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Laura's Video: My "ah-ha" for Laura's video was that there are different parts of the test that are verbal and nonverbal and that an IQ test tests many areas of reasoning. I did not know that there were both verbal or nonverbal parts or that there are various processing tasks that are all novel and not things that we normally do.

Liz's Video: My "ah-ha" for Liz's video was that IQ tests are not stand alone assessments but just one piece of data that involve working memory and processing speed. I also found it interesting that you can find out what kind of learners students are and the goals and accommodations of IEPs so that students are receiving the best possible education.

Dr. Guthmiller's Video: My "ah-ha" for this video was the idea of the learning curve and how that has changed over time. I love how he talked about how we all know those students who can do large math problems in their head and seem to be brilliant but how there are also some that do not process the information as quickly. The way that he talked about it made so much sense to me and showed me how important it is to flatten that curve through the MTSS process.