Simply...I.Q.

• Definition

Simply put, I.Q. is a number used to express the relative intelligence of an individual. The Merriam-Webster Dictionary explains further...

Definition of IQ

1

: a number used to express the apparent relative intelligence of a person: asa : the ratio of the mental age (as reported on a standardized test) to the chronological age multiplied by 100b : a score determined by one's performance on a standardized intelligence test relative to the average performance of others of the same age

• Assessments Used (most common)

Wechsler Adult Intelligence Scale
Wechsler Intelligence Scale for Children
Wechsler Preschool and Primary Scale of Intelligence
Stanford-Binet 
Woodcock-Johnson Tests of Cognitive Abilities
Kaufman Assessment Battery for Children 
Raven's Progressive Matrices

• Averages

Wechsler's classification

IQ Range ("Deviation IQ")	Intelligence Classification
>= 130	Very superior
120 - 129	Superior
110 - 119	High Average
90 - 109	Average
80 - 89	Low Average
70 - 79	Borderline
<= 69	Extremely Low

Most schools in Kuwait would consider an average of 85 and above as normal I.Q.  Both mainstream schools and schools for children with Learning Difficulties expect such averages.  An I.Q. less than 85 would usually be unacceptable and the child will then have to be placed in a school for children with Special Needs.

• Below Average I.Q.

Class	IQ
Profound mental retardation	Below 20
Severe mental retardation	20–34
Moderate mental retardation	35–49
Mild mental retardation	50–69
Borderline intellectual functioning	70–84

( Bottom two graphs were taken from Wikipedia)

The 3 EXs... Express, Explain, Explore

This post is dedicated to teachers, and to mamas and papas who are teachers at home.  I had previously given this as part of a larger presentation in a special needs school in Kuwait.  The pointers are simple and straightforward. This was initially written for teaching kids with learning differences/difficulties, but it can be used with all students.  

I call this "The 3 EXs" presentation...

EXPRESS

•   Use a steady yet soft voice.  Children pay attention when the adult is firm, not agitated.
•  Take time to express what you want the child to do, then guide them in doing it. 
•   Express encouragement regularly.  Create a classroom rewards system.
•  Encourage children to express their feelings.
•   I encourage you to express your own feelings. 

EXPLAIN

•   Explain the lesson using as many senses as you can.
•  Explain classroom rules and expectations.  Repeat and keep visual reminders.
•  If and when the child misbehaves, explain what was done wrong and why it is wrong.
• This should always be followed by how the child can do the “appropriate” or target behavior correctly.

EXPLORE

•  Find ways to use different forms of teaching.  Your voice is not your only asset.
•  Use your own knowledge to find out what the child’s learning style may be.  This will be a great advantage for you.
• Help the child use multi-sensory ways to explore his/her surrounding.
• When a child is stuck, or refusing to participate, take time at the end of class to explore with the child what the problem is.  A child is more likely to tell you when he/she is alone.