PowerPoint Presentation - Learning Abilities & Learning Problems
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Chapter 4: Bauer EDUC 202 Learner 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 Prevalent Problems, Mild Disabilities The Law: Integration, Mainstreaming, & Inclusion Cognitive and Learning Styles Copyright 2001 by by Allyn andand Bacon Copyright 2001 Allyn Bacon Less Prevalent Problems, More Severe Disabilities Language and Labels Learner Differences Intelligence Creativity, Giftedness, & Talent Ability Differences and Teaching Labeling Exceptional Students • Cautions: – Treatments unpredictable – Self-fulfilling prophecy – Stigma – Labels mistaken for explanations Copyright 2001 by Allyn and Bacon • Benefits: – Can Protect a Child – Eligible for : • Special services • Information • Equipment • Funding Important Distinction! • Disability – Inability – Situational disadvantage • Handicap • See Figure 4.1, Woolfolk, p. 107 Copyright 2001 by Allyn and Bacon Individual Differences in Intelligence ï Capacity to learn ï Total knowledge acquired ï Ability to adapt to the environment Copyright 2001 by Allyn and Bacon Views of Intelligence ï ï ï ï ï ï Spearman : g (general) Carroll : ëgí with 70 specific abilities Thurstone : 7 major mental abilities Guilford : faces of intellect (180) Gardner : multiple intelligences (8) Sternberg : triarchic (3) Copyright 2001 by Allyn and Bacon Gardnerís Eight Intelligences ï ï ï ï ï ï ï ï Logical-mathematical Linguistic Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal Naturalist See Figure 4.2, Woolfolk, p. 110 Copyright 2001 by Allyn and Bacon Emotional Intelligence ï EQ intrapersonal aspects: Know your own emotions ñ Managing your emotions ñ Self-motivation ñ Ability to monitor your own and otherís feelings ñ Ability to guide your actions based on accurate monitoring ñ ï Related to Gardner intrapersonal intelligence Copyright 2001 by Allyn and Bacon Emotional Intelligence ï Interpersonal aspects: Recognizing emotions in others ñ Handling relationships ñ ï Related to Gardnerís interpersonal intelligence ï Success in life requires more than just IQ Copyright 2001 by Allyn and Bacon Intelligence as a Process ï Sternbergís Triarchic Theory ï Components Analytic / componential ñ Creative / experiential ñ Practical / contextual ñ ï See Figure 4.4, Woolfolk p. 114 Copyright 2001 by Allyn and Bacon Measuring Intelligence ï Binet & Simon: childrenís mental age Mental Age __________________ ï IQ = X 100 Chronological Age *Group versus individual IQ tests Copyright 2001 by Allyn and Bacon What Does an IQ Score Mean? ï ï ï ï ï Average score is 100 50% of people score over 100 50% of people score under 100 68% of people score between 85 ñ 115 Scores are based on White, native-born Americans, English as their first language ï IQ scores predict achievement well ï 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? Copyright 2001 by Allyn and Bacon Ability Differences and Teaching ï ï ï ï Between group Within group Purpose of grouping Effects of grouping See Guidelines, Woolfolk, p. 119 Copyright 2001 by Allyn and Bacon Creativity, Giftedness, & Talent Copyright 2001 by Allyn and Bacon Creativity ï Imaginative, original thinking or problem solving ï Restructuring ï Incubation ï Divergent thinking ï Torrance : OFF Copyright 2001 by Allyn and Bacon Creativity in the Classroom ï Brainstorming ï Recognize & acknowledge creativity ï Use brainstorming ï Play ï Encourage thinking & reflection ï See Guidelines: Woolfolk p. 122 Copyright 2001 by Allyn and Bacon Gifted & Talented Students ï ï ï ï Poorly served by most public schools Up to 50% are underachieving Their own set of problems Often not recognized in class by teachers Copyright 2001 by Allyn and Bacon Gifted & Talented Students ï Fast learners - retain information easily ï Common and practical knowledge ï Easily retain what they have heard ï Know many things other children donít ï Strong vocabulary Copyright 2001 by Allyn and Bacon Gifted & Talented Students ï Recognize relationships & comprehend meanings ï Alert and keenly observant ï Persistent and highly motivated on some tasks ï High level of creativity - original thinking Copyright 2001 by Allyn and Bacon Giftedness and Formal Testing ï Individual IQ tests are best, but expensive ï Group tests underestimate abilities in gifted ï Case study approach recommended ï Include creativity tests ï Minorities are often underrepresented in gifted programs Copyright 2001 by Allyn and Bacon Teaching Gifted Students ï ï ï ï Acceleration Enrichment Encourage high level & abstract thinking Outside resource people for: Independent study ñ Mentoring programs ñ Summer programs ñ ï Cooperative learning is NOT a good option Copyright 2001 by Allyn and Bacon Cognitive and Learning Styles ï Cognitive styles: information processing Field dependent / independent ñ Impulsive / reflective ñ ï Learning styles: learning & studying Deep- & Surface- Processing ñ Learning Preferences : environment ñ Modalities : audio, visual, tactile ñ Copyright 2001 by Allyn and Bacon Changes in the Law: Integration, Mainstreaming, & Inclusion ï Education for All Handicapped Children Act ï Regular Education Initiative ï Individuals with Disabilities Education Act ï Americans with Disabilities Act Copyright 2001 by Allyn and Bacon Changes in the Law ï Least Restrictive Placement Mainstreaming ñ Full inclusion ñ ï Individualized Education Program ï Families Rights ï See PointPCounterpoint, Woolfolk, p. 131 and Family and Community Partnerships, Woolfolk, p. 132 Copyright 2001 by Allyn and Bacon Prevalent Problems and Mild Disabilities Copyright 2001 by Allyn and Bacon Learning Disabilities ï Struggles with learning ï NOT mentally retarded, emotionally disturbed, deprived, impaired, or brain damaged ï Varied symptoms ï Most have difficulty reading ï Learned helplessness Copyright 2001 by Allyn and Bacon Teaching Students with LD ï Emphasize study skills ï Teach subject-specific learning strategies ï Work with the special ed teacher ï See Tables 4.4 & 4.5, Woolfolk pp. 135 & 136 Copyright 2001 by Allyn and Bacon Hyperactivity & Attention Disorders ï ï ï ï ï Term used too often & too widely Short attention span Impulsive Excessive restlessness Drug therapy for ADHD ñ ñ Side effects Academics often donít improve ï Teach learning & memory strategies See Table 4.6, Woolfolk, p. 137 Copyright 2001 by Allyn and Bacon Communication Disorders ï Speech Impairments ñ ñ ñ Articulation disorder Stuttering Voicing problems ñ ñ ñ Differences versus disorders Seldom speak Rely on gestures ï Language Disorders See Table 4.7, Woolfolk, p. 140 Copyright 2001 by Allyn and Bacon Mentally Retarded ï Substantial limitations in mental function Intermittent ñ Limited ñ Extensive ñ Profound ñ ï Basic skills: ñ Social, academic, vocational, domestic ï Transition programming See Table 4.8, Woolfolk, p. 141, and Guidelines, p. 142 Copyright 2001 by Allyn and Bacon Emotional or Behavioral Disorders ï ï ï ï ï ï Conduct disorders Anxiety-withdrawal disorders Attentional problems / immaturity Motor excess Socialized aggression Psychotic behavior See Guidelines, Woolfolk, p. 144 Copyright 2001 by Allyn and Bacon Less Prevalent, More Severe Disorders ï Health Impairments Students with orthopedic devices ñ Cerebral palsy ñ Seizure disorders ñ ï Deaf & hard of hearing ï Low vision and blindness Copyright 2001 by Allyn and Bacon Exceptional Student Scenarios Authentic assessment: How will you ACT? ñ Awareness - What should you know about this student? Classroom changes - What changes are necessary to accommodate the student? ñ Teaching strategies - How should you teach this student? ñ ï Choose scenarios from the next 7 slides Copyright 2001 by Allyn and Bacon Hannah : 1st Grade ï ï ï ï ï ï ï Very quiet: shy Will not speak out loud in class Will not maintain eye contact Poor reading skills Draws beautifully Writes poetry Autistic? Copyright 2001 by Allyn and Bacon Jake : 4th Grade ï ï ï ï ï ï ADHD Child of divorce Monday depression Dad is ex-Marine drill sergeant 15% of homework handed in Loves class discussions Copyright 2001 by Allyn and Bacon Brandon : 6th Grade ï ï ï ï ï ï ï Birth defects One lung One kidney: dialysis, pads One leg: prosthesis, crutches Resource room Inconsistent grades Lethargic but class clown Copyright 2001 by Allyn and Bacon Pablo: Junior High ï Very bright ï Inconsistent performances on work after board or overhead presentations ï Very athletic: uses lots of strategies ï Homework & seatwork usually 100% Copyright 2001 by Allyn and Bacon Diona : Junior High ï ï ï ï ï Emotionally disturbed Sexual abuse victim Severe mood swings Occasional outbursts in class Currently in therapy with professional counselor ï Average ability student Copyright 2001 by Allyn and Bacon Rhonie : High School ï ï ï ï Epileptic Generalized seizures Frequency : 2 - 3 weeks Above average student Copyright 2001 by Allyn and Bacon Jim : Secondary ï ï ï ï ï ï ï ï 15 years old in 7th grade ADHD Behavioral disorder Aggressive Currently taking Ritalin Victim of abuse ìBad attitudeî Poor grades Copyright 2001 by Allyn and Bacon Discussion Time: How would you have ACTed? Copyright 2001 by Allyn and Bacon Summary ï ï ï ï ï ï Language & Labels Intelligence Ability Differences and Teaching Creativity, Giftedness, and Talent Cognitive and Learning Styles Changes in the Law: Integration, Mainstreaming, and Inclusion ï Prevalent Problems and Mild Disabilities ï 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. Copyright 2001 by Allyn and Bacon
