Theories of Intelligence Thinking Styles and Learning Preferences Characteristics Of Students with Special Needs

1. -2ND PRESENTERS

5. INDIVIDUAL DIFFERENCES
(Student Diversity)
Individual
Differences
Factors
Benefits of
Diversity
In the
Classroom
Classroom
Strategies for
Student
Diversity

6. SOCIOECONOMIC STATUS- a millionaire’s lifestyle differs from that of the middle
income or lower income group
THINKING/LEARNING STYLE- Some learn better by seeing;
others by listening or manipulating
EXCEPTIONALITIES- Special in some other ways

7. STUDENTS’ AWARENESS IS ENHANCED BY DIVERSITY- exposing students to others
with diverse backgrounds and experiences help them focus on their awareness of
themselves
STUDENT DIVERSITY CONTRIBUTES TO COGNITIVE
DEVELOPMENT- the classroom is peculiarly the marketplace of
ideas. Therefore, let them bring different point of views and
varied approaches to the learning process.

8. STUDENT DIVERSITY PREPARES LEARNERS FOR THEIR ROLE AS RESPONSIBLE
MEMBERS OF SOCIETY- let the students have the capacity to imagine situations or
problems from all perspectives and to appreciate all aspects of diversity for the
classroom can provide more than just theory given by the teacher in a lecture. With
students’ diversity, the classroom becomes a public place where community can be
practiced.
Express UNIVERSALITY
STUDENT DIVERSITY CAN PROMOTE HARMONY- through
student-centered teaching strategies, diverse students can be
encouraged to interact and collaborate with one another, on
learning tasks that emphasize unity of effort while capitalizing
on their diversity of backgrounds.

9. ENCOURAGE LEARNERS TO SHARE THEIR PERSONAL HISTORY AND EXPERIENCES-
students will be made to realize that they have something in common with the rest.
They also differ in several ways.
DIVERSIFY YOUR METHODS OF ASSESSING AND EVALUATING
STUDENT LEARNER- one potential benefit of allowing students
to choose how they demonstrate their learning is that the
variety of options exercised may be a powerful way to promote
student awareness of the diversity of human learning styles.
• Individually-delivered oral reports
• Panel presentations
• Group projects
• Visual presentations

10. PURPOSELY, FORM SMALL-DISCUSSION GROUPS OF STUDENTS FROM DIVERSE
BACKGROUNDS. YOU CAN FORM GROUPS OF STUDENTS WITH DIFFERENT
LEARNING STYLES,CULTURAL BACKGROUND- small peer-learning groups may be
effective for promoting student progress to a more advanced stage of cognitive
development.
REASONS WHY PEER-LEARNINGGROUPS MAY PROMOTE
COGNITIVE ADVANCEMENT
• The instructor is removed from center stage, thereby
reducing the likelihood that the teacher is perceived as the
ultimate or absolute authority
• Students are exposed to the perspectives of other students,
thus increasing their appreciation of multiple viewpoints and
different approaches to learning.

11. ADAPT TO THE STUDENTS’ DIVERSE BACKGROUNDS AND LEARNING STYLES BY
ALLOWING WHAT THEY WILL LEARN AND HOW THEY WILL LEARN IT- when
individuals are allowed to exert some control over a task, they tend to experience less
anxiety or stress while performing that task.
• Promote positive student attitudes towards the subject matter
• Fosters more positive interactions among students
• Results in students working more consistently with lesser teacher intervention
VARY THE EXAMPLES YOU USE TO ILLUSTRATE CONCEPTS IN
ORDER TO PROVIDE MULTIPLE CONTEXTS THAT ARE RELEVANT TO
STUDENTS FROM DIVERSE BACKGROUNDS-
• Have students complete personal information cards during the first
week of class and use this information to select examples or
illustrations that are relevant to their personal interests and life
experiences.
• Use ideas, comments, and questions that students raise in class, or
which they choose to write about to help you think of examples
and illustrations to use.

12. • Ask students to provide their own examples of concepts, based on experiences
drawn from their personal lives.
• Have students apply concepts by placing them in a situation or context that is
relevant to their lives
INTEGRATE LEARNING EXPPERIENCES AND ACTIVITIES
WHICH PROMOTE STUDENTS’ MULTICULTURAL AND
CROSS-CULTURAL AWARENESS
• Encourage or initiate co-curricular experiences that are aimed
at promoting diversity experiences which could be held to
coincide with already-scheduled national weeks/months
which are designated for appreciation of diverse groups such
as disability awareness week, lingo ng wika, indigenous
people’s week.
• Ask students if they have ever been the personal target of
prejudice or discrimination, and have them share these
experiences with other members of the class.

13. • Invite students to Internet discussion groups or e-mail; have students “visit” foreign
countries and “talk” to natives of those countries.
• Let students interview other students on campus who are from diverse background.
These students of different racial and ethnic origin serve as source of first hand
information on topics related to their culture. This can also provide opportunity for
interaction among students who may otherwise never come in contact with each
other.
USE VARIED INSTRUCTIONAL METHODS TO
ACCOMMODATE STUDENT DIVERSITY IN LEARNING STYLES
• Diversify the sensory/perpetual modalities through which you
deliver and present information (orally, in print,
diagrammatic, ‘hands on’ experiences
• Diversify the instructional formats or procedures you use in
the class:
• Use formats that are student-centered (class discussions,
small groups) and teacher-centered (lectures,
demonstration)

14. Researchers define intelligence as the capacity to acquire knowledge, the ability to
think and reason in the abstract, and the capability of solving problems.
ROBERT STENBERGE (1997)- believes that intellectual skills and thinking skills are
inseparable, although there is more to intelligence than thinking. With this
background, Stenberg developed the triarchic theory of intelligence, consisting of
three elements designed to explain each of his three ideas of what intelligence
‘should do’.
COMPONENTIAL EXPERIMENTIAL CONTEXUAL

15. COMPONENTIAL- he identifies three types of information- processing components
that constitute the initial segment of our intelligence : metacomponents,
performance components, and knowledge acquisition components.
Metacomponents- executive components of our intelligence, used to plan, monitor
and evaluate problem-solving strategies.
Performance Components- help us execute the instructions of the
metacomponents; they are the implementation segment of intelligence.
Knowledge acquisition components- primarily our ability to acquire and use
language, thus, enabling us to seize on contextual clues in solving problems.
EXPERIENTIAL-our experiences increase our ability to deal with novel tasks and to
make information processing more automatic. In other words, there are times when
our intelligence must deal with novelty, with new conceptual systems- times when
our traditional mode of intellectual functioning is inadequate.
Ex: reading about n electric motor doesn’t mean you can repair it. You most
experience the novelty of actually taking it apart and putting it together again
which demand creative responses.

16. CONTEXTUAL- It is applied in coping with the external world wherein the major
thrust of contextual intelligence is adaptation. (adaptation to existing environment
in order to fit better into them, shaping existing environments or changing present
environments to more suitably meet one’s needs, and selecting new environments
which involves evaluation of present environments and selection of new, more
favorable environments)

17. LINGUISTIC INTELLIGENCE- involves sensitivity to spoken and written language,
the ability to learn languages and the capacity to use language to accomplish
certain goals. It includes the ability to effectively use language to express oneself
rhetorically or poetically; and language as means to remember information.
LOGICAL-MATHEMATIC INTELLIGENCE- consists of the capacity to analyze
problems logically, carry out mathematical operations, and investigate issues
scientifically. It entails the ability to detect patterns, reason deductively, and think
logically. It is most often associated wth scientific and mathematical thinking.
MUSICAL INTELLIGENCE-involves skill in the performance, composition and
appreciation of musical patterns. It encompasses the capacity to recognize and
compose musical pitches, tones and rhythms. According to Gardner, this
intelligence runs in almost structural parallel to linguistic intelligence.

18. BODILY KINESTHETIC INTELLIGENCE- entails the potential of using one’s whole
body or parts of the body to solve problems. It is the ability to use mental abilities
to coordinate bodily movements. Howard Gardner sees mental and physical activity
as related.
VISUAL SPATIAL INTELLIGENCE- involves the potential to recognize and use the
patterns of wide space and more confined areas. T refers to those skills involving
spatial configurations, such as those used by artists and architects.
INTERPERSONAL INTELLIGENCE- entails the capacity to understand oneself, to
appreciate one’s feelings, fears and motivations. In Gardner’s view, it involves
having an effective working model of ourselves, and to be able to use such
information to regulate our lives.
In frame of mind, he claims that the seven intelligences rarely operate
independently. They are used at the same time and tend to complement each other
as people develop skills or solves problems.

19. Subsequent research and reflection by Howard Gardner and his colleagues looked
to other intelligences:
NATURALIST INTELLIGENCE- enables human beings to recognize categorize and
draw upon certain features of the environment. It combines an understanding of
nature, making distinctions, identifying flora and fauna.
EXISTENTIAL INTELLIGENCE- might be manifest in someone who is concerned with
fundamental questions about existence, or who questions that intricacies of
existence. It refers to the sensitivity and capacity to tacle deep questions about
human existence, such as the meaning of life, why do we dies, and how do we get
here. Students with strong existential intelligence seek meaningful learning, like to
synthesize ideas based on their learning, enjoy literature and customs from other
cultures, and express a sense of belonging to a global community.

20. In his 1992 book Smart Schools, David Perkins analyzes a number of different
educational theories and approaches to education. His analysis is storongly
supportive of Gardner’s theory of multiple intelligences. Perkins present details
arguments that IQ has three components or dimentions:
Neural intelligence- refers to the efficiency and precision of ones neurological
system. There is substantial evidence that a child’s neural intelligence can be
diversely affected by the mother’s use of drugs such as alcohol and cocaine during
pregnancy.
experiential intelligence- refers to ones accumulated knowledge and experience in
different areas. It can be thought of as the accumulation of all one’s expertise.
Experiential intelligence is based on years and years of accumulating knowledge
and expertice in both informal and formal learning environments. Such knowledge
and experience can lead to a high level of expertise in one or more fields.

21. Reflective intelligence- this refers to one’s broad-based strategies for attacking
problems, for learning and for approaching intellectually challenging tasks. It
includes attitudes that support persistence, systematization and imagination. It
includes self-monitoring and self-management. This kind of intelligence can be
thought of as a control system that helps make effective use of neural intelligence
and experiential intelligence.

23. -the preferred way an individual processes
information
SENSORY
PREFERENCES
GLOBAL-ANALYTIC
CONTINUUM
Visual Learners
Auditory Learners
Tactile/ Kinesthetic
Learner
Global-Analytical
Continuum

24. VISUAL LEARNERS- these learners must see their
teacher’s actions and facial expression to fully understand
the content of a lesson.
-they tend to prefer sitting in front so no one would block
their view. They may think in pictures and learn best from
visual aids including: diagrams, illustrated text books,
overhead transparencies, videos, flipcharts and hand-
outs. During a lecture or classroom discussion, visual
learners often prefer to take detailed notes to absorb the
information.
Visual-symbolic-
feels comfortable
with abstract
symbolism such as
mathematical
formulae or the
written word;
prefer reading a
book than seeing
a map or hearing
things.Visual-iconic- more interested in visual imagery such as
films, graphic displays; good in picture memory

25. AUDITORY LEARNERS- Learn best through verbal lectures, discussions, talking things
through and listening to what others have to say. They interpret the underlying
meanings of speech through listening to tone of voice, pitch speed and other
nuances. They learn often from reading texts aloud and using tape recorder. They
can attend aurally to details, translate the spoken word easily into the written word,
and are not easily distracted in their listening ability.
Listeners- most likely do
well in the class. They
remember things said to
them and make the
information their own;
even carry on mental
conversations and figure
out how to extend what
they learned by reviewing
in their hands what they
heard and say.
Tactile/ Kinesthetic
Learners- benefit much
from a hands-on
approach, actively
exploring the physical
world around them; may
find it hard to sit for long
periods. They become
distracted by their need
for activity and exploration
and prefer learning by

26. ANALYTIC-tend to see finite element elements of patterns rather than the whole;
tree seekers. They are more comfortable in a world of details and hierarchies of
information.
GLOBAL-lean towards non-linear thought and tend to see the whole pattern rather
than particular elements. They are the forest seekers who give attention only to the
overall structure and sometimes ignores details.According to Roger
Sperry’s model, the left-
brain dominant individual
is portrayed as the linear
(analytics), verbal,
mathematical thinker while
the right-brained person is
one who is viewed as
global, non-linear, and
holistic in thought
Successive processor (left
brain) prefers to learn in
a step-by-step sequential
format, beginning with
details leading to a
conceptual
understanding of a skill.
Simultaneous processor
(right brain) prefers to
learn beginning with the
general concept and
then going on specifics.

27. LEFT BRAIN (ANALYTIC) RIGHT BRAIN (GLOBAL)
Successive Hemispheric Style Simultaneous Hemispheric Style
1. Verbal 1. Visual
2. Responds to word meaning 2. Responds to tone of voice
3. Sequential 3. Random
4. Processes information linearly 4. Processes information in varied
order
5. Responds to logic 5. responds to emotions
6. Plans ahead 6. Impulsive
7. Recalls people’s name 7. Recalls people’s faces
8. Speaks with few gestures 8. Gestures when speaking
9. Punctual 9. Less punctual
10. Prefers format study design 10. Prefers sound/music
while studying
11. Prefers bright lights while
studying
11. Prefers frequent mobility while
studying

28. DISABILITY –measurable impairment or limitation that ‘interferes’ with a person’s
ability, for example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or
mental condition. It has also become the more accepted term, having replaced the
word handicap in federal laws in the US, one of which is the INDIVIDUALS WITH
DISABILTIES EDUCATION ACT (IDEA).
IDEA – law that provides comprehensive service and support for exceptional
learners. Our very own 1987 Constitution, Article XIV, Section 2, and out-of-school
youth with training.

29. HANDICAP –disadvantage that occurs as a result of a disability or impairment. The
degree of disadvantage (or the extent of the handicap) is often dependent on the
adjustments made by both the person and his environment.
Two persons may have the same disability but not the same degree of being
handicapped.
Ex: they both have a hearing impairment, one knows sign language and can read lips
while the other cannot.

30. LEARNING DISABILTIES- involve difficulties in specific cognitive processes like
perception, language, memory, or metacognition that are not due to other
disabilities like mental retardation, emotional or behavioral disorders or sensory
impairments.
Ex: dyslexia (reading), dyscalculia (number operations) and dysgraphia (writing).
SPECIFIC COGNITIVE/ACADEMIC DIFFICULTIES
ATTENTION-DEFICIT HYPERACTIVITY DISORDER- ADHD is manifested in either or
both of these: (1) difficulty in focusing and maintaining attention (2) recurrent
hyperactive and impulsive behavior
SPEECH AND COMMUNICATION DISORDERS-there is difficulty in spoken
language including voice disorders, inability to provide the sounds correctly,
stuttering, difficulty in spoken language comprehension that significantly hamper
classroom performance.

31. AUTISM-a condition manifested by different levels of impaired social interaction and
communication, repetitive behaviors and limited interests. Individuals with autism
usually have an intense need for routine and a predictable environment.
MENTAL RETARDATION- refers to significant sub-average intelligence and deficits in
adaptive behavior. There is difficulty in managing activities or daily living and in
conducting themselves appropriately in social situations.
EMOTIONAL/ CONDUCT DISORDERS-presence of emotional states like depression
and aggression over a considerable amount of time that they notably disturb
learning and performance in school.
SOCIAL/ EMOTIONAL AND BEHAVIORAL DIFFICULTIES

32. PHYSICAL DISABILITIES AND HEALTH IMPAIRMENTS
PHYSICAL AND HEALTH IMPAIRMENTS-involves physical/ medical conditions
(usually long-term) including one or more of these: (1) limited energy and strength,
(2) reduced mental alertness, and/or (3) little muscle control.
SEVERE AND MULTIPLE DISABILITIES- refers to presence of two or more different
types of disability, at times at a profound level. The condition of disabilities makes it
necessary to make specific adaptations and have more specialized educational
programs.

33. SENSORY IMPAIRMENTS
VISUAL IMPAIRMENT- conditions when there is malfunction of the eyes or optic
nerves that prevent normal vision even with corrective lenses.
HEARING IMPAIRMENT- involves malfunction of the ear or auditory nerves that
hinder perception of sounds within the frequency range of normal speech.
GIFTEDNESS
-involves a significantly high level of cognitive development.
There is unusually high ability or aptitude in one or more of
these aspects: intellectual ability, aptitude in academic subjects,
creativity, visual or performing arts or leadership.

34. PEOPLE-FIRST LANGUAGE
This language trends involves putting the person first, not the disability. Thus,
people-first language tells us what conditions people have, not what they are.
Ex: a person with AIDS rather than AIDS Victim, a person with disability rather than
disabled person
AVOID GENERIC LABELS- people with mental retardation is preferably to the
mentally retarded.
EMPHASIZING ABILTIES, NOT LIMITATIONS- (for instance, uses a wheelchair is
preferable to confined to a wheelchair)
AVOIDING EUPHEMISM- (such as physically changed) which are regarded as
condescending and avoid the real issues that result from a disability
AVOIDING IMPLYING ILLNESS OR SUFFERING- (had polio is preferable to is a polio
victim, and has multiple sclerosis is preferable to suffers from multiple sclerosis.

35. Revise the following sentences to adhere to the people-
first language and the other guidelines given in this
module.
1. The Teacher thought of many strategies to teach the mentally challenged.
2. Their brother is mentally retarded.
3. Their organization is for the autistic.
4. He is a polio victim who currently suffers from post-polio syndrome.
5. There was a blind girl in my psychology class.
6. I attended a seminar about learning disabled children.
7. That classroom was designated for the deaf and blind.
8. I like to read books about the handicapped.
9. When she was suffering from a spinal cord injury, in a car accident, she became a
paraplegic and was confined to a wheelchair.
10. He is behaving like that because he is abnormal.