I not only use all the brains that I have,

but all that I can borrow. Woodrow Wilson

Chapter 5

Transactional Theory of Development

Development is the result of both biology and experience and how they influence each other

Categories of

Student Variance

Contributors to the Category

Biology

GenderNeurological “wiring” for learningAbilitiesDisabilitiesDevelopment

Degree of Privilege

Economic statusRaceCultureSupport systemLanguageExperience

Positioning for learning

Adult modelsTrustSelf-conceptMotivationTemperamentInterpersonal skills

Preference/

Learning Styles

InterestsLearning preferencesPreferences for individuals

Categories of Student Variance with Contributors that have some Implications for Learning

Diversity

Diversity is the goal of helping all students develop to their unique and

fullest potential by varying instruction, assessment, and content to both

support students in the use of their own resources and challenge them to

acquire and understand the resources of others.

Why do we value Diversity?

Different students need different styles of instruction to acquire the learning we offer.

Different students need different modes of assessment to demonstrate their learning.

Each child’s interests and talents, concerns, and fascinations are the best foundation for increasing that child’s ability and motivation to learn.

The operation of democracy requires an in-depth understanding of a variety of perspectives and contributions, as well as the ability to listen and learn from the lives and cultures of a variety of people.

PPinciotti

Intelligence broadly defined

The ability to apply past knowledge and experiences flexibly to accomplish challenging new tasks

Important ideasCONCEPT - Something thought or

imagined; broad principle affecting perception and behavior; understanding or grasp

THEORY - Scientific principle to explain phenomena; rules and techniques

METHOD - Way of doing something, body of techniques

MODEL - Something copies; perfect example; interpretation

Defining IntelligenceAdaptive – used flexibly to respond to a variety of

situations and problemsLearning ability – People who are intelligent in a

particular domain learn new information and behaviors more quickly and easily than people who are less intelligent in those domains

Use of Prior Knowledge (PK) – Involved in analyzing and understanding situations effectively

Interaction and Coordination of many different mental processes

Culture specific – “Intelligent” behavior in one culture is not necessarily intelligent in another culture

SPLITTER OR A “g” FACTOR?

Ways we are SMART!

Theory of Multiple Intelligence

Multiple Intelligence - MIHoward Gardner – 1980s“Splitter”Eight Intelligences - Ability to:

Linguistic – use language effectivelyMusical- compose, comprehend and appreciate musicLogical-Mathematical – reason logically, especially in

math and scienceSpatial – notice details of what one sees, imagine and

manipulate visual objects in ones’ mindKinesthetic – use one’s body skillfullyNaturalistic – recognize patterns in nature and

differences among natural objects and life-formsInterpersonal – awareness of one’s won feelings,

motives, and desiresIntrapersonal – recognize patterns in nature and

differences among natural objects and life forms

Key Points MI TheoryAn intelligence is the ability to solve problems, or to create

products, that are valued within one or more cultural settings

Each person possesses all eight intelligences -- a theory of cognitive functioning and all seven function together in ways unique to each person

  Most people can develop each intelligence to an

adequate level of competency --if given appropriate encouragement enrichment and instruction

  Intelligences usually work together in complex ways --

intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts

There are many ways to be intelligent within each category -- emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences

 

Development of MI

FACTORSBiological endowment, including hereditary or

genetic factors and insult or injuries to the brain before, during and after birth.

 Personal life history, including experiences with

parents, teachers, peers, friends, and others who either awaken intelligences or keep them from developing

Cultural and historical background, including the time and place in which you were born and raised and the nature and state of cultural or historical developments in different domains.

MI Activators and Deactivators of Intelligences

Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhood -- Albert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe

  Paralyzing experiences -- experiences

which shut down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving

 

MI Environmental InfluencesPromote or retard the development of intelligences:

Access to resources or mentors -- lack of resources

 Historical-cultural factors -- the times Geographic factors -- where you live Familial factors -- parental wishes Situational factors -- unable to develop due to

situation

How we are SMART!Learning Styles:

Dunn & Dunn Learning Style PreferencesPatterns of Coordination

DUNN AND DUNN LEARNING STYLE MODEL

No one style is preferable or better than others!

Dunn and DunnLearning Style Model

Learning style denotes the typical ways in which a person takes in and processes information, makes decisions, and forms values.

A person’s style is reflected in his or her behavior.

Learning Styles

Knowing something about the Learning Style of others helps us to understand why they

react or respond in the ways they do.

Knowing our own Learning Style helps us to understand the impact we have on

others.

Learning style impacts on teaching and learning behaviors in many ways

•Class outcomes – what you are asked to do.

•Teacher expectations – what teachers expect from you.

•Values – What types of teachers/studentsare valued.

•Demands – the kinds of adaptations teacher demands make on you.The more you are required to work

outside their natural style the more STRESS they will experience.

In School…

Individual Profile

INFLUENCES: ELEMENTS

ENVIRONMENTAL ~ EMOTIONAL ~ SOCIOLOGICAL ~ PHYSIOLOGICAL ~

Sound: Preferences are strong in 6%

Light: Preferences are strong in 70%

Design: Furniture choiceTemperature: Comfort

Environmental Elements

Environmental elements impact the ability to concentrate

Responsibility: Conformity

(offer choices)Motivation: Interest

(make it relevant)Persistence: Breaks

(review/sharing strategies)Structure: Organizing

(provide detail & calendar)

Emotional Elements

Emotional elements impact information processing

Self: 13% work alonePeers: 28-30% work with

othersAuthority Figure: 28%

work with teacherVariety: 27% want a mix

Sociological Elements

Sociological elements impact information processing

Perceptual Preferences:

(engage three modalities)Time of Day: When to study?Intake: To chew or not?Mobility: To move or not?

Physiological Elements

Physiological elements impact concentration

and/or retention of information

Modality Based Learning Alternatives:AUDITORY

SpeechesDebates

Panel discussionsInformal discussions

InterviewsLectures

Tapes, recordsPlays

Oral reportsSong

If you’re an auditory learner…,

you like to hear about the content or skill you are learning. You enjoy listening to the teacher and others talk, listening to tapes, radio, TV, talking computers and movies. You could also learn well by reading aloud to someone else or being read to.

Modality Based Learning Alternatives:VISUAL

If you’re a visual learner…,

you like to read or see the new content or skill that you have to learn. Looking at movies, videotapes, TV, plays, books, magazines are all ways you like to learn. You enjoy learning on the computer, too.

DiariesDiagrams

GraphsCharts

TransparenciesLettersWritingScripts

Book reportsSongsPoemsMovies

Modality Based Learning Alternatives:TACTILE

GamesKeyboarding

WritingFlash cardsTask cards

White boardsSpinners

DiceModels

If you’re a tactile learner…,

you like hands-on experiences. Underlining what you read, taking notes, writing about what you are learning, using flashcards, puzzles, models all help you remember what you learn. You like working with your hands and especially like the computer.

Modality Based Learning Alternatives:KINESTHETIC

VideoField trips

Make and TakeMock TV showRadio broadcastDemonstrationDramatization

PosterConstruction

Games

If you are a kinesthetic learner…,

you like to be actively involved in your learning. You enjoy acting out what you are learning, interviewing others, playing games and simulations, working with computer learning experiences, inventing, and experimenting. You like field trips and others action-packed learning experiences!

Are you an Analytic or Global?

Low soundHigh lightFormal designWork alone – not peersHighly persistentLow intake

Noiseb Low lightb Informal designb Work with peersb Low persistenceb High Intake

In Our Love Lives…

“Darling, are we talking deliberate, responsible left-brain love or are we talking

impulsive, spontaneous, damn-the-torpedoes right-brain love?”

Analytic/Linear Characteristics

• Learns step-by-step • Analyzes a problem and then reaches a decision• Interested in facts and remembers details.• Works alone• Not interested in personal experiences of a

teacher

Analytic/Linear Characteristics

• Does one task at a time and is not easily distracted when concentrating

• Doesn’t like vague questions such as…”just suppose…”

• Prefers specific grading criteria and feedback• Prefers outlines• Develops major ideas from pieces of

information

Global/Pattern Characteristics

• Needs to understand the whole idea before going step-by-step

• Is impulsive in reaching a decision• Reads overall idea, skipping details;

understands ideas in context; reads between the lines

• Relates what is being taught to own personal experiences and enjoys hearing experiences of others

Global/Pattern Characteristics

Sees relationships and likes analogies

Can work on different tasks at the same time

Is aware of other things going on while learning

Often answers…”it depends…”

Wants to see the relevance of the information

Prefers summaries

Class Learning Style Inventory: Spring 2011

LEARNING STYLES: Patterns of Coordination

“A difference unaddressed becomes a disability.”

James Collins

FEBI ScoringTo calculate your

totals for each Pattern, add:

#2,4,8,13,18, and 24 for Driver (Thrust)

#1,5,12,16,20, and 23 for Organizer (Shape)

#3, 6, 10, 11, 19, and 21 for Collaborator (Swing)

#7, 9, 14, 15, 17, and 22 for Visionary (Hang)

< 32 LOW These are weakly expressed

patterns that are more difficult for you to access: you may not use them when they’re called for.

 32-44 Moderate With moderate ease you can

access these patterns when you need to.

 > 44 High These are strongly expressed

patterns that are easy for you to access and are likely connected to your natural strengths: you may have a tendency to overuse these patterns.

Principles of the Principles of the PATTERNS OF COORDINATIONPATTERNS OF COORDINATIONYour brain and body are connected through the

central nervous system and you brain seeks patterns to make meaning

Movement provides a window into understanding an individual’s mental processing

There are four primary ways of moving and thinking called Coordination Patterns: Thrust, Shape, Swing, and Hang

Each Coordination Pattern is a connection between moving and thinking which includes a quality and type of movement and quality and type of mental processing

We each have a Home Pattern and a Pattern Hierarchy Style is a combination of two Patterns – our Home

Pattern plus another PatternGoal is to recognize and use all four Patterns as tools

to create Balance PPinciotti

PATTERNS OF COORDINATION - Movement

THRUST - diagonal, zig-zag, asymmetry, sharp turns, aware of strength, directionality

SHAPE - right angles, symmetry, placed turns, sequential, arithmetic, classical

SWING - back and forth, big-little balance, meander, aware of weight,trunk/body

HANG - follow, flow, random, hang turns, aware of energy, connections

PPinciotti

ThrustDriver

You see - Assertiveness, testing, directness, naming, reorganizing, visual recognition, Skills

Look for - Strength, presence, pushing tools, images, asymmetrical movements/ designs

Modality - Visual Thinking - Planning for Action,

sometimes too quick, impatient, or volatile; Needs to take time

Needs - Security, visual engagement, success, loves to win, independence

Interactions - Logical, brief, organized, friendly not gushy, support independence, Demonstrate, Show them how, Encourage sense of honor

PPinciotti

PPinciotti

ShapeOrganizer

You see - Attention, thinking, questions, sorting, placedness, prioritizing, correct form, knowledge

Look for - Stillness, sequence, symmetry, time, reliability

Modality - Auditory Thinking – Analytic, May be

narrow, rigid, or timid, Encourage boldness and adventure

Needs - Undivided attention, rules, recognition, to do the right thing

Interactions - Answer question, explain, Pay attention to time, Sequence learning, one thing at a time, be correct, Encourage duty PPinciotti

PPinciotti

SwingCollaborator

You see - Interaction, embellishment, competency, feelings, playfulness, comparisons, multi-tasking, Imagination

Look for - Rocking back and forth, interaction, moving in and out of lesson, sees both sides

Modality - mixed, use two for checking Thinking flaw - Surface; waffles on

decisions; needs to think more clearly and deeply

Needs - Social interaction and multi-tasking, fun!

Interactions - Playful, loyal, chatty, daydreamer, doodles, applaud often, Encourage responsibility

PPinciotti

PPinciotti

HangVisionary

You see - Moving, hanging out, seeking essence, improvising, connections, kinetic experiential learning, whole picture/absorb, Intuition

Look for - Need to move in random ways, flexibility and looseness,

Modality - Kinesthetic, whole body Thinking flaw – Scattered, leaps;

Lacks follow-thru; needs a System for organizing

Needs - Challenge, physical experiences, organization; big picture

Interaction - Physical presence, enjoy energy, help them organize, find words, be flexible/open, praise connections, fairness, Encourage service

PPinciotti

PPinciotti

PATTERNS OF COORDINATION: Benefits

Discover important insights into individual ways of thinking, learning, and working.

Assess your own personal learning style and how it connects and interacts with others.

Anticipate potential trouble spots, negotiate minefields, lay the groundwork for future growth and development.

Accept and enjoy the uniqueness of individuals and the dynamic nature of relationships.

Make interactions easier, more predicable and life more harmonious and balanced.

ppinciotti

GRIT

Perseverance and passion for long term goals

GRIT ScoringFor questions 1, 2, 4, 6, 8,

11, 12, 14, 15, and 17, assign the following points:

5 = Very much like me4 = Mostly like me 3 = Somewhat like me 2 = Not much at all like

me 1 = Not like me at all

For questions 3, 5, 7, 9, 10, 13, and 16, assign the following points:

1 = Very much like me2 = Mostly like me 3 = Somewhat like me 4 = Not much at all like

me 5 = Not like me at all

ScoringGrit = average score for items 2, 3, 5, 6, 7, 8, 9, 10, 11, 14,

16, and 17. Consistency of Interest subscale is calculated as the

average score for items 3, 5, 7, 9, 10, and 16. Perseverance of Effort subscale is calculated as the

average score for items 2, 6, 8, 11, 14, and 17.Ambition = average score for items 1, 4, 12, 13, and 15.

What do we know about GRIT and young children?Positive, non cognitive trait based on an

individual’s passion for a particular long-term goal coupled with a powerful motivation to achieve their respective objective.

This perseverance of effort promotes the overcoming of challenges that lay within a gritty individual’s path to accomplishment

Serves as a driving force in achievement realization

What does this mean for US?

WHO ARE YOU?