Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences.
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Transcript of Copyright 2001 by Allyn and Bacon Chapter 4: Bauer EDUC 202 Learner Differences.
Copyright 2001 by Allyn and Bacon
Chapter 4: Bauer EDUC 202Learner Differences
Copyright 2001 by Allyn and Bacon
Overview
• Language & Labels• Intelligence• Ability Differences and Teaching• Creativity, Giftedness, and Talent• Cognitive and Learning Styles• Changes in the Law: Integration,
Mainstreaming, and Inclusion• Prevalent Problems and Mild Disabilities• Less Prevalent Problems and More Severe
Disabilities
Copyright 2001 by Allyn and Bacon
Concept Map for Chapter 4
AbilityDifferences and
Teaching
The Law:Integration,
Mainstreaming, &Inclusion
Less PrevalentProblems, More
Severe Disabilities
Learner Differences
Cognitive andLearning
Styles
Intelligence
Creativity,Giftedness, &
Talent
Prevalent Problems,Mild Disabilities
Languageand
Labels
Copyright 2001 by Allyn and BaconCopyright 2001 by Allyn and Bacon
Copyright 2001 by Allyn and Bacon
Labeling Exceptional Students
• Cautions:– Treatments
unpredictable
– Self-fulfilling prophecy
– Stigma– Labels
mistaken for explanations
• Benefits:– Can Protect a
Child– Eligible for :
• Special services
• Information• Equipment• Funding
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Important Distinction!
• Disability– Inability
• Handicap– Situational
disadvantage• See Figure 4.1,
Woolfolk, p. 107
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Individual Differences in Intelligence
ï Capacity to learnï Total knowledge acquiredï Ability to adapt to the environment
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Views of Intelligence
ï Spearman : g (general)ï Carroll : ëgí with 70 specific abilitiesï Thurstone : 7 major mental abilitiesï Guilford : faces of intellect (180)ï Gardner : multiple intelligences (8)ï Sternberg : triarchic (3)
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Gardnerís Eight Intelligences
ï Logical-mathematicalï Linguisticï Musicalï Spatialï Bodily-kinestheticï Interpersonalï Intrapersonalï Naturalist
See Figure 4.2, Woolfolk, p. 110See Figure 4.2, Woolfolk, p. 110
Copyright 2001 by Allyn and Bacon
Emotional Intelligence
ï EQ intrapersonal aspects:ñ Know your own emotionsñ Managing your emotionsñ Self-motivation ñ Ability to monitor your own and otherís
feelingsñ Ability to guide your actions based on
accurate monitoring
ï Related to Gardner intrapersonal intelligence
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Emotional Intelligence
ï Interpersonal aspects:ñ Recognizing emotions in othersñ Handling relationships
ï Related to Gardnerís interpersonal intelligence
ï Success in life requires more than just IQ
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Intelligence as a Process
ï Sternbergís Triarchic Theoryï Components
ñ Analytic / componentialñ Creative / experientialñ Practical / contextual
ï See Figure 4.4, Woolfolk p. 114
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Measuring Intelligence
ï Binet & Simon: childrenís mental age
ï IQ =
Mental AgeMental Age__________________ __________________
*Group versus individual IQ tests
Chronological AgeChronological AgeX X
100100
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What Does an IQ Score Mean?
ï Average score is 100ï 50% of people score over 100ï 50% of people score under 100ï 68% of people score between 85 ñ 115ï Scores are based on White, native-born
Americans, English as their first languageï IQ scores predict achievement wellï IQ and real life?ï Heredity or environment?
Copyright 2001 by Allyn and Bacon
Reflection Question
ï Sarita Valdezís score on a group IQ test is 86. Brandon Smithís score on an individual IQ test is 112.
ï How should these scores be interpreted?
ï What factors may have contributed to the difference in the two scores?
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Ability Differences and Teaching
ï Between groupï Within groupï Purpose of groupingï Effects of grouping
See Guidelines, Woolfolk, p. 119See Guidelines, Woolfolk, p. 119
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Creativity, Giftedness, & Talent
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Creativity
ï Imaginative, original thinking or problem solving
ï Restructuringï Incubationï Divergent thinkingï Torrance : OFF
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Creativity in the Classroom
ï Brainstormingï Recognize &
acknowledge creativity
ï Use brainstormingï Playï Encourage thinking
& reflectionï See Guidelines:
Woolfolk p. 122
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Gifted & Talented Students
ï Poorly served by most public schools
ï Up to 50% are underachievingï Their own set of problemsï Often not recognized in class by
teachers
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Gifted & Talented Students
ï Fast learners - retain information easily
ï Common and practical knowledge ï Easily retain what they have heardï Know many things other children
donítï Strong vocabulary
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Gifted & Talented Students
ï Recognize relationships & comprehend meanings
ï Alert and keenly observantï Persistent and highly motivated on
some tasksï High level of creativity - original
thinking
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Giftedness and Formal Testing
ï Individual IQ tests are best, but expensive
ï Group tests underestimate abilities in gifted
ï Case study approach recommendedï Include creativity testsï Minorities are often under-
represented in gifted programs
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Teaching Gifted Students
ï Accelerationï Enrichmentï Encourage high level & abstract thinkingï Outside resource people for:
ñ Independent studyñ Mentoring programsñ Summer programs
ï Cooperative learning is NOT a good option
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Cognitive and Learning Styles
ï Cognitive styles: information processingñ Field dependent / independentñ Impulsive / reflective
ï Learning styles: learning & studyingñ Deep- & Surface- Processingñ Learning Preferences : environmentñ Modalities : audio, visual, tactile
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Changes in the Law: Integration, Mainstreaming, & Inclusionï Education for All Handicapped
Children Actï Regular Education Initiativeï Individuals with Disabilities
Education Actï Americans with Disabilities Act
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Changes in the Law
ï Least Restrictive Placementñ Mainstreamingñ Full inclusion
ï Individualized Education Programï Families Rightsï See PointPCounterpoint, Woolfolk, p. 131 and
Family and Community Partnerships, Woolfolk, p. 132
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Prevalent Problems and Mild Disabilities
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Learning Disabilities
ï Struggles with learningï NOT mentally retarded,
emotionally disturbed, deprived, impaired, or brain damaged
ï Varied symptomsï Most have difficulty readingï Learned helplessness
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Teaching Students with LD
ï Emphasize study skillsï Teach subject-specific learning
strategiesï Work with the special ed teacherï See Tables 4.4 & 4.5, Woolfolk pp.
135 & 136
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Hyperactivity & Attention Disorders
ï Term used too often & too widelyï Short attention spanï Impulsive ï Excessive restlessnessï Drug therapy for ADHD
ñ Side effectsñ Academics often donít improve
ï Teach learning & memory strategies
See Table 4.6, Woolfolk, p. 137See Table 4.6, Woolfolk, p. 137
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Communication Disorders
ï Speech Impairmentsñ Articulation disorderñ Stutteringñ Voicing problems
ï Language Disordersñ Differences versus disordersñ Seldom speakñ Rely on gestures
See Table 4.7, Woolfolk, p. 140See Table 4.7, Woolfolk, p. 140
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Mentally Retarded
ï Substantial limitations in mental functionñ Intermittentñ Limitedñ Extensiveñ Profound
ï Basic skills:ñ Social, academic, vocational, domestic
ï Transition programming
See Table 4.8, Woolfolk, p. 141, and Guidelines, p. 142See Table 4.8, Woolfolk, p. 141, and Guidelines, p. 142
Copyright 2001 by Allyn and Bacon
Emotional or Behavioral Disorders
ï Conduct disordersï Anxiety-withdrawal disordersï Attentional problems / immaturityï Motor excessï Socialized aggressionï Psychotic behavior
See Guidelines, Woolfolk, p. 144
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Less Prevalent, More Severe Disorders
ï Health Impairmentsñ Students with orthopedic devicesñ Cerebral palsyñ Seizure disorders
ï Deaf & hard of hearingï Low vision and blindness
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Authentic assessment: How will you ACT?ñ Awareness - What should you
know about this student?ñ Classroom changes - What
changes are necessary to accommodate the student?
ñ Teaching strategies - How should you teach this student?
ï Choose scenarios from the next 7 slides
Exceptional Student Scenarios
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Hannah : 1st Grade
ï Very quiet: shyï Will not speak out loud in classï Will not maintain eye contactï Poor reading skillsï Draws beautifullyï Writes poetryï Autistic?
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Jake : 4th Grade
ï ADHDï Child of divorceï Monday depressionï Dad is ex-Marine drill sergeantï 15% of homework handed inï Loves class discussions
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Brandon : 6th Grade
ï Birth defectsï One lungï One kidney: dialysis, padsï One leg: prosthesis, crutchesï Resource roomï Inconsistent gradesï Lethargic but class clown
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Pablo: Junior High
ï Very brightï Inconsistent performances on work
after board or overhead presentations
ï Very athletic: uses lots of strategiesï Homework & seatwork usually
100%
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Diona : Junior High
ï Emotionally disturbedï Sexual abuse victimï Severe mood swingsï Occasional outbursts in classï Currently in therapy with
professional counselorï Average ability student
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Rhonie : High School
ï Epilepticï Generalized seizuresï Frequency : 2 - 3 weeksï Above average student
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Jim : Secondary
ï 15 years old in 7th gradeï ADHDï Behavioral disorderï Aggressiveï Currently taking Ritalinï Victim of abuseï ìBad attitudeîï Poor grades
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Discussion Time: How would you have ACTed?
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Summary
ï Language & Labelsï Intelligenceï Ability Differences and Teachingï Creativity, Giftedness, and Talentï Cognitive and Learning Stylesï Changes in the Law: Integration,
Mainstreaming, and Inclusionï Prevalent Problems and Mild Disabilitiesï Less Prevalent Problems and More Severe
Disabilities
Copyright 2001 by Allyn and Bacon
Review Questions
ï What are the advantages of and problems with labels?
ï What is a person-first language?ï Distinguish between a disability and
a handicap.ï What is ëgí?ï What is Gardnerís view of
intelligence and his position on ëgí?
Copyright 2001 by Allyn and Bacon
Review Questions
ï What are the elements in Sternbergís theory of intelligence?
ï How is intelligence measured and what does an IQ score mean?
ï What are the problems with between-class ability grouping?
ï What are the alternatives available for grouping in classes?
ï What is creativity and how is it assessed?
Copyright 2001 by Allyn and Bacon
Review Questions
ï What are the characteristics of gifted students?
ï Is acceleration a useful approach with gifted students?
ï Distinguish between cognitive style and learning preference.
ï What are the advantages and disadvantages of matching teaching to individual learning styles?
ï Describe the main legal requirements that pertain to students with disabilities.
Copyright 2001 by Allyn and Bacon
Review Questions
ï What is a learning disability?ï What is ADHD and how is it handled in
school?ï What are the most common
communication disorders?ï How can schools accommodate the needs
of physically disabled students?ï How would you handle a seizure in your
class?ï What are some signs of hearing and visual
impairment?
Copyright 2001 by Allyn and Bacon
End Chapter Four: One of Bill’s Stories: On the way to hospital.