Chapter 5 I not only use all the brains that I have, but all that I can borrow. Woodrow Wilson

Transactional Theory of Development Development is the result of both biology and experience and how they influence each other

Categories of Student Variance Contributors to the Category Biology Gender Neurological “wiring” for learning Abilities Disabilities Development Degree of Privilege Economic status Race Culture Support system Language Experience Positioning for learning Adult models Trust Self-concept Motivation Temperament Interpersonal skills Preference/ Learning Styles Interests Learning preferences Preferences for individuals Categories of Student Variance with Contributors that have some Implications for Learning

Diversity Diversity is the goal of helping all students develop to their unique and fullest potential by varying instruction, assessment, and content to both support students in the use of their own resources and challenge them to acquire and understand the resources of others.

Why do we value Diversity? Different students need different styles of instruction to acquire the learning we offer. Different students need different modes of assessment to demonstrate their learning. Each child’s interests and talents, concerns, and fascinations are the best foundation for increasing that child’s ability and motivation to learn. The operation of democracy requires an in-depth understanding of a variety of perspectives and contributions, as well as the ability to listen and learn from the lives and cultures of a variety of people. PPinciotti

Intelligence broadly defined The ability to apply past knowledge and experiences flexibly to accomplish challenging new tasks

Important ideas CONCEPT - Something thought or imagined; broad principle affecting perception and behavior; understanding or grasp THEORY - Scientific principle to explain phenomena; rules and techniques METHOD - Way of doing something, body of techniques MODEL - Something copies; perfect example; interpretation

Defining Intelligence Adaptive – used flexibly to respond to a variety of situations and problems Learning ability – People who are intelligent in a particular domain learn new information and behaviors more quickly and easily than people who are less intelligent in those domains Use of Prior Knowledge (PK) – Involved in analyzing and understanding situations effectively Interaction and Coordination of many different mental processes Culture specific – “Intelligent” behavior in one culture is not necessarily intelligent in another culture

SPLITTER OR A “g” FACTOR?

Ways we are SMART! Theory of Multiple Intelligence

Multiple Intelligence - MI Howard Gardner – 1980s “Splitter” Eight Intelligences - Ability to: Linguistic – use language effectively Musical- compose, comprehend and appreciate music Logical-Mathematical – reason logically, especially in math and science Spatial – notice details of what one sees, imagine and manipulate visual objects in ones’ mind Kinesthetic – use one’s body skillfully Naturalistic – recognize patterns in nature and differences among natural objects and life-forms Interpersonal – awareness of one’s won feelings, motives, and desires Intrapersonal – recognize patterns in nature and differences among natural objects and life forms

Key Points MI Theory An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings Each person possesses all eight intelligences -- a theory of cognitive functioning and all seven function together in ways unique to each person   Most people can develop each intelligence to an adequate level of competency --if given appropriate encouragement enrichment and instruction Intelligences usually work together in complex ways -- intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts There are many ways to be intelligent within each category -- emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences

Development of MI FACTORS Biological endowment, including hereditary or genetic factors and insult or injuries to the brain before, during and after birth.   Personal life history, including experiences with parents, teachers, peers, friends, and others who either awaken intelligences or keep them from developing Cultural and historical background, including the time and place in which you were born and raised and the nature and state of cultural or historical developments in different domains.

MI Activators and Deactivators of Intelligences Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhood -- Albert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe   Paralyzing experiences -- experiences which shut down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving

MI Environmental Influences Promote or retard the development of intelligences: Access to resources or mentors -- lack of resources   Historical-cultural factors -- the times Geographic factors -- where you live Familial factors -- parental wishes Situational factors -- unable to develop due to situation

How we are SMART! Learning Styles: Dunn & Dunn Learning Style Preferences Patterns of Coordination

No one style is preferable or better than others! DUNN AND DUNN LEARNING STYLE MODEL

Dunn and Dunn Learning Style Model

Learning Styles Learning style denotes the typical ways in which a person takes in and processes information, makes decisions, and forms values. A person’s style is reflected in his or her behavior.

Knowing our own Learning Style helps us to understand the impact we have on others. Knowing something about the Learning Style of others helps us to understand why they react or respond in the ways they do.

Learning style impacts on teaching and learning behaviors in many ways Class outcomes – what you are asked to do. Teacher expectations – what teachers expect from you. Values – What types of teachers/studentsare valued. Demands – the kinds of adaptations teacher demands make on you. The more you are required to work outside their natural style the more STRESS they will experience.

In School…

Individual Profile

INFLUENCES: ELEMENTS ENVIRONMENTAL ~ EMOTIONAL ~ SOCIOLOGICAL ~ PHYSIOLOGICAL ~

Environmental Elements Environmental elements impact the ability to concentrate Sound: Preferences are strong in 6% Light: Preferences are strong in 70% Design: Furniture choice Temperature: Comfort

Emotional Elements Emotional elements impact information processing Responsibility: Conformity (offer choices) Motivation: Interest (make it relevant) Persistence: Breaks (review/sharing strategies) Structure: Organizing (provide detail & calendar)

Sociological Elements Sociological elements impact information processing Self: 13% work alone Peers: 28-30% work with others Authority Figure: 28% work with teacher Variety: 27% want a mix

Physiological Elements Physiological elements impact concentration and/or retention of information Perceptual Preferences: (engage three modalities) Time of Day: When to study? Intake: To chew or not? Mobility: To move or not?

Modality Based Learning Alternatives: AUDITORY If you’re an auditory learner…, you like to hear about the content or skill you are learning. You enjoy listening to the teacher and others talk, listening to tapes, radio, TV, talking computers and movies. You could also learn well by reading aloud to someone else or being read to. Speeches Debates Panel discussions Informal discussions Interviews Lectures Tapes, records Plays Oral reports Song

Modality Based Learning Alternatives: VISUAL Diaries Diagrams Graphs Charts Transparencies Letters Writing Scripts Book reports Songs Poems Movies If you’re a visual learner…, you like to read or see the new content or skill that you have to learn. Looking at movies, videotapes, TV, plays, books, magazines are all ways you like to learn. You enjoy learning on the computer, too.

Modality Based Learning Alternatives: TACTILE If you’re a tactile learner…, you like hands-on experiences. Underlining what you read, taking notes, writing about what you are learning, using flashcards, puzzles, models all help you remember what you learn. You like working with your hands and especially like the computer. Games Keyboarding Writing Flash cards Task cards White boards Spinners Dice Models

Modality Based Learning Alternatives: KINESTHETIC If you are a kinesthetic learner…, you like to be actively involved in your learning. You enjoy acting out what you are learning, interviewing others, playing games and simulations, working with computer learning experiences, inventing, and experimenting. You like field trips and others action-packed learning experiences! Video Field trips Make and Take Mock TV show Radio broadcast Demonstration Dramatization Poster Construction Games

Are you an Analytic or Global? Low sound High light Formal design Work alone – not peers Highly persistent Low intake b Noise b Low light b Informal design b Work with peers b Low persistence b High Intake

In Our Love Lives… “Darling, are we talking deliberate, responsible left-brain love or are we talking impulsive, spontaneous, damn-the-torpedoes right-brain love?”

Analytic/Linear Characteristics Learns step-by-step Analyzes a problem and then reaches a decision Interested in facts and remembers details. Works alone Not interested in personal experiences of a teacher

Analytic/Linear Characteristics Does one task at a time and is not easily distracted when concentrating Doesn’t like vague questions such as…”just suppose…” Prefers specific grading criteria and feedback Prefers outlines Develops major ideas from pieces of information

Global/Pattern Characteristics Needs to understand the whole idea before going step-by-step Is impulsive in reaching a decision Reads overall idea, skipping details; understands ideas in context; reads between the lines Relates what is being taught to own personal experiences and enjoys hearing experiences of others

Global/Pattern Characteristics Sees relationships and likes analogies Can work on different tasks at the same time Is aware of other things going on while learning Often answers…”it depends…” Wants to see the relevance of the information Prefers summaries

Class Learning Style Inventory: Spring 2011

LEARNING STYLES: Patterns of Coordination “A difference unaddressed becomes a disability.” James Collins

FEBI Scoring To calculate your totals for each Pattern, add: #2,4,8,13,18, and 24 for Driver (Thrust) #1,5,12,16,20, and 23 for Organizer (Shape) #3, 6, 10, 11, 19, and 21 for Collaborator (Swing) #7, 9, 14, 15, 17, and 22 for Visionary (Hang) < 32 LOW These are weakly expressed patterns that are more difficult for you to access: you may not use them when they’re called for.   32-44 Moderate With moderate ease you can access these patterns when you need to. > 44 High These are strongly expressed patterns that are easy for you to access and are likely connected to your natural strengths: you may have a tendency to overuse these patterns.

Principles of the PATTERNS OF COORDINATION Your brain and body are connected through the central nervous system and you brain seeks patterns to make meaning Movement provides a window into understanding an individual’s mental processing There are four primary ways of moving and thinking called Coordination Patterns: Thrust, Shape, Swing, and Hang Each Coordination Pattern is a connection between moving and thinking which includes a quality and type of movement and quality and type of mental processing We each have a Home Pattern and a Pattern Hierarchy Style is a combination of two Patterns – our Home Pattern plus another Pattern Goal is to recognize and use all four Patterns as tools to create Balance PPinciotti

PATTERNS OF COORDINATION - Movement THRUST - diagonal, zig-zag, asymmetry, sharp turns, aware of strength, directionality SHAPE - right angles, symmetry, placed turns, sequential, arithmetic, classical SWING - back and forth, big-little balance, meander, aware of weight, trunk/body HANG - follow, flow, random, hang turns, aware of energy, connections PPinciotti

Thrust Driver You see - Assertiveness, testing, directness, naming, reorganizing, visual recognition, Skills Look for - Strength, presence, pushing tools, images, asymmetrical movements/ designs Modality - Visual Thinking - Planning for Action, sometimes too quick, impatient, or volatile; Needs to take time Needs - Security, visual engagement, success, loves to win, independence Interactions - Logical, brief, organized, friendly not gushy, support independence, Demonstrate, Show them how, Encourage sense of honor PPinciotti

PPinciotti

Shape Organizer You see - Attention, thinking, questions, sorting, placedness, prioritizing, correct form, knowledge Look for - Stillness, sequence, symmetry, time, reliability Modality - Auditory Thinking – Analytic, May be narrow, rigid, or timid, Encourage boldness and adventure Needs - Undivided attention, rules, recognition, to do the right thing Interactions - Answer question, explain, Pay attention to time, Sequence learning, one thing at a time, be correct, Encourage duty PPinciotti

PPinciotti

Swing Collaborator You see - Interaction, embellishment, competency, feelings, playfulness, comparisons, multi-tasking, Imagination Look for - Rocking back and forth, interaction, moving in and out of lesson, sees both sides Modality - mixed, use two for checking Thinking flaw - Surface; waffles on decisions; needs to think more clearly and deeply Needs - Social interaction and multi-tasking, fun! Interactions - Playful, loyal, chatty, daydreamer, doodles, applaud often, Encourage responsibility PPinciotti

PPinciotti

Hang Visionary You see - Moving, hanging out, seeking essence, improvising, connections, kinetic experiential learning, whole picture/absorb, Intuition Look for - Need to move in random ways, flexibility and looseness, Modality - Kinesthetic, whole body Thinking flaw – Scattered, leaps; Lacks follow-thru; needs a System for organizing Needs - Challenge, physical experiences, organization; big picture Interaction - Physical presence, enjoy energy, help them organize, find words, be flexible/open, praise connections, fairness, Encourage service PPinciotti

PPinciotti

PATTERNS OF COORDINATION: Benefits Discover important insights into individual ways of thinking, learning, and working. Assess your own personal learning style and how it connects and interacts with others. Anticipate potential trouble spots, negotiate minefields, lay the groundwork for future growth and development. Accept and enjoy the uniqueness of individuals and the dynamic nature of relationships. Make interactions easier, more predicable and life more harmonious and balanced. ppinciotti

GRIT Perseverance and passion for long term goals

GRIT Scoring For questions 1, 2, 4, 6, 8, 11, 12, 14, 15, and 17, assign the following points: 5 = Very much like me 4 = Mostly like me 3 = Somewhat like me 2 = Not much at all like me 1 = Not like me at all For questions 3, 5, 7, 9, 10, 13, and 16, assign the following points: 1 = Very much like me 2 = Mostly like me 3 = Somewhat like me 4 = Not much at all like me 5 = Not like me at all

Scoring Grit = average score for items 2, 3, 5, 6, 7, 8, 9, 10, 11, 14, 16, and 17. Consistency of Interest subscale is calculated as the average score for items 3, 5, 7, 9, 10, and 16. Perseverance of Effort subscale is calculated as the average score for items 2, 6, 8, 11, 14, and 17. Ambition = average score for items 1, 4, 12, 13, and 15.

What do we know about GRIT and young children? Positive, non cognitive trait based on an individual’s passion for a particular long-term goal coupled with a powerful motivation to achieve their respective objective. This perseverance of effort promotes the overcoming of challenges that lay within a gritty individual’s path to accomplishment Serves as a driving force in achievement realization What does this mean for US?

WHO ARE YOU?