Chapter 5
I not only use all the brains that I have,
but all that I can borrow.
Woodrow Wilson
Transactional Theory of
Development
Development is the result of both biology and experience and how
they influence each other
Categories of
Student Variance
Categories of
Student Variance
with Contributors
that have some
Implications for
Learning
Biology
Degree of
Privilege
Positioning for
learning
Preference/
Learning Styles
Contributors to the
Category
Gender
Neurological “wiring” for
learning
Abilities
Disabilities
Development
Economic status
Race
Culture
Support system
Language
Experience
Adult models
Trust
Self-concept
Motivation
Temperament
Interpersonal skills
Interests
Learning preferences
Preferences for
individuals
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 ideas
 CONCEPT - 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 Intelligence
 Adaptive – used flexibly to respond to a variety of situations and
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problems
Learning 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 - MI
 Howard Gardner – 1980s
 “Splitter”
 Eight Intelligences - Ability to:
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Linguistic – use language effectively
Musical- compose, comprehend and appreciate music
Logical-Mathematical – reason logically, especially in math and science
Spatial – notice details of what one sees, imagine and manipulate visual
objects in ones’ mind
Kinesthetic – use one’s body skillfully
Naturalistic – recognize patterns in nature and differences among
natural objects and life-forms
Interpersonal – awareness of one’s won feelings, motives, and desires
Intrapersonal – recognize patterns in nature and differences among
natural objects and life forms
Key Points MI Theory
An 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
FACTORS
 Biological 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
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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
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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 Influences
Promote 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 Preferences
Patterns of Coordination
No one style is preferable or better
than others!
DUNN AND DUNN LEARNING STYLE MODEL
Dunn and Dunn
Learning Style Model
Learning Styles
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.
Knowing our own Learning Style helps us to
understand the impact we have on others.
Knowing something about the Learning Style
of others helps us to understand why they
react or respond in the ways they do.
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 ~
Environmental Elements
Environmental elements impact the ability to concentrate
 Sound: Preferences are strong
in 6%
 Light: Preferences are strong
in 70%
 Design: Furniture choice
 Temperature: Comfort
Emotional Elements
Emotional elements impact information processing
 Responsibility: Conformity
(offer choices)
 Motivation: Interest
(make it relevant)
 Persistence: Breaks
(review/sharing strategies)
 Structure: Organizing
(provide detail & calendar)
Sociological Elements
Sociological elements impact information processing
 Self: 13% work alone
 Peers: 28-30% work with
others
 Authority Figure: 28%
work with teacher
 Variety: 27% want a mix
Physiological Elements
Physiological elements impact concentration
and/or retention of information
 Perceptual Preferences:
(engage three modalities)
 Time of Day: When to study?
 Intake: To chew or not?
 Mobility: To move or not?
Modality Based Learning Alternatives:
AUDITORY
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.
Speeches
Debates
Panel discussions
Informal discussions
Interviews
Lectures
Tapes, records
Plays
Oral reports
Song
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.
Diaries
Diagrams
Graphs
Charts
Transparencies
Letters
Writing
Scripts
Book reports
Songs
Poems
Movies
Modality Based Learning Alternatives:
TACTILE
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.
Games
Keyboarding
Writing
Flash cards
Task cards
White boards
Spinners
Dice
Models
Modality Based Learning Alternatives:
KINESTHETIC
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!
Video
Field trips
Make and Take
Mock TV show
Radio broadcast
Demonstration
Dramatization
Poster
Construction
Games
Are you an Analytic or Global?
 Low sound
 High light
 Formal design
 Work alone – not peers
 Highly persistent
 Low intake
b Noise
b Low light
b Informal design
b Work with peers
b Low persistence
b 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
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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:
of Coordination
“A difference unaddressed
becomes a disability.”
James Collins
Patterns
FEBI Scoring
To calculate your totals
for each Pattern, add:
 #2,4,8,13,18, and 24 for
Driver (Thrust)
< 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.
 #1,5,12,16,20, and 23 for
32-44 Moderate
 With moderate ease you can access these
patterns when you need to.
Organizer (Shape)
 #3, 6, 10, 11, 19, and 21
for Collaborator (Swing)
 #7, 9, 14, 15, 17, and 22
for Visionary (Hang)
> 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
PATTERNS OF COORDINATION
 Your brain and body are connected through the central nervous
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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 Pattern
Goal 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
weight,
HANG -
SWING - back and forth, big-little balance, meander, aware of
trunk/body
follow, flow, random, hang turns, aware of energy, connections
PPinciotti
Thrust
Driver
 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
Shape
Organizer
 You see - Attention, thinking,
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PPinciotti
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
Swing
Collaborator
 You see - Interaction, embellishment,
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PPinciotti
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
Hang
Visionary
 You see - Moving, hanging out, seeking
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PPinciotti
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
PATTERNS OF COORDINATION:
Benefits
 Discover important insights into individual ways of thinking, learning, and
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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 Scoring
For questions 1, 2, 4, 6, 8,
11, 12, 14, 15, and 17,
assign the following
points:
 5 = Very much like me
 4 = 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 me
 2 = Mostly like me
 3 = Somewhat like me
 4 = Not much at all like me
 5 = Not like me at all
Scoring
 Grit = 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?