Download Cluster 4 Anita Woolfolk`s Educational Psychology

Cluster 4
Anita Woolfolk’s Educational Psychology
Learner Differences and Learning Needs
“A child miseducated is a child lost.”
John F. Kennedy
Language and Labeling
Exceptional Students: Students who have abilities or
problems so significant that they require special
education or other services to reach their full potential
use of labeling is controversial
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Disadvantages
– does not tell which methods
teachers should use
– self-fulfilling prophecies
– may be viewed as permanent
– stigmas
– mistaken for explanations
– emphasize most negative
aspect of student
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Advantages
– for younger student-may lead
to a protective response from
society
– open doors to special
programs
– help professionals
communicate findings and
information
– help secure financial
assistance
Intelligence
• General definition: ability(s) to acquire and use knowledge for
solving problems and adapting to the world.
– Early notions
• the capacity to learn
• total knowledge a persona has acquired
• ability to adapt to new situations and environments in general
– Today-general consensus that intelligence involves abstract
reasoning, problem-solving and decision making
• Varying Theories
• Spearman (1927)-one factor, g, or general intelligence needed to
perform any mental task AND s or specific abilities needed to
perform specific tasks
• Carroll (1993)- a few broad abilities and at least 70 specific
abilities- See figure 9.1, p. 105
• Thurston (1938)-verbal comprehension, memory, reasoning,
ability to visualize spatial relationships, numerical ability, word
influences and perceptual speed
• Guilford (1988)- faces of intellect: 180 combinations
(6 operations x 5 contents x 6 products)
A. Mental Operations
B. Contents-what we
are thinking
C. Products, end
results of our
thinking
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Cognition
Convergent thinking
Divergent thinking
Evaluation
Immediate memory
Memory over time
Visual content
Auditory content
Word meanings
Symbols
Behaviors
Units
Classes
Relations
Systems
Transformations
Implications
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Howard Gardner (1983, 1993) -MULTIPLE INTELLIGENCES
Intelligence
Description
Example
Teacher Implications
Logicalmathematical
Logical or numerical patterns
and long chains of reasoning
Scientist,
mathematician
numbers, logic and
classification to
quantify or clarify idea
Linguistic
Sensitivity to sounds,
rhythms, word meanings, an
different language functions
Author, journalist, poet,
speaker
Get students to write or
talk about the idea
Musical
Sensitivity to pitch, melody
and tone
Composer, musician
Use sounds or set ideas
into rhythm/melody
Spatial
Perceive visual world
accurately/transform, modify
aspects- think 3-D
navigator, architect,
artists
Visualize, draw
conceptualize idea
spatially
Bodily-kinesthetic
Skill at controlling bodily
movements and handling
objects
Athlete, dancer,
surgeon, craftspeople
Involve whole body/use
hands-on experiences
Interpersonal
Ability to understand and
effectively interact with
others-appropriate response
to others moods, etc..
Therapist, salesperson
Use of peer, cross age,
and/or cooperative
learning
Intrapersonal
Understand oneself and direct
life
Theologians,
psychologist
Think about
capacities/feelings as
learners and persons
Naturalist
Make distinctions in natural
world-recognize plants,
animals, etc…
Biologist, farmer,
botanist, landscaper
Experiences that
classify different types
of objects/analyze
classification schemas
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Sternberg (1985, 1990)-Triarchic Theory of Intelligence
(Table 9.3, p. 108)
Analytic Intelligence
Basic problem solving
processes
-analyze
-judge
-evaluate
-compare and contrast
Involves the component
mental processes that
lead to a more or less
intelligent behavior
Creativity
Coping with new
experiences
-create
-design
-Invent
-originate
-imagine
Practical Intelligence
Common sense, survival
skills
-use
-apply
-put into practice
Measuring Intelligence
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Alfred Binet (1904) and associate Simon developed 58 tests foir children
3-13 years for determining mental age.
– Mental Age: a score based on average abilities for a certain age group
– Intelligence Quotient (IQ): added to Binet’s test after it was brought
to the US and revised at Stanford University
– Formula of Mental Age Divided by Chronological age x 100 = IQ proved
insufficient because of inconsistency in growth of mental age.
– Deviation IQ was the solution: score based on statistical comparison
of individual’s performance with the average performance of others in
that age group.
Average score is 100
50% of people score over 100
50% of people score under 100
68% of people score between 85-115
IQ scores predict achievement well
IQ and real life? still questionable
Heredity or environment? Nature vs. Nurture….both have value
Cognitive/Learning Styles
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Cognitive Styles: Modes of perceiving, remembering, thinking, problem
solving, decision making and organizing information
– Field Dependence: Cognitive style in which patterns are perceived as
wholes; orientation toward people. Benefit from well structured,
sequential assignments
– Field Independence: Cognitive style in which separate parts of a
pattern are perceived and analyzed. Can impose structure on a chaotic
situation
– Impulsive Tempo: Cognitive style of responding quickly but often
inaccurately
– Self-instruction: Talking yourself through the steps of a task
– Reflective Tempo: Cognitive style of responding slowly, carefully, ,and
accurately. Need help in focusing on the “meat of the matter” and
working steadily to reach a goal
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Learning Styles: Characteristic approaches to learning and studying
Learning Preferences: Preferred ways of studying and learning such as
using pictures, group work, etc…
Deep Processing Approach: see learning materials or activities as a means
for understanding underlying concepts or meanings.
Surface Processing Approach: focus on memorizing the materials, not
understanding them
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Learning Disabilities
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General term used to describe a broad group of disorders that
may manifest as an imperfect ability to listen, speak, do math,
write, read, or reason.
Early diagnosis is important so that the LD student does not
develop learned helplessness, that all efforts will lead to failure
based on past experiences
Most are of average to above average intelligence
Little agreement on definition
Struggles with learning
NOT ,mentally retarded, emotionally disturbed, impaired or brain
damaged
Varied symptoms
Demonstrate difficulties in one or two subject areas
Many possess the following characteristics:
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Attention problems, hyperactivity, impulsivity
Difficulty organizing and interpreting visual and auditory information
Disorders of thinking, memory, speech and hearing
Difficulty making and keeping friends
Lack effective ways to approach academic tasks
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Communication Disorders
Speech Impairments
– Articulation Disorder-pronunciation difficulties
– Stuttering-repetitions, prolongations, and hesitations that
lock flow of speech
– Voicing Problems-inappropriate pitch, ,quality, loudness or
intonation
Language Disorders
– Seldom Speak
– Rely on gestures
Mentally Retarded See Guidelines, p. 124
Substantial limitations in mental function- Intermittent
• Extensive
• Profound
Basic Skills- Guidelines, p. 130- Teaching Students with Mild Retardation
• Social, academic, vocational, domestic
Transitional Programming- Gradual preparation of exceptional students
to move from HS into further education or training, employment, or
community involvement
Emotional or Behavioral Disorders
6 dimensions
• Conduct disorders - aggressive, destructive, disobedient,
uncooperative, distractible, disruptive, and persistent
• Anxiety-withdrawal disorders-anxious, withdrawn, shy, depressed,
and hypersensitive, cry easily, have little confidence, few social skills
and few friends
• Attentional problems/immaturity-short attention span, frequent
daydreaming, little initiative, messiness and poor coordination
• Motor excess- Restlessness, tension, inability to sit still or stop
talking
• Socialized aggression-behaviors demonstrated by youth who are
reinforced for these behaviors by their culture 9gang members)
• Psychotic Behavior- bizare behaviors stemming from fantasies and
ideas not related to reality
See Guidelines, p. 126-Disciplining Students with Emotional Problems
Less Prevalent, More Severe Disorders
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Health Impairments
– Orthodontic devices- braces, wheelchairs that aid people
with physical disabilities
– Cerebral Palsy-condition involving a range of motor or coordination
difficulties due to brain damage. Often have secondary handicaps
such as hearing impairments, speech problems, and mild mental
retardation
– Seizure Disorders-Epilepsy-abnormal electrical charges in the brain.
Deaf & Hard of Hearing
Low Vision and Blindness
Hyperactivity and Attention Disorders
• Hyperactivity: Behavior disorder marked by atypical, excessive
restlessness and inattentiveness.
*More boys than girls are labeled *Abused term-overly used
*Problems directing and maintaining attention in learning situations
• Attention Deficit-Hyperactivity Disorder
• Behaviors characterized by
• More physically active and inattentive than other children
• Difficulty responding appropriately and working steadily
toward a goal
• May have difficulty in controlling their behaviors
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Disability: the inability to do something specific such as walk or
hear
Handicap: refers to the difficulties that people with disabilities
encounter in some situations
• The Education for All Handicapped Children Act (Public Law
94-142)
– Guarantees a free public education to every child between
the4 ages of 3 and 21 regardless of how seriously
handicapped toward full inclusion (integrations of all
students, including those with severe disabilities, into
regular classrooms)
• Regular Education Initiative
– Educational movement that advocates giving regular
education teachers, not special education teachers,
responsibility for teaching mildly, and sometimes
moderately, handicapped children
• Individuals with Disabilities Education Act (IDEA)
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Amendment of PL94-142 that replaced the word
handicapped with DISABLED and expanded services
for these students. ADA-further changes
• Americans with Disabilities Act (ADA)
– Legislation prohibiting discrimination against persons with
disabilities in employment, transportation, public access local
government and communications.
– Three key points to the amendment
• Least Restrictive Environment
– Placement of each child in as normal an educational setting as possible
• Individualized Education Program (IEP)
– Annually revised program for an exceptional student
– Details present achievement level, goals and strategies
– Drawn up by parents, teachers, specialists and when possible, student
• Protection
– Protection of rights of students and their parents
Ability Differences and Teaching
• Between Class Ability Grouping (tracking)
– Grouping according to measured abilities
– Research indicates it is good for high achievers but not low ability
students-low ability classes receive lower-quality instruction
– teachers emphasize lower-level objectives and routine procedures with
less academic focus
– more management problems leading to increased stress and decreased
enthusiasm
– Teachers’ negative attitudes may = lower expectations communicated to
students
– Student self-esteem suffers
– Disproportionate number of minority and low socioeconomic students
assigned to classes—re-segregation
– Limited friendships—only in same ability groups
– Assignments to tracks made on basis of IQ-not a good predictor of
subject area performance
• Non-graded elementary school/Joplin plan
– Students grouped by ability in particular subjects, regardless of age or
grades
Within Class Ability Grouping
-Frequently used in elementary schools for reading
-System of grouping in which students in a class are divided into two
or three groups based on ability in an attempt to accommodate student
differences