The document discusses various theories of intelligence including those proposed by Spearman, Carroll, Thurston, Guilford, Gardner and Sternberg. It also examines methods of measuring intelligence such as IQ tests developed by Binet and Simon. Additionally, the document covers topics like cognitive styles, learning disabilities, communication disorders, and guidelines for teaching students with mental retardation.
The document discusses various theories of intelligence including those proposed by Spearman, Carroll, Thurston, Guilford, Gardner and Sternberg. It also examines methods of measuring intelligence such as IQ tests developed by Binet and Simon. Additionally, the document covers topics like cognitive styles, learning disabilities, communication disorders, and guidelines for teaching students with mental retardation.
The document discusses various theories of intelligence including those proposed by Spearman, Carroll, Thurston, Guilford, Gardner and Sternberg. It also examines methods of measuring intelligence such as IQ tests developed by Binet and Simon. Additionally, the document covers topics like cognitive styles, learning disabilities, communication disorders, and guidelines for teaching students with mental retardation.
“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 • Disadvantages • Advantages – does not tell which methods – for younger student-may lead teachers should use to a protective response from – self-fulfilling prophecies society – may be viewed as permanent – open doors to special – stigmas programs – mistaken for explanations – help professionals communicate findings and – emphasize most negative information aspect of student – 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 C. Products, end
are thinking results of our thinking 1. Cognition 1. Visual content 1. Units 2. Convergent thinking 2. Auditory content 2. Classes 3. Divergent thinking 3. Word meanings 3. Relations 4. Evaluation 4. Symbols 4. Systems 5. Immediate memory 5. Behaviors 5. Transformations 6. Memory over time 6. Implications • Howard Gardner (1983, 1993) -MULTIPLE INTELLIGENCES Intelligence Description Example Teacher Implications Logical- Logical or numerical patterns Scientist, numbers, logic and mathematical and long chains of reasoning mathematician classification to quantify or clarify idea Linguistic Sensitivity to sounds, Author, journalist, poet, Get students to write or rhythms, word meanings, an speaker talk about the idea different language functions Musical Sensitivity to pitch, melody Composer, musician Use sounds or set ideas and tone into rhythm/melody Spatial Perceive visual world navigator, architect, Visualize, draw accurately/transform, modify artists conceptualize idea aspects- think 3-D spatially Bodily-kinesthetic Skill at controlling bodily Athlete, dancer, Involve whole body/use movements and handling surgeon, craftspeople hands-on experiences objects Interpersonal Ability to understand and Therapist, salesperson Use of peer, cross age, effectively interact with and/or cooperative others-appropriate response learning to others moods, etc.. Intrapersonal Understand oneself and direct Theologians, Think about life psychologist capacities/feelings as learners and persons Naturalist Make distinctions in natural Biologist, farmer, Experiences that world-recognize plants, botanist, landscaper classify different types animals, etc… of objects/analyze classification schemas • Sternberg (1985, 1990)-Triarchic Theory of Intelligence (Table 9.3, p. 108)
Basic problem solving Coping with new Common sense, survival processes experiences skills -analyze -create -use -judge -design -apply -evaluate -Invent -put into practice -compare and contrast -originate Involves the component -imagine mental processes that lead to a more or less intelligent behavior 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 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 • 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 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 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 • 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 • 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 • 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
(Advances in Psychological Assessment 8) Robert J. Sternberg (Auth.), James C. Rosen, Paul McReynolds (Eds.) - Advances in Psychological Assessment-Springer US (1992) PDF