Opening learning to all students
Resisting IQ-ism...
IQ-ism is informed by the idea that intelligence or ability can be measured by a set of standardised questions and criteria. IQ-ism is the belief that social inequality is due to genetically 'inherited difference in general intelligence' (Gillborn 2004, p. 288). Therefore, under IQ-ism, those who do not achieve on standardised tests are unintelligent due to their genetics.
IQ-ism, is of course, unfounded and can be incredibly damaging. It can cause stereotyping and for teachers to act on assumptions about student. This acts to further sustain and institutionalise stereotypes and can prevent students from achieving and progressing in their education.
Teachers can resist IQ-ism by preventing assumptions from informing their planning and classroom actions. In order to do this effectively, teachers must develop meaningful relationships in order to get to know their students and how they learn. This will enable teachers to move away from assumptions and make informed decisions.
Therefore, it is important for teachers to go into the classroom with the belief that every student can achieve if given equitable opportunities to.
Small but significant changes...
Teachers can adopt a range of changes within their teaching practices in order to open learning to all students.
This includes focusing on:
What we teach
When selecting subject matter it is important for teachers to assess whether the material is accessible to all. If the material is potentially inaccessible to some individuals what strategies can be employed to support those individuals?
It is potentially helpful for teachers to frame subject matter from a range of different perspectives as well as to connect it to the student's personal interests or familiar contexts.
and
How we teach:
As we know, not every student learns the same way. When considering learning activities or teaching strategies teachers must consider whether the activity or strategy will be effective for every student.
If not, what strategies can be employed to support the students?
It is beneficial for teachers to regularly check in with each student during class time to formatively assess their progress and understanding. Furthermore, it can be helpful for teachers to welcome student feedback. One way to do this is to set students a reflection activity so they can reflect on their learning and whether or not they found they way it was taught helpful.
The following is a reflection on IQ-ism and the importance of preventing assumptions and stereotypes from informing your teaching.
Gillborn,D 2004, 'Ability, selection, and institutional racism in schools',Culture and Learning: Access and Opportunity in the classroom, Information Age Publishing, pp. 279 - 297.