Diversity of Learning read everything carefully
Diversity of Learning
As an education professional, you may be tasked with working with students of varying levels of academic achievement. As Chapter 3 discusses, there are a variety of factors influencing student achievement beyond the cognitive functions. Identify three specific factors that can contribute to the variations in student academic ability. How do these factors influence not only the individual student but also the educational environment as a whole Do these factors influence the way students are categorized within the education system What impact might a “one size fits all” approach to teaching have on student achievement and academic ability Your initial post must be a minimum 300-words.
Diversity of Learning is how I’d like you to title this thread. Also, be sure to use the default font of Arial 3, without changing it, making it bigger or smaller. My eyes aren’t what they used to be so I think this particular Arial 3 font works best for all.
It’s a very good idea to quote and cite the assigned reading, keep it to one direct quote per paragraph using the assigned reading from the assigned text, where applicable, and follow APA rules at all times. Direct quotes provide ideas, indirect are more for background info, so practice on direct quotes and ref lists makes perfect
Please do not respond to the starter threads I posted here. These are part of the thread and I like to keep this part of the classroom nice and clean.
I’d very much appreciate it.
Here is a very good resource for APA questions. I use it every day as it’s the best site out there, so be sure to bookmark it and consider using it for all APA work in the class.
OWL Purdue- APA style: http://owl.english.purdue.edu/owl/resource/560/12/
Hope this helps.
For better or worse, most teachers probably first think about students being exceptional in terms of their “intelligence.” They may think of some students as being “smarter” than others. This really is too simplistic a view. Think about your own academic ability and that of some of your classmates. Some will be better with language arts while others will be better with math or science. Each has strengths in terms of learning certain subjects. There will likely be some other areas where learning is more difficult. Simplistically these differences can be talked about in terms of intelligence. However, as we describe next, the meaning of intelligence is more complicated.
Intelligence as a Basic Ability
In the past there was a tendency to see intelligence as a single score on a special test. For example, when the authors of this textbook were in school we had to take an intelligence quotient (IQ) test, which was the dominant way of determining a student’s ability to learn. Neither we nor our parents were likely to be informed of the results, but schools would group students based on the score. We and our parents would speculate about our IQ score based on what we thought of the other students in the same class. Today scholars and teachers have in mind several different meanings of intelligence. It can refer to how easy it is for particular students to learn new material. Or it could refer to how much a student knows. Other aspects of intelligence could refer to creativity and problem solving, or one’s ability to be reflective about his or her learning.
Intelligence as One Ability
Over the year’s psychologists have examined intelligence in many ways and in relation to many types of tasks. Those who view intelligence as a single ability refer to it as general intelligence. This ability entails information processing and would be used with all types of cognitive tasks. However, for any particular tasks there will likely be specific abilities, such as language development, memory, and auditory perception. Measuring general intelligence as it relates to learning in school is done with standardized tests.
The story of how these tests became a part of our system of education dates back to the early 1900s. The Minister of Public Instruction in Paris wanted to determine a way to identify students early on who would need extra help in their schooling. The result was Alfred Binet developing a battery of tests for students between the ages of 3 and 13. The scores for any student taking these tests could then be compared with how well other students of the same age had done.
The label of IQ or intelligence quotient was added when the tests were revised at Stanford University and became known as the Stanford–Binet Intelligence Scales. IQ then became a comparison of a student’s score with that of their age-group, multiplied by 100. Interestingly, in its original forms this test was administered orally, rather than by having students read and write. In general, a higher IQ score does correlate with higher achievement in school. Contrary to what you might think, when the number of years of education and IQ scores are compared with accomplishments as an adult the correlations are not very high. Other abilities can play a major part in success in the real world.
As you can quickly see, the construct of intelligence is more complicated than will be of use to teachers. More than 70 specific abilities have been identified by research psychologists. For teachers, a more useful approach is the Multiple Intelligences (MI) theory of Howard Gardner (Table 3.1). Gardner has theorized that there are seven abilities. Each person will have strengths with some abilities and weaknesses with others (Gardner, 2005).
Implications of Academic Abilities for Teaching and Learning
Most assuredly intelligence and academic ability are important factors for teachers to consider. Just be sure not to think about intelligence as one simple idea or score on a test. In terms of Gardner’s Multiple Intelligences, each of your students will have a different profile. Many will be excellent at speaking and writing (Linguistic Intelligence), some will be good at understanding mathematics and science (Logical-Mathematical), and others will be fully engaged with music (Musical). Your challenge will be to devise instructional approaches that take advantage of this rich diversity of exceptional students. Do not teach as your authors regularly find teachers doing: students seated in a block, the teacher standing and talking at the front, short teacher questions followed by right or wrong student answers, and students then completing desk assignments. This might be all right once in a while. Unfortunately, we see too many teachers doing only this approach and doing it the same way every day. Exceptional students should have exceptional teachers.