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 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
 Chapter 3 part 2
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Chapter 3 part 2

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Chapter 3 PPT for EDUC2000.

Chapter 3 PPT for EDUC2000.

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Transcript

  • 1. Chapter 3, Part 2 Intelligence Diversity January 24, 2007
  • 2. What is Intelligence?
    • The capacity to acquire knowledge, the ability to think and reason in the abstract, and the ability to solve problems
  • 3. Multiple Intelligences
    • Howard Gardener
      • Harvard University psychologist
      • People think in different ways
      • They have different areas of intelligence
  • 4. Verbal/Linguistic
    • Sensitivity to spoken and written language
    • Ability to learn languages, and the capacity to use language to accomplish certain goals
    • Effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.
      • Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
        • http://www.infed.org/thinkers/gardner.htm
  • 5. Logical/Mathematical
    • Capacity to analyze problems logically
    • Carry out mathematical operations, and investigate issues scientifically
    • Entails the ability to detect patterns, reason deductively and think logically
      • Scientists, mathematicians
        • http://www.infed.org/thinkers/gardner.htm
  • 6. Musical
    • Skill in the performance, composition, and appreciation of musical patterns.
    • Capacity to recognize and compose musical pitches, tones, and rhythms
      • Runs in an almost structural parallel to linguistic intelligence
      • Composers, singers, musicians
        • http://www.infed.org/thinkers/gardner.htm
  • 7. Bodily/Kinsthetic
    • Potential of using one's whole body or parts of the body to solve problems
    • Ability to use mental abilities to coordinate bodily movements
      • Howard Gardner sees mental and physical activity as related
      • Dancers, athletes
        • http://www.infed.org/thinkers/gardner.htm
  • 8. Spatial
    • Potential to recognize and use the patterns of wide space and more confined areas
      • Sculptor, Navigator, Dentist
        • http://www.infed.org/thinkers/gardner.htm
  • 9. Interpersonal
    • Capacity to understand the intentions, motivations and desires of other people
    • Allows people to work effectively with others
      • Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence
      • Therapist, salesperson
        • http://www.infed.org/thinkers/gardner.htm
  • 10. Intrapersonal
    • Capacity to understand oneself, to appreciate one's feelings, fears and motivations
    • Having an effective working model of ourselves
    • Being able to use such information to regulate our lives
      • Anyone
        • http://www.infed.org/thinkers/gardner.htm
  • 11. Naturalistic
    • Enables human beings to recognize, categorize and draw upon certain features of the environment
      • Biologist, anthropologist
        • http://www.infed.org/thinkers/gardner.htm
  • 12. Existential
    • Concern with 'ultimate issues’
      • God
      • Religion
      • Afterlife
    • “ I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now” (Howard Gardener)
        • http://www.infed.org/thinkers/gardner.htm
  • 13. Nature vs. Nurture
    • Nature view
      • Intelligence is primarily determined by genetics
      • You are born with the capacity to learn
    • Do you agree?
  • 14. Nature vs. Nurture
    • Nurture view
      • Intelligence is primarily determined by your environment
      • The way you are raised and the way you are taught
    • Do you agree?
  • 15. Ability Grouping and Tracking
    • Ability grouping - placing students of similar aptitude together
      • Between class grouping - Divides students in the same grade into levels: high, medium and low
      • Within class grouping - Divides students in one classroom into levels
  • 16. Ability Grouping and Tracking
    • What does the research say?
      • Homogeneously grouped low level students achieve less than heterogeneously grouped low students
      • Low groups are stigmatized and their self esteem suffers
  • 17. Students with Exceptionalities
    • Learners who need special help and resources to reach their full potential
    • Special Education - instruction designed to meet the needs of students with exceptionalities
  • 18. American with Disabilities Act (ADA)
    • Identifies 13 different disability categories:
      • Autism
      • Deaf-blindness
      • Developmental delay
      • Emotional disturbance
      • Hearing impairments
      • Mental retardation
      • Orthopedic
      • Other health impairment
      • Specific learning disability
      • Traumatic brain injury (TBI)
      • Visual impairments
  • 19. American with Disabilities Act (ADA)
    • Most common categories in American schools:
      • Emotional disturbance
      • Mental retardation
      • Specific learning disability
  • 20. Gifted and Talented
    • Designation given to students at the upper end of the ability continuum who need special services to achieve full potential
      • GATE classrooms
      • Resource rooms
      • Enrichment learning
  • 21. Mental Retardation
    • Limitations in intellectual functioning
    • Indicated by differences in learning and problems with adaptive skills
      • Problems with communications
      • Problems with self-care
      • Problems with social skills
  • 22. Behavior Disorders
    • Display of serious and persistent age-inappropriate behaviors which result in social conflict, personal unhappiness and school failure
      • ODD
      • OCD
      • PTSD
      • ADHD
  • 23. Learning Disabilities
    • Difficulties in acquiring and using listening, speaking, reading, writing, reasoning or math skills
      • Assessed through standardized testing in specific subject areas
      • Usually reading and math
  • 24. Inclusion
    • Comprehensive approach to educating student with exceptionalities that advocates a total, systematic, and coordinated web of services
      • Including students in regular school campus
      • Placing students in age and grade appropriate classrooms
      • Providing special education support to regular classrooms
  • 25. Least Restrictive Environment
    • Places students in as normal an educational setting as possible wile still meeting their special academic, social and physical needs
  • 26. Mainstreaming
    • Moving students with exceptionalities from segregated settings into regular education classrooms - often for selected activities only

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