1. Learner Differences

2. Labeling Exceptional Students
Cautions:
Treatments unpredictable
Self-fulfilling prophecy
Stigma
Labels mistaken for explanations
Benefits:
Can Protect a Child
Eligible for:
Special services
Information
Equipment
Funding

3. Intelligence Capacity to learn Total knowledge acquired
Ability to adapt to the environment

4. What Is Intelligence? Spearman: g (general)
Fluid and crystallized intelligence
Gardner: Multiple intelligences (8)
Sternberg: Triarchic (3)

5. Gardner’s Eight Intelligences
Logical-mathematical
Linguistic
Musical
Spatial
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist

6. Discussion Detour
Do you agree that all the mental abilities described by Gardner are different types of intelligence?
If not, which would you remove?
Are there other types you would add?

7. Implications for Teachers
As a teacher, how would you create a classroom setting that gave attention to the development of different intelligences?

8. Intelligence as a Process
Sternberg’s Triarchic Theory
Three components
Analytic/componential
Creative/experiential
Practical/contextual

9. How is Intelligence Measured?
Psychometric approach
First test by Binet
Original purpose

10. How is Intelligence Measured?
Binet & Simon: children’s mental age
IQ =
Mental Age x 100
____________________________________________
Chronological Age
Group vs. individual IQ tests

11. What Does an IQ Score Mean?
Average score is 100
IQ scores predict achievement well
IQ and real life?
Heredity or environment?

12. Are Intelligence Tests Culturally Biased?
Language based
Knowledge and skills and culturally based
Tests school-based knowledge

13. Ability Differences and Teaching
Between-class grouping
Within-class grouping
Purpose of grouping
Effects of grouping

14. Cognitive and Learning Styles
Cognitive styles: Information processing
Field dependent/independent
Impulsive/reflective
Learning styles: Learning & studying
Deep- & Surface-Processing
Learning Preferences: environment

15. Gifted & Talented Students
Fast learners
Common and practical knowledge
Easily retain
Know many things
Strong vocabulary

16. Gifted & Talented Students
Recognize relationships & comprehend meanings
Alert and keenly observant
Persistent and highly motivated
High level of creativity

17. Giftedness and Formal Testing
Individual IQ tests are best
Case study approach recommended
Include creativity tests
Minorities are often under-represented

18. Teaching Gifted Students
Acceleration
Enrichment
Encourage high level & abstract thinking
Outside resource people