1. Educational Psychology, ALE, 11 th Edition ISBN 0137144547 © 2011 Pearson Education, Inc. All rights reserved. Learner Differences and Learning Needs Cluster 4 Modules 10 – 12

2. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 2 Focus Questions What are the potential problems raised by categorizing and labeling students? What is your personal concept of intelligence? Should you adapt lessons for students with varying learning styles? What are the implications of the Individuals with Disabilities Education Improvement Act (IDEA) and Section 504 for your teaching? What is Response to Instruction, and how will you use this three-tier process in your class?

3. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 3 What Would You Do? See p. 135 “Teacher’s Casebook” How will you design a standards-based curriculum that will allow all of the students to learn to their fullest potential and demonstrate proficiency toward the standards? What can you do to address the specific problems of your students who have been identified with special needs?

4. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 4 Intelligence Language and Labels Pros of labeling: Offers protection Opens opportunities Cons of labeling: Does not provide treatment in all cases Self-fulfilling prophecies

5. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 5 Intelligence Disabilities and Handicaps What are the differences between a disability and a handicap? Disability- inability to do something specific Handicap-disadvantage in a certain situation Person-First Language Why is it important?

6. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 6 Intelligence What Does Intelligence Mean? Intelligence- One Ability or Many? General Intelligence Fluid Intelligence Crystallized Intelligence

7. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 7 Intelligence Theory of Multiple Intelligences Howard Gardner (see Table 10.1, p. 142) Linguistic Musical Spatial Logical-mathematical Bodily-kinesthetic Interpersonal Intrapersonal Naturalist (Spiritual)

8. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 8 Intelligence Intelligence as a Process What about the importance of life experiences? Sternberg’s Triarchic Theory of Successful Intelligence Analytic Intelligence Creativity Practical Intelligence

9. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 9 Intelligence Measuring Intelligence IQ: Intelligence Quotient = Mental Age/Chronological Age x 100 What Does IQ score mean?

10. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 10 Intelligence Group IQ Tests Given to whole classes at once. Much less likely to yield accurate results Why? Individual IQ Tests Administered one-on-one by a trained psychologist Stanford Binet

11. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 11 Intelligence The Flynn Effect Average IQ scores go up 18% per generation Better nutrition Increasing complexity among society In order to keep average score at 100, test questions must be made harder

12. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 12 Intelligence Sex Differences in Intelligence What cautions are necessary in examining the differences between males and female intelligence? Heredity or Environment?

13. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 13 Learning and Thinking Styles Learning Styles/Preferences Cautions About Learning Styles Emphasis on Preferred The Value of Considering Learning Styles Develops thoughtful self-monitoring and self- awareness Develops appreciation, acceptance, and accommodation for student differences

14. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 14 Learning and Thinking Styles Intellectual Styles Zhang and Sternberg Type 1- Free-flowing, unstructured, open- ended, complex, unconventional, autonomous Type II- Highly structured, simplistic and straightforward, traditional, values experts Type III- Degree of structure depends, complexity depends, creativity depends, autonomy depends

15. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 15 Individual Differences and the Law IDEA (Individuals with Disabilities Education Improvement Act) PL 94-142 LRE (Least Restrictive Environment) IEP (Individual Education Plan) Section 504

16. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 16 Students with Learning Challenges Neuroscience and Learning Challenges Differences in brain composition and activity Working memory

17. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 17 Students with Learning Challenges Students with Learning Disabilities Characteristics Poor coordination Problems paying attention Hyperactivity/impulsivity Organization problems Disordered thinking Memory Speech Social difficulties

18. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 18 Students with Learning Disabilities Teaching Students with Learning Disabilities Early Diagnosis Compensate by developing bad habits Strategies: Keep verbal instructions brief Have students repeat directions back Give multiple examples Allow more practice time than usual

19. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 19

20. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 20 Students with Learning Disabilities Students with Hyperactivity and Attention Disorders Treating and Teaching students with ADHD Keep assignments short Teach student to monitor their own behavior Stress personal agency

21. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 21 Students with Learning Disabilities ADHD SMART: Separate ADHD from child Map the influence of ADHD on child and family Attend to exceptions of ADHD Reclaim special abilities Tell and celebrate new story

22. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 22

23. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 23 Students with Language and Communication Disorders Speech Disorders Articulation Disorders Stuttering Voicing Problems Language Disorders Distinction between language differences and disorders

24. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 24 Students with Emotional or Behavioral Difficulties Strategies for teachers Structure environment Structure schedules Structure activities Structure rules and routines Offer choices

25. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 25 Students with Emotional or Behavioral Disorders Suicide Four risk factors: depression, substance abuse, history of suicide in family, stress, and family conflict Drug abuse Important to distinguish between abuse and experimentation Prevention

26. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 26 Students with Intellectual Disabilities Not to be diagnosed by test scores alone About 1% of population Learning goals likely include living skills

27. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 27 Students with Health Impairments Cerebral Palsy Seizure Disorders Vision Impairments Other serious health concerns HIV Asthma Diabetes

28. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 28 Students Who Are Deaf Deaf prefer to be called “deaf” Deaf community has its own culture Deaf community has its own language Goal is to help deaf student become bilingual, bicultural, to function well in both societies

29. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 29 Autism Spectrum and Asperger Syndrome Major area of difficulty is social Avoid eye contact Low or no language skills Sensory stimulation Theory of Mind Interventions

30. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 30 Response to Intervention RTI Make sure students get appropriate research-based instruction and support as soon as possible Three tiers Early intervention

31. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 31 Gifted and Talented Top 1% of population in IQ Larger, stronger, healthier than normal More athletic Walked sooner Better adjusted as adults Lower levels of emotional problems, divorce, drug problems as adults

32. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 32 Gifted and Talented Nature/nurture Focused, intense practice At risk for depression, boredom, isolation

33. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 33 Identifying and Teaching Gifted Students Teachers are not always successful at recognizing gifted students Group and individual IQ tests tend to underestimate abilities Curriculum compacting Emphasis on formal operations, creativity, high-level reading

34. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 34 Diversity Racial and ethnic minorities are overrepresented in special education Young girls reject “gifted” label Gifted and learning disabled Gifted and living in poverty

35. Educational Psychology, ALE. 11 th Edition Anita Woolfolk ISBN 0135094100 © 2011 Pearson Education, Inc. All Rights Reserved. 35 Convergences Diversity Testing