learner differences and learning needs

Question 1

intelligence

Answer 1

• ability to acquire and use knowledge

Question 2

spearman hierarchical model

Answer 2

• we all have general intelligence factor (g)
• set abilities, visual perception, logic, language, broad abilities
• eg failure/success of a student is based on g and what relevant ability is related to the task

Question 3

cattel horn model
fluid intelligence

Answer 3

• intelligence as information processing, ability to think/plan/adjust behaviour etc
• similar to g
• peaks late adolescence

Question 4

cattel horn model
crystallized intelligence

Answer 4

• intelligence as use of acquired knowledge
• increases throughout life as they learn more things, unlimited capacity

Question 5

multiple intelligences
howard gardener

Answer 5

• intelligence is any behaviour that is valued by the culture that the individual engages in
• eg. logical/mathematical, linguistic/verbal, visual/spatial
• musical, bodily/kinesthetic, interpersonal (others), intrapersonal (ourselves), naturalist, existential (broad concepts, one’s place, spirituality)
• non separate forms of intelligence, some cultures value some more than others, but all valid

Question 6

criticisms of multiple intelligences

Answer 6

• many have high correlated, not so separate from each other
• challenge of measurement
• impact on education, overly tailored/artificial lessons
• all students differ, different approaches
• behaviour watered down to a single score
• didn’t seem to have any impact on teaching

Question 7

theories of intelligence
sternberg

Answer 7

• when we are being intelligent, we are developing and using strategies/plans and acquiring knowledge

Question 8

theories of intelligence
sternberg 3 skills

Answer 8

analytical
- formal problem solving, have all the tools needed to solve, textbook

creative
- adapt, deal with novel problems

practical
- everyday problems, grey area, unclear

Question 9

origin of intelligence tests

Answer 9

• originated in france, law passed that every child 6-13 has to attend school
• only people not in school learning difficulties, extreme poverty
• should learning difficulties be educated in asylums/hospitals? not accommodated properly in regular schools
• how to decide regular school vs hospital? the binet-simon intelligence test (1905), mental age (1908)
• intelligence quotient (1912), still used today

Question 10

types of intelligence tests

Answer 10

• binet simon intelligence test
• intelligence quotient, standford binet
• wechsler intelligence test

Question 11

heredity of IQ scores

Answer 11

• highly debated
• heritable 0.6 - 0.7
• approx 60% variance is due to heritable components
• influence of environmental interaction

Question 12

IQ reaction range

Answer 12

• genes set the reaction range but environment influences where you will be on that range
• enriched, lots of experiences, allowed to explore, read to
• average, typical stimulation and access to information
• deprived, limited stimulation, narrow range, no problem solving
• older the individual gets the more set their IQ becomes

Question 13

emotional intelligence (EI)

Answer 13

• important for social and emotional learning (SEL), otherwise difficulty functioning
• daniel goleman book, 1995
• perceiving emotions, faces, pictures, voices, cultural artifacts, our own, most basic
• using emotions, appropriately complete tasks
• understanding emotions, understand/predict, deeper understanding, relationships among emotions
• managing emotions, regulate self and others, management tools

Question 14

creativity

Answer 14

• ability to think about a task in a new/different way
• generate new ideas
• difficult to measure/unpredictable
• usually within a specific realm

Question 15

requirements for creativity

Answer 15

• large amount of domain relevant knowledge skills
• creativity relevant processes, work habits
• intrinsic motivation, fascination with the area
• divergent and convergent thinking

Question 16

convergent thinking

Answer 16

• one answer from many pieces of information
• conventional tests/ essay
• thinking to organize, structure

Question 17

divergent thinking

Answer 17

• generate multiple answers from a problem
• brainstorming
• thinking to generate ideas

Question 18

torrance test of creating thinking (TTCT)

Answer 18

• visual, presented sheet of a shape, asked to make as many pictures from the shapes as you can
• told object, write down as many uses as they can for the object eg brick

scored on
- fluency, number of ideas
- flexibility, diversity of ideas
- originality, unusual/unique ideas, less than 10%

Question 19

cognitive style

Answer 19

• was of perceiving, organizing, using information
• not the same as learning style
• how do you use information

Question 20

learning style

Answer 20

• characteristic way of learning and studying
• stays generally consistent across time
• no difference in academic success, no impact/importance found of learning styles
• replaced by learning preference: preferred ways to study, learn based on cognitive style

Question 21

exceptional students

Answer 21

• performance outside expected range, above or below
• instruction suitable for majority of class inappropriate for them
• unique approach required to reach potential

Question 22

gifted and talented students

Answer 22

• high competence in one or more domains
• high level of creativity, originality
• commitment/intrinsic motivation
• socially prefer older children/adults, emotionally mature/stable
• impatient
• gifted children turn into gifted adults
• increased risk of depression, not super strong evidence

Question 23

origins of gifted/talented students

Answer 23

origins
- intense sustained practice
- early talent/interest
- greater use of visuo-spatial processing

Question 24

identification of giftedness

Answer 24

• screening grade 3/4
• identified using educational assessments, IQ test, content specific tests, creativity, case study approach, teacher observation
• emotional impact of testing and outcome on children

Question 25

education approaches of gifted students

Answer 25

acceleration approach - skipping grades, age-mismatch, same curriculum just faster enrichment enrichment approach - same grade level but additional challenging work, pullout programs - also students above average but just missing "gifted" status - no evidence to support one approach over another

Question 26

learning disabilities

Answer 26

- persistently and significantly has an impact on the ability to learn and use academic and other skills

Question 27

common difficulties of people with learning disabilities

Answer 27

specific difficulty - language/reading - mathematics general difficulties - organizing information - attention - coordinating behaviour - memory - social skills many of the skills required to work independently may be lacking, lifelong early intervention key before student gives up/looses self efficacy

Question 28

working with students with learning disabilities

Answer 28

- direct instruction clear frequent explanations, not too much too fast (small steps), frequent practice, guidance, immediate feedback - peer support vygotsky, learning from others, scaffolding - self regulated learning support, guidance in goal setting, self monitoring, self reinforcement, helping the student acquire the appropriate skills they need, challenging but attainable - skills, sensitivities that work with exceptional students are the same that work with all students, what an effective teacher should be doing anyways

Question 29

inclusion

Answer 29

- incorporate exceptional children into standard classes as much as possible, "mainstreaming" - inclusion ≠ full integration

Question 30

least restrictive placement/most enabling environment

Answer 30

- way of implementing inclusion - general educational setting as similar as possible - treated the same as other non-exceptional students, additional supports as required - right to equal opportunity and equal outcome

Question 31

individualized education plan (IEP)

Answer 31

- helps achieve equal outcome, plan with different supports - Each exceptional child must have an IEP, reviewed and updated minimum yearly - many involved but the classroom teacher is responsible for IEP has to include - detailed specific educational outcomes, goals across the year, where they should be at different stages - outline of how they get to that point, what special educational programs/services - description on how their progress will be tracked

Question 32

issues with exceptional students

Answer 32

- reluctance to label as "exceptional", stigma, self fulfilling prophecy - but also good to label as exceptional as they receive additional resources