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

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

3. 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

4. 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.

5. 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

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

7. 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

8. 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

9. SPLITTER OR A “g” FACTOR?

10. Ways we are SMART!
Theory of Multiple Intelligence

11. 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

12. 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

13. 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.

14. 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

15. 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

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

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

18. Dunn and Dunn Learning Style Model

19. 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.

20. 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.

21. 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.

22. In School…

23. Individual Profile

24. INFLUENCES: ELEMENTS ENVIRONMENTAL ~ EMOTIONAL ~ SOCIOLOGICAL ~
PHYSIOLOGICAL ~

25. 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

26. 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)

27. 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

28. 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?

29. 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

30. 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.

31. 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

32. 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

33. 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

34. 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?”

35. 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

36. 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

37. 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

38. 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

39. Class Learning Style Inventory: Spring 2011

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

41. 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.

42. 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

43. 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

44. 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

45. PPinciotti

46. 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

47. PPinciotti

48. 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

49. PPinciotti

50. 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

51. PPinciotti

52. 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

53. GRIT
Perseverance and passion for long term goals

54. 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

55. 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.

56. 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?

57. WHO ARE YOU?