Chapter 4 individual variations
- 1. Northeast Normal University Faculty of Education Course: Educational Psychology By: Dare Saagyum Philip CHAPTER 4 Individual Variations
- 3. OUTLINE Intelligence Learning and Thinking Styles Personality and Temperament
- 4. Intelligence Controversies and Issues in Intelligence Intelligence Tests Theories of Multiple Intelligences What is Intelligence?
- 5. What Is Intelligence? • Solve problems • Adapt and learn from experience • Creativity and Interpersonal Skills • Practical know-how • Cannot be measured directly • Evaluated indirectly through the performance of people
- 6. Intelligence Tests There are two main intelligence tests that are administered to children; • Stanford Binet Test a.k.a. 1905 Scale and Mental Age • Developed by Alfred Binet, a French psychology Administered individually to persons aged 2 till adulthood Verbal and non-verbal intelligence Currently in its fifth edition • Intelligence Quotient (IQ) by William Stern 1912; MA/CA x 100
- 7. The 5 Aspects Stanford-Binet Test Assessment include; Fluid reasoning (Abstract thinking) Knowledge (Conceptual information) Quantitative reasoning (Mathematics) Visual-spatial reasoning (Understanding visual forms and spatial layouts) Working memory (Recall of new memory)
- 8. The Normal Curve • A symmetrical distribution • Majority of the scores fall in the middle • Few scores in the extremes
- 9. The Wechsler Intelligence Scales • Developed by David Wechsler Wechsler Scale Type Ages ranges Tested Wechsler Preschool and Primary Scale Third Edition (WPPSI-III) 2years, 6months - 7years, 3months Wechsler Intelligence Scale for Children and Adolescence Fourth Edition (WISC-IV) 6 -16 years Wechsler Adult Intelligence Scale: Third Edition (WAIS-III) 16 and Above
- 10. Group Intelligence Tests • Lorge-Thorndike Intelligence Tests • Otis-Lennon School Ability Test (OLSAT). Advantage • More convenient and economical Disadvantages • Examiner cannot: establish rapport determine student’s level of anxiety • Student: might not understand instructions might be distracted by other students
- 11. Sternberg’s Triarchic Theory of Intelligence (By Robert J. Sternberg) Practical: use, apply, implement, put into practice Analytical: analyze, judge, evaluate, compare/contrast Creative: create, design, invent, originate, and imagine
- 12. Zombi does not do well on standardized tests. His grades are not very high. However, Zombi is very imaginative and a wonderful storyteller. Zombi’s classmates beg him to read his stories to the class. Zombi hopes to be a novelist one day. However, he often turns in work that does not conform to teacher expectations or directions. Q: In what form of intelligence is Zombi high? Explain. Sternberg’s Triarchic Theory Theory into Practice
- 13. Johnny always does very well on both standardized and classroom tests and gets good grades in school. However, he does not write original stories well, nor would anyone say that he has much common sense. Sternberg’s Triarchic Theory Theory into Practice Q: In what form of intelligence is Johnny high? Explain.
- 14. Kofi doesn’t do very well in school. However, he is very popular with his peers and has excellent leadership skills. Q: In what form of intelligence is Kofi high? Explain. Sternberg’s Triarchic Theory Theory into Practice
- 15. Gardner’s Eight Frames of Mind: Howard Gardner • Verbal: Thinking in words/Language. E.g. Authors, journalists. • Mathematical: Carrying out mathematical operations. E.g. Scientists • Spatial: Thinking three-dimensionally. E.g. Architects, artists, sailors • Bodily-kinesthetic: Use of body motion and manipulation of objects. E.g. Surgeons, crafts people, dancers, athletes
- 16. Gardner’s Eight Frames of Mind Cont’d • Musical: A sensitivity to pitch, melody, rhythm, and tone. E.g. Musicians • Intrapersonal: Understanding oneself and effectively direct one’s life. E.g. Theologians, Psychologists • Interpersonal: Understanding and effectively interacting with others. E.g. Successful teachers, mental health professionals • Naturalist: Observe patterns in nature and understand natural and man-made things. E.g. Farmers, botanists, ecologists, landscapers
- 17. Question: As a teacher of the kindergarten, how would you apply the Gardner’s theory to enable all children as expected?
- 18. According to Salovey and Mayer (1990) emotional intelligence is the ability to: • Perceive and express emotion accurately and adaptively • Understand emotion and emotional knowledge • Use emotion to facilitate thought • Manage emotions in oneself and others Emotional Intelligence
- 19. Reflection & Observation Reflection: • How are you intelligent? • How did teachers accommodate instruction to address your intellectual abilities? • Should intelligence tests be used as basis for School placements?
- 20. Nature vs. Nurture in Intelligence Nature: A child’s biological inheritance Nurture: Environmental experiences Q? What are your perceptions on the two variables?
- 21. Culture and IQ Tests Culturally biased tests favor: • Urban over rural children • Middle-income over low-income children • White children over minority children Culture-fair tests: aim to avoid cultural bias: • Type 1: Include items familiar to all socioeconomic (SES) and ethnic backgrounds • Type 2: Remove verbal items from tests
- 22. Ability Grouping and Tracking Advantages • Narrows class skill range • Prevents “less able” students from holding back more talented students Disadvantages • Stigmatizes students in lower track • May have less-experienced teachers, fewer resources, and lower expectations • Segregates students by SES and ethnicity Between-Class
- 23. Within-Class Ability Grouping • Placing students in two or three groups within a class according to their ability or achievement. What are its advantages and drawbacks?
- 24. Learning and Thinking Styles Learning and Thinking Styles Impulsive/ Reflective Styles Deep/ Surface Styles
- 25. Reflective vs. Impulsive Thinking Styles Reflective students surpass impulsive students at • Remembering structured information • Reading comprehension • Problem solving and decision making • Goal setting • Setting high standards for performance NB: Impulsive students often make more mistakes than reflective students
- 26. Deep vs. Surface Learning Styles • Actively construct knowledge • Give meaning to material • Focus on internal rewards • Are self-motivated • Are passive learners • Fail to tie information to a larger framework • Focus on external rewards Deep Learners Surface Learners
- 27. Personality and Temperament Personality and Temperament Personality Temperament
- 28. Personality: The distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world. Personality vs. Temperament Temperament: A person’s behavioral style and characteristic way of responding.
- 29. The “Big Five” Personality Factors
- 30. Person-Situation Interaction Theory The best way to characterize an individual’s personality is not only in terms of personal traits or characteristics, but also in terms of the situation involved.
- 31. Easy • Positive mood • Establishes regular routines in infancy • Adapts easily to new experiences Difficult • Reacts negatively, cries frequently • Irregular daily routines • Slow to accept change Slow to Warm- Up • Low activity level • Somewhat negative • Low intensity of mood Children’s Temperament
- 32. Questions for Discussion • When will you as a teacher take into consideration the individual differences such as students’ strengths, learning styles, and personalities in your instruction? • How can teachers incorporate the strengths, learning styles, and personalities of their students in their instruction to favor all students? Why? • What other individual differences do you think you might have to accommodate?
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