Chapter 4 - Learner Differences & Learning Needs

Question 1

Discuss the nature of intelligence

Answer 1

• capacity to learn
• total knowledge a person has acquired
• ability to adopt successfully to new situations and environments

Question 2

Charles Spearman

Answer 2

g (general intelligence) - used to perform any mental tests

- but does not define what intelligence is

Question 3

Raymond Cottell

Answer 3

• fluid intelligence = mental efficiency and reasoning

Question 4

Fluid intelligence

Answer 4

mental efficiency that is culture-free and non-verbal

• grounded in brain development
• increase until late adolescence (22) and then declines gradually
• sensitive to injury and disease

Question 5

Crystallized intelligence

Answer 5

ability to apply culturally approved problem-solving methods

• increases throughout lifespan
• includes learned skills and knowledge

Question 6

Gardner

Answer 6

Indelligence has a biolgical base

- multiple intelligences

Question 7

Criticisms of Gardner’s theory

Answer 7

• “seperate” abilities may not be seperate at all

- “intelligences” may be talents or traits

Question 8

Gardner’s Response to criticism

Answer 8

• critics have narrow view of intelligence
• newer research models in support
• intellegence does not equal learning style

Question 9

Triarchic theory of intelligence

Answer 9

3 part description of mental abilities (thinking processe) that lead to more or less intelligent behaviour

• analytical intelligence - apply metacomponents, performacne components & knowledge-acquisition components to situations with familiar problems
• creative intelligence - cope with new experiences using insights, automaticity (result of learning to perform a behaviour or thinking process so thoroughly that the performance is automatic and does not require effort)
• Practical intelligence - choose environment, adapt to environment, reshape it if necesssary

Question 10

WICS Theory

Answer 10

Wisdom, Intelligence, Creativity Synthesized
- goal of education: help citizens generate new ideas & possible solutions to problems
- analytical intelligence to evaluate quality of these solutions
- practical intelligence - implement decisions, argue value
wisdom - decisions to achieve common good

Question 11

Binet’s dilemma

Answer 11

How to identify students with special needs

Question 12

Richard Mayer

Answer 12

Distinction between visual and verbal learners
3 facets - cognitive spatial ability (high vs low)
- cognitive style (visual vs verbal)
- learning preference (visual vs verbal)

Question 13

Creative intelligence

Answer 13

cope with new experiences using insight and automaticity

Question 14

practical intelligence

Answer 14

choose environment, adapt to environment, reshape it if necessary

Question 15

Direct instruction

Answer 15

• clear expectations & demonstrations of new material

- immediate feedback, teacher guidance and support

Question 16

Strategy instruction

Answer 16

strategy-specific rules for focussing attention and accomplishing tasks

Question 17

SEL

Answer 17

• social and emotional learning
• development of competencies for recognizing & managing emotions, developing care and concern for others. building positive relationships, making responsible decisions, handling challenging situations effectively

Question 18

Autism

Answer 18

• developmental disability significantly affecting verbal & non-verbal communication, social interaction, imagined creativity

Question 19

inclusion

Answer 19

• practicer of integrating exceptional students into regular education classrooms
• emphasis on participation over placement

Question 20

intergration

Answer 20

• have exceptional students participate in activities with typically developing peers

Question 21

least restrictive placement

Answer 21

• place exceptional students in most regular educated settings possible
• ensure success, provide for special needs

Question 22

3-tierd intervention system

Answer 22

• well-researched way of teaching
• extra-support and additional small-group instruction
• one-to-one intensive help

Question 23

Renzulli and Reis’ 3-part concept for students with gifted behaviour

Answer 23

• above-average general ability
• high level of creativity
• high level of task commitment