Cluster 4 Anita Woolfolk

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Cluster 4Anita Woolfolks Educational Psychology

• Learner Differences and Learning Needs
• A child miseducated is a child lost.
• John F. Kennedy

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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

• 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

• 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

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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

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• 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
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
Logical-mathematical 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
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Measuring Intelligence

• 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 Binets 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 individuals
  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

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Cognitive/Learning Styles

• 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
• 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

• 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
• 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

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Emotional or Behavioral Disorders6 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

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Less Prevalent, More Severe Disorders

• 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)
• Amendment of PL94-142 that replaced
  the word
  handicapped with DISABLED and expanded services
  for these students. ADA-further
  changes

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• 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

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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
  classesre-segregation
• Limited friendshipsonly 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

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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