Transcript Document

Chapter 4
Understanding
Student
Differences
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Overview
• The nature and measurement
of intelligence
• Learning styles
• Gender differences and gender bias
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4–2
What traditional intelligence
tests measure
• Spearman’s two factor theory
of intelligence
– General factor—affected performance on
all intellectual tests
– Specific factor—affected performance only
on specific intellectual tests
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4–3
Limitations of intelligence tests
• The appraisal of intelligence is limited by the fact that
it cannot be measured directly
• Intelligence tests sample intellectual capabilities that
relate to classroom achievement better than they
relate to anything else
• Intelligence test scores can be improved with
systematic instruction
• Anything that enhances classroom performance will
likely have a positive effect on intelligence test
performance
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4–4
Contemporary views of intelligence
• David Weschler—Global Capacity View
• Robert Sternberg—Triarchic Theory
• Howard Gardner—Multiple Intelligences
Theory
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4–5
The three components of
Sternberg’s Triarchic Theory
Sternberg’s
Triarchic Theory
of Intelligence
Practical
ability
Adapting
to one’s
environment
Shaping
one’s
environment
Creative
ability
Selecting
a different
environment
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Solving
novel and
unfamiliar
problems
Analytical
ability
Using prior
knowledge
and cognitive
skills to solve
problems and
learn new
information
4–6
Gardner’s Multiple Intelligences
Intelligence
Core Components
End-States
Logicalmathematical
Sensitivity to, and capacity to discern,
logical or numerical patterns; ability to
handle long chains of reasoning.
Scientist
Mathematician
Linguistic
Sensitivity to the sounds, rhythms, and
meanings of words; sensitivity to the
different functions of language.
Poet
Journalist
Musical
Abilities to produce and appreciate
Violinist
rhythm, pitch, and timbre; appreciation of Composer
the forms of musical expressiveness.
Spatial
Capacities to perceive the visual-spatial
world accurately and to perform
transformations on one’s initial
perceptions.
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Sculptor
Navigator
4–7
Gardner’s Multiple Intelligences
Intelligence
Core Components
Bodily-Kinesthetic Abilities to control one’s body
movements and to handle objects
skillfully.
Interpersonal
Capacities to discern and respond
appropriately to the moods,
temperaments, motivations, and desires
Intrapersonal
of other people.
Naturalist
Access to one’s own feelings and the
ability to discriminate among them and
draw upon them to guide behavior.
Ability to recognize and classify the
plants and animals of one’s environment
and their relationships on a logical,
justifiable basis.
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End-States
Dancer
Athlete
Therapist
Salesman
Person with
detailed
accurate selfknowledge
Botanist
Entomologist
4–8
Learning styles
• Reflectivity and Impulsivity
• Field-dependence and Fieldindependence
• Mental Self-government Styles
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4–9
Reflectivity versus Impulsivity
• Reflectivity
– In a problem solving situation, the student
prefers to spend more time collecting
information and analyzing its relevance to
the solution before offering a response
• Impulsivity
– In a problem solving situation, the student
responds quickly with little collection or
analysis of information
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4–10
Field-Dependence versus
Field-Independence
• Field-Dependence
– A person’s perception of and thinking about a task
or problem are strongly influenced by such
contextual factors as additional information and
other people’s behavior
• Field-Independence
– A person’s perception of and thinking about a task
or problem are influenced more by the person’s
knowledge base than by the presence of
additional information or other people’s behavior
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4–11
Sternberg’s Mental
Self-Government Styles (1994)
•
•
•
•
•
•
•
Legislative
Executive
Judicial
Monarchic
Hierarchic
Oligarchic
Anarchic
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•
•
•
•
•
•
Global
Local
Internal
External
Liberal
Conservative
4–12
Gender differences
• Males outscore females on the following tests:
– Visual-spatial ability
– Mathematical reasoning
– College entrance
• Females outscore males on the following tests:
– Memory
– Language use
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4–13
What is gender bias?
Gender bias is…
Responding differently to male and
female students without having sound
educational reasons for doing so.
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4–14
How gender bias affects students
• Course selection
– Math and science courses
• Career choices
– Familiarity with and interest in tools of
science, perceived self-efficacy,
encouragement from parents and teachers
• Class participation
– “Loss of voice”
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4–15
Working toward gender equity
in the classroom
• Use work arrangements and reward systems that
encourage all students to value thorough
understandings of subject or task and that recognize
group success as well as individual accomplishment
• Emphasize materials that highlight the achievements
and characteristics of women and women’s groups
• Talk about the practical, everyday applications of
math and science
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4–16
Reducing the gender gap
in technology
• Teachers’ attitudes and actions must demonstrate
that computers are equally important to both genders
• Teachers should try to embed computer technology in
reading, writing, and history, not just in math and
science
• Girls need more role models of female computer
users in schools and in the workplace
• Parents may need training in raising the math and
technology expectations of their female children
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4–17
Reducing the gender gap
in technology (cont’d)
• Girls need computer camps, programs, and classes
that are exclusively for them
• Teachers might try to increase access time or require
turn-taking practices on the computer
• Schools and teachers need to select software with
female main characters and computer tools that
appeal to girls
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4–18
End of
Chapter 4
Understanding
Student
Differences