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Understanding Student Differences

How do we measure Intelligence?

Triarchic Theory of Intelligence

General Idea of the Chapter

Multiple Intelligence Theory

IQ Test

Contemporary View of Intelligence

Howard Gardner

  • Alfred Binet - originally developed to test tasks students regularly used in the classroom - memory, attention, comprehension, discrimination, reasoning
  • David Weshler -the global capacity of the individual to act purposefully, think rationally, and deal effectively with the environment.
  • Criticized because it could not determine any form of job success, happiness, marital success
  • Robert Sternberg - believes one aspect commonly overlooked is how people use practical intelligence to adapt to their environment

Only measure school aptitude

Creative Ability

Analytical Ability

Practical

Ability

  • Make a list of the physical, social, and intellectual characteristics of classmates and you will see some similarities, but you will see a greater number of differences.
  • As teachers, our aim is to teach all students and help them to meet the same goals regardless of differences.
  • Using a variety of learning materials, instruction tactics and learning activities can help us to be more effective as teachers.

Triarchic Theory of Intelligence

Robert Stenberg

Gardner built on Sternberg's theory by describing 8 separate types of intelligence.

  • Practical ability - involves applying knowledge to everyday situations, using knowledge and tools, and seeking relevance.
  • Creative ability - involves inventing, discovering, imagining, and supposing.
  • Analytical ability - involves breaking ideas and products into their component parts, making judgments, evaluating, comparing and contrasting, and critiquing.

Adapting to ones environment

Selecting a different environment

Shaping ones environment

Solving novel and unfamiliar problems

Using prior knowledge and cognitive skills to solve problems and learn new information

1. Logical Mathematical

2. Linguistic

3. Musical

4. Spatial

5. Bodily-kinesthetic

6. Interpersonal

7. Intrapersonal

8. Naturalist

Each intelligence is independent of one another so individuals exhibit different levels of each skill.

Part of what makes an individual intelligent is the ability to achieve personal goals . One way to accomplish personal goals is to understand and adapt to the values that govern behavior in a particular setting.

Using the New Views of Intelligence in the Classroom

Sternberg's Triarchic Theory

  • Teaching and testing should incorporate all four abilities (Memory, Analysis, Creativity, Practicality)

Gardner's MI Theory

  • Benefits of using MI theory
  • Do not need to use all eight intelligences in one lesson

Gender Differences and Gender Biases

Quiz Time

The IQ test was originally designed to do what?

  • Males and females have differences in how they are taught, and they have different achievement patterns.
  • These differences are statistically significant but often are small and may disappear over time.
  • Studies look at average differences, so there will be females and males that don't fit the norm.

Learning Styles

A) Dinguishing between children who could profit from normal classroom instruction and those who required special education.

B) Determine job success and life fulfillmemt

Technology to Develop Intelligence

Which is NOT a part of Sternberg's Triachic Theory

C) Divide students into different classes based on aptitude in specific areas of classroom study

D) Determine what College major would fit a students strengths best

Sternberg and Gardner believe technology helps development of intelligence

  • Gives teachers flexibility

Preferences for dealing with intellectual tasks in a particular way

A) Creative Ability

B) Practical Ability

C) Emotional Ability

D) Analytic Ability

How can we create an educational experience that is meaningful for students of both genders?

Asking students to compare Jay Gatsby to Tom Buchanan best suites what learning style?

• Use work arrangements and reward systems that encourage students to value true understanding of a subject or task.

• Value group success (cooperative learning) as well as individual accomplishment.

• Emphasize hands-on science, math and technology activities.

• Incorporate math, science and technology concepts into other subjects like art.

• Bring up practical, everyday applications of math and science to emphasize its meaningfulness and relevance.

• Highlight accomplishments and characteristics of women and women’s groups.

• Create a reading list that appeals to boys, not just girls.

Field-Independent learners would like...

A) Legislative

B) Judicial

C) Executive

B) Field-Independent

Impulsive vs. Reflective

Gender Differences in School Performance

A) The teacher to define the specific outcome and goals of a task

B) Like to work in a group setting

C) to take notes that reflect own ideas on structure and sequence when reading

D) None of the above

What is best technique when using MI theory to teach a lesson?

  • Quick action
  • Collect and analyze information

Field Dependent vs. Field Independent

  • They differ in grades they achieve, and the emotions that accompany those grades.
  • Girls (4th-6th grades) on average received higher grades than boys in most subjects, but were more worried about academic performance and showed higher anxiety and depression levels than boys.
  • The reason for higher grades (yet lower standardized testing scores) may be that studies find females to demonstrate more self-discipline than males.

Males outscore females on

Mental Self-Government

Which of the following is true about studies on gender disparity in testing and grades?

How does gender bias affect students?

  • Visual spatial ability
  • Mathematical operations
  • College entrance exams (ACT/SAT)

A) Try to use all eight intelligences so all students are included

B)Use the intelligence that most students learn best with

C) Incorporate 2 or 3 intelligences

D) Use the intelligence most students do not learn best with so they gain grit

  • Prefer to work within an existing structure
  • Prefer to work in their own structure

What is the potential reason proposed for females getting higher grades than males, but lower standardized testing scores?

Females outscore males on

Functions

  • Legislative
  • Executive
  • Judicial

a) The disparities are huge

b) The disparities often increase over time

c) The disparities often disappear or decrease over time

d) Both a and c

• Course selection: Girls are more drawn to certain classes (algebra, trigonometry, biology, chemistry) and are overrepresented in them, and the same goes for boys (calculus, physics, engineering).

• Career choice: Relatively few girls go into math and science careers.

• Class participation: Many children adopt the gender role that society portrays as more appropriate. Girls get reinforced for being polite, and obedient. Boys are reinforced for being assertive, independent, and achievement oriented.

  • Memory
  • This difference persists throughout lifespan
  • Language use

Which of the following is true?

When does gender bias begin?

a) Females are generally poor test takers

b) Females have more self-discipline than males

c) Males care less about grades

d) Males have better time management

Which of the following is important for females to practice in preschool?

Forms

  • Monarchic
  • Hierarchic
  • Oligarchic
  • Anarchic

Levels

  • Global
  • Local

a) Teachers are more willing to allow boys to call out without raising their hands

b) Males get more extensive feedback from teachers

c) Males get punished more than females for the same infraction

d) All of the above

Scopes

  • Internal
  • External
  • Most preschools emphasize following directions and contain activities that develop small muscles and language skills.
  • Girls are better than boys in these areas before preschool, so a typical preschool doesn’t contribute as much to the development of girls.
  • Girls need to practice large motor activities (jumping) and investigatory activities like looking under rocks to see what is there.
  • These skills are critical to scientists in the field, a profession where women are underrepresented.

Opinion question: What do you think is the greatest contributing factor to the disparity between genders on testing and grades?

a) language skills

b) small motor skills

c) investigatory activities

d) None of the above

Gender Bias

Teachers should use a variety of instructional techniques and assessments

Leanings

  • Liberal
  • Conservative

a) Hormonal differences

b) Differences in brain structure

c) Differences in cognitive processing

d) Socialization differences

• On average, teachers are more willing to listen and accept the spontaneous answers of male students. Female students get reminded to raise their hand and be called on.

• Boys on average get more extensive feedback than girls, but are punished more severely for the same infraction.

• As teachers we must aim to not operate from traditional gender-role stereotypes. Don’t expect boys to be impulsive and unruly and girls to be orderly and obedient.

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