This document discusses student diversity and intelligence. It covers several key points: 1) Student diversity refers to the many factors that make students different, such as race, gender, socioeconomic status, ability, age, and religious beliefs. Each student brings unique experiences and strengths to the classroom. 2) There are various theories and models of intelligence discussed, including Sternberg's triarchic theory of intelligence, Gardner's theory of multiple intelligences, and emotional intelligence. Intelligence tests like the Binet test and Wechsler scales are also summarized. 3) The document discusses controversies around intelligence testing, such as the role of nature vs nurture, ethnic comparisons, and whether tests are culturally biased.

1. Students Diversity
• Muhammad Munsif
munsifsail@gmail.com
Mphil. Education

3. PRESENTED BY: RIMSHA ,AREEBA,ASRA,FAUZIA,,AFIA PRESENTED TO: DR.SHEZADA QUAISER
ROLL NUMBER:
TOPIC: STUDENT DIVERSITY
TOPIC : STUDENT DIVERSITY
PRESENTED TO: DR.SHEZADA QUAISER

4. Student Diversity
• Presenters:
o Rimsha Khalid
o Asra Tahir
o Areeba Khan
o Afia
o Fauzia Fazal Hashmi
M.Phil Education (Evening)

5. STUDENTS DIVERSITY
• Diversity is everything that makes people different from each other.
• This includes many different factors
 Race
 Ethnicity
 Gender
 socio-economic status
 Ability
 Age
 religious belief

6. DIVERSITY IN CLASSROOM;
Each student brings unique
experiences, strengths, and
ideas to our classroom
Diversity is the exploration
and incorporation of these
differences to enrich learning
in our classroom.
Each students have different
level of intelligence and ability
to understand.

7. INTELLIGENCE
 Ability to 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

8. INTELLIGENCE TEST
• There are two main intelligence tests that are used to measure
the intelligence level of an individuals:
The Binet test
 The Wechsler Scale

9. THE BINET TEST
oStanford Binet Test….1905 Scale and Mental Age
oDeveloped by Alfred Binet, a French psychology
oAdministered individually to persons aged 2 till adulthood
oVerbal and non-verbal intelligence
oCurrently in its fifth edition
oIntelligence Quotient (IQ) by William Stern 1912;
oMA/CA x 100

10. SCORING

11. ASPECTS OF BINET TEST
 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)

12. The Normal Curve

13. THE WECHSLER SCALE
 The Wechsler scale developed by psychologist
David Wechsler.
 Another set of test widely use to assess students
intelligence is called Wechsler scale.
 The Wechsler scale not only provide an overall
IQ score and a score on a number of subsets but
also yield several composite indexes.(for
example, the verbal comprehension index, the
working memory index, and the processing
speed index).
 The subtest and composite scores allow the
examiner to quickly determine the areas in
which the child is strong and weak.

14. THE WECHSLER INTELLIGENCE
SCALE
Wechsler Scale Type Ages Ranges Tested
Wechsler preschool and Primary
Scale
Third Edition ( WPPSI-III)
2 years ,6 months to 7 years ,3
months
Wechsler Intelligence Scale for
Children and Adolescence Fourth
Edition (WISC-I
6-16 years
Wechsler Adult Intelligence Scale:
Third Edition (WAIS-III)
16 and Above

15. STRATEGIES FOR INTERPRETING
INTELLIGENCE TEST SCORE.
Here are some cautions about IQ that help teacher avoid using information about
student intelligence in negative ways:
 Avoid unwarranted stereotype and negative expectations about student based
on IQ score.
 Don’t use IQ test as the main or sole characteristics of competence.
 Especially be Cautious in interpreting the meaningfulness of an overall IQ
score.

16. STERNSBERGS THEORY
o Robert J. Sternberg developed the theory
of intelligence.
o Sternberg believe that the ability to
function effectively in the real world is an
important indicator of intelligence.

17. STERNSBERGS THEORY
• Sternberg's theory of intelligence come in three forms:
o Analytical Intelligence
Analytical intelligence involves the ability to analyze, judge,evaluate,compare
and contrast.
o Creative Intelligence
Creative intelligence consist of ability to create,design,invent,originate and
imagine.
o Practical Intelligence
Practical intelligence focus on the ability to use apply,implement,and put into
practice.

18. ANALYTICAL INTELLIGENCE
o Sternberg say that student with different patterns look different in school. Students
with high analytic ability tend to be favored in conventional schools.
o Theses students typically get good grades , do well on traditional IQ test and the
SAT and latter gain admission to competitive college.
o Theses students typically get good grades , do well on traditional IQ test , and the
SAT and latter gain admission to competitive colleges.

19. CREATIVE INTELLIGENCE
o Creative intelligence ,students often don not rung of their class.
o Creative intelligence students might not conform to teachers expectations about how
assignment should be done.
o They give unique answers for which they might get reprimanded or marked down.

20. PRACTICAL INTELLIGENCE
o Practical intelligence typically don't relate well demand of the school.
o Theses students frequently do well outside the classrooms walls.
o Their social skills and common senses may allow them to become successful
manager or entrepreneurs despite undistinguished school records.

21. Gardner’s Theory of multiple intelligence
Gardner is an American psychologist, who represent his theory fist in his book
Frames of Mind in 1983
Gardner's Eight Frames of Mind
•Verbal: Thinking in word/language E.g. Authors ,journals
•Methematical: Carrying out mathematical operations.E.g Scientist.
• Spatial: Thinking in three dimentions
E.g.Arcitechts,artists,Sailors.
•Bodily-Kinesthetic: Use of body motion and manipulation of objects .
E.g. Surgeons, crafts people, dancers,atheletes

22. Musical: A sensitivity to pitch, melody, rhythm
& tone. E.g. Musician
Intrapersonal: Understanding oneself and effectively direct one's
life.E.g. Theologicians, 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,botanidts,ecologists,landscapers

23. Technology can be used to facilitate learning in each
area of intelligence (DICKINSON)
Verbal skills. Computers encourage students to revise and rewrite
compositions; this should help them to produce more competent papers.
Many types of computer mediated communication, such as e-mail, chat
and text messaging provide students with opportunities to practice and
expand their verbal skills.
Mathematical skills: Formula manipulation software such as Mathematical
(2008)(www.wolframe.com/products/mathematica/index.html) and Flash
mathematics applets can help students improve their logical/ mathematics
skills.

24. Spatial Skills: Computers allow students to see and manipulate material.
Virtual-reality technology can also provides students with
opportunities to exercise their visual-spatial skills.
Bodily Kinesthetic Skills: Nintendo Wii (2008)
(http//:www.nintendo.com/wii) can be used to improve student’s
bodily –kinesthetic skills.
Musical Skills: The MIDI makes it possible to compose for and orchestrate
many different instruments through the computer. Apple
Computer’s Garage (2008)(www.apple.com/ilife/garageband)
software is also a good musical skills source
.

25. Intrapersonal Skills:
Technology offers means to explore a line of thought in great depth
and to have an extensive access to arrange of personal interests.
Interpersonal skills:
When students use computers in pairs or small groups, their
comprehension and learning are facilitated and accelerated.
Positive learning experiences can results as students share
discoveries, support each other in solving problems, and work
collaboratively on projects

26. Naturalist Skills
Electronic technologies can facilitate scientific investigation, exploration,
and other naturalist activities.
Example
National Geographic Online allows students to go on expeditions
with framed explorers and photographers. Zoo Cams Worldwide(2008)
provides live footage to help students learn more about animals

27. Strategies for implementing each of Gardner’s
Multiple Intelligences
Verbal Skills:
Read to children and let them read to you, visit libraries and book
stores with children, and have children summarize and retell a story they
have.
Mathematical skills:
Play games of logic with children, be on look out for situations that
can inspire children to think about and construct an understanding of
numbers, and take children on field trips to computer labs, science,
museums and electronic exhibits.

28. Spatial Skills:
Have a variety of creative materials available for children to use, take
children to art museums and go on walks with children. When they get back,
ask them to visualize where they have been and then draw a map of their
experiences.
Bodily-Kinesthetic skills:
Provide children with opportunities for physical activity and encourage
them to participate in supports and dance activities.
Musical skills: Give children an opportunity to play musical instruments, create
opportunities for children to make music and rhythms together using voices
and instruments, and take children to concerts.

29. Intrapersonal skills:
Encourage children to have hobbies and interests, listen to
children's feelings and give them sensitive feedback, and children keep a
journal or scrapbook of their ideas and experiences.
Interpersonal skills:
Encourage children to work in groups, help children to develop
communication skills, and provide group games for children to play.
Naturalist Skills:
Create a naturalist learning center in the classroom and engage
children in out door naturalist activities.

30. Neuroscience of Intelligence

34. Neuroscience of Intelligence
Does intelligence correlate with brain volume?
There is moderate correlation (+ .3 to +.4) between brain size and
intelligence (Rushton & Ankney, 2009)
Is intelligence linked to specific regions of brain?
Studies from brain imaging revealed that a neural network involving frontal
and parietal lobes is related to higher intelligence (Colom & others, 2009)

35. •Other brain regions related to higher intelligence at lower level of
significance than frontal/parietal lobe network. Include temporal occipital
lobes as well as cerebellum (Luders & others, 2009)
•Albert Einstein's total brain size was average but region of his parietal lobe
was 15% larger than average (Witelson, Kigar, & Harvey, 1999)

36. Controversies and Issues In Intelligence
Nature & Nurture
Nature proponents argue that intelligence is primarily inherited
and that environmental experiences play only a minimal role in its
manifestation (Rushton & Ankney, 2009).
Discontinuous theories of development.
Nurture proponents claims that the environment also plays an
important role in intelligence (Preiss & Sternberg, 2010).
Continuous theories of development.

37. Ethnic Comparison
African American schoolchildren score 10 to 15 points lower on standardized
intelligence tests than White American schoolchildren do (Brody, 2000).
African Americans have gained social, economic, and educational opportunities,
the gap between African Americans and Whites on standardized intelligence tests
has begun to narrow (Ogbu & Stern, 2001).

38. Cultural Biased Test
Many of the early tests of intelligence were culturally biased
•Favoring Urban children over Rural Children
• Children from Middle Income Families over Low income Families
•White children over minority children (postmodernism: white people over
Africans
Stereotype Threat
The anxiety that one’s behavior might confirm a negative stereotype
about one’s group.
Africans: Intellectually Inferior

39. Culture Fair Test
Tests of intelligence that are intended to be free of cultural bias.
Types
Two type of Culture-fair OR Culture-reduced tests have been developed.
1. The first includes questions familiar to people from all socioeconomic and
ethnic backgrounds (children may virtually familiar with Birds and animals)
2. The second type of culture-fair test contains no verbal questions (Raven’s
Progressive Matrices Test)

40. •The Raven’s progressive matrices test was
developed in 1938 and has been revised
multiple times since then.
•Since it is a non-verbal test it usually just
requires the candidate to select the correct
item.
•It is used in situations where the
examiners want to measure the intellectual
ability of an individual that is not based on
educational background, cultural or
linguistic deficiencies.

41. Why it’s difficult to form cultural fair test?
Language difference : same word might have different meaning
Different Values
Even pictures can produce bias because some cultures have less experience
with drawings and photographs.
 Because of above mentioned factors test would be Culture-Reduce not
Culture-fair.

42. Ability
Grouping
• A method in which students of similar abilities are placed into
groups so that instruction can be matched to group needs. is used
more at the elementary level and occurs within the classroom.
Tracking
• Between class ability grouping that occurs across all academic
areas.
Ability Grouping & Tracking

43. • Grouping students based on their ability or achievement.
(High Track & Low track groups (Sections A,B,C,D….)
Between-Class
Grouping (tracking)
• Placing students in two or three groups within a class to take
into account differences in students’ abilities regarding
particular subject regardless of their age and grade level.
Within-Class
grouping
• A standard nongraded program for instruction in reading
specific at second, third & fourth grades.
Joplin Plan
Types of Ability Grouping

44. Critique
students who are ‘tracked-up’ or who are exposed to a more
rigorous curriculum learn more than the same-ability students who
are ‘tracked-down’ or offered a less challenging course of study
(Gamaron, 1990; Hallinan, 2003)
Wheelock in 1992 stated that low-track classrooms often have less
experienced teachers, fewer resources, and lower expectations
In the San Diego County Public Schools, the Advancement Via Individual
Determination (AVID) program provides support for underachieving students
(Note taking skills, question asking, thinking, & communication skills)

45. In Classroom: To Avoid Tracking Difference
•Avoid labeling groups as “low,” “middle,” and “high.
•Don’t form more than two or three ability groups
•Consider the students’ placements in various ability groups as subject
to review and change.
•Especially consider alternatives to tracking for low- achieving students.

46. Thinking And Learning Styles
Intelligence is the ability to adapt and learn from experience.
Learning and thinking styles are not abilities but, rather, preferred
ways of using one’s abilities (Zhang & Sternberg, 2009)
There are learning and thinking styles. Due to various styles the
researcher of this field criticized about:
•Low Reliability (consistency)
•Low Validity
•Confusion in definition of styles

47. Learning
Styles
Impulsive/
Reflective
styles
Thinking Styles
Surface/Deep
styles

48. Impulsive/reflective Learning styles
Referred as conceptual tempo, they involve a student’s tendency
either to act quickly and impulsively or to take more time to respond and
reflect on the accuracy of the answer.
Deep/surface Thinking styles
Involve whether students approach learning materials in a way that
helps them understand the meaning of the materials (deep style) or to
learn only what needs to be learned (surface style).

49. Reflective students surpass impulsive students at
• Remembering structured information
• Reading comprehension
•Have skills to interpret text
• Problem solving and decision making
• Goal setting & concentrate on relevant information
• Setting high standards for performance
Impulsive students often make more mistakes than reflective
students

50. Deep Learners
• Actively construct
knowledge
• Give meaning to
material
• Focus on internal
rewards
• Are self-
motivated
Surface Learners
• Are passive
learners
• Fail to tie
information to a
larger framework
• Focus on external
rewards

51. Strategies for Working with Impulsive Children
Monitor students in the class to determine which ones are impulsive
Talk with them about taking their time to think through an answer before they
respond
Model the reflective style as a teacher. Take time to think before you respond and let
the students know that this is what you are doing.
Guide students in creating their own plan to reduce impulsivity.

52. Strategies for Helping Surface Learners Think
More Deeply
Monitor students to determine which ones are surface learners.
Avoid using questions that require pat answers. Instead, ask
questions that require students to deeply process information. ( Date of
Birth of Iqbal)
Ask questions and give assignments that require students to fi t
information into a larger framework ( ask about their experiences
regarding traveling than to ask names of capitals of countries)

53. VARK Model (Learning Styles)
V : Visual
A: Auditory
R: Reading
K: Kinesthetic

54. Emotional Intelligence
Intelligence is the ability to:
• Perceive and express emotions accurately and adaptively
• Understand emotion and emotional knowledge
• Use emotion to facilitate thought
• Manage emotions in oneself and others
(Salovey and Mayer (1990)

55. Personality and Temperament
• Personality: The distinctive thoughts, emotions, and
behaviors that characterize the way an individual
adapts to the world.
• Temperament: A person’s behavioral style and
characteristic way of responding.

56. The “Big Five” Personality Factors

57. Children’s Temperament
Easy Slow to Warm-Up
• Low activity level • Low activity level
• Somewhat negative • Somewhat negative
• Low intensity of mood • Low intensity of mood
Difficult
• Reacts negatively, cries frequently
• Irregular daily routines
• Slow to accept change

58. Culture
• The language, attitudes, ways of behaving and other aspects
of life that characterize a group of people.
• Culture in which child has been raised has important
consequences for classroom instruction.

59. What is the Impact of Culture on Teaching and Learning?
• Culture profoundly affects teaching and learning.
• Many aspects of culture contribute to the learner's identity
and self-concept and affect the learner's beliefs and values,
attitudes and expectations, social relations, language use, and
other behaviors.

60. What is the Impact of Culture on Teaching and Learning?
• The tendency is to value the characteristics of mainstream,
high-status groups and devalue those of other groups.
• The cultural ways of behaving and background of an individual
child is affected by his or her ethnicity, socioeconomic and
other aspects of life (status, religion, home language, gender,
and other group identities and experience).

61. School Expectation Culture
• to speak standard English
• to be highly verbal
• to work independently
• to compete with other students
for grades and recognition.
• speaking other
language/different dialect of
English.
• usually value cooperation and
peer orientation rather than
independence and
competitiveness

62. The child from a different culture is often at a disadvantage.
• Because the school culture reflects mainstream middle-class values.
• Most teachers are from middle-class backgrounds.
• Students from under-represented groups have academically inferior,
overcrowded urban schools.
• Understanding students’ backgrounds is critical for teaching effectively
both academic material and the behaviors and expectations of the
school.

63. Teaching in a Culturally Diverse School
 Use fairness and balance in dealing with students.
 Choose texts and instructional materials that show all ethnic
groups in equally positive and non-stereotypical roles.
 Make sure under represented groups are not misrepresented.
 Let students know that racial or ethnic bias, including taunts,
and jokes, will not be tolerated.

64. Teaching in a Culturally Diverse School
 Avoid segregation: Tracking, or between-class ability grouping, tends
to segregate high and low achievers.
 Help all students to value their own and others' cultural heritages.
 Use cooperative learning: It contributes to both achievement and
social harmony.
 Celebrate cultural diversity and promote educational equity and social
harmony in the schools.

65. Socio-Economic Status and Student Achievement
SES
 A measure or prestige within a social group that is most often based
on income, occupation and education. .
 Students' social-class affects on attitudes and behaviors in school.
 Low-income families experience stress that contributes to child-rearing
practices, communication patterns, and lowered expectations that may
handicap children when they enter school.

66. Socio-Economic Status and Student Achievement
Students from working-class or lower-class backgrounds entering school
have less exposure to
 count, name letters & colors, and cut with scissors
 perform well in school than are children from middle-class homes

67. Educators’ Role
 Middle-class teachers often have low expectations for lower-class students.
 These low expectations cause students to perform less well than they could
have.
 Invite parents to participate their children's education to improve students'
achievement.
 Be aware of the problems encountered by many lower-class pupils.
 Avoid converting this knowledge into stereotypes.

68. Do Language Differences and Bilingual Programs affect Student
Achievement?
Language minority
 Native speakers of any language other than national.
 Students with limited English proficiency present a dilemma to the
educational system.
 Those who have limited proficiency in English need to learn English to
function effectively.

69. Main Questions
 Should they be taught math or social studies in their first language
or in English?
 Should they be taught to read in their first language?
 These questions are not just pedagogical they have political and
cultural significance that has provoked emotional debate.

70. Problems of Bilingual education
 Lack of teachers who are completely bilingual.
 The difficulty of the transition from the bilingual program to the
English-only mainstream program.
 Third, the goals of bilingual education sometimes conflict with those of
desegregation by removing language-minority students.

71. Gender differences & achievement
Natural behavior for each gender
 is based more on cultural belief than on biological necessity.
 is linked to differences in early socialization experiences.
 tends to be much stronger in low-SES families than in high SES families.
• Ongoing research shows very few genetically based gender differences in thinking
and abilities.

72. Student choices and achievement
• Affected by gender bias in the classroom,
• Teacher’s behaviors toward male and female students
and
• Curriculum materials that contain sex-role stereotypes.

73. In teaching
Avoid stereotypes: Assign roles equally irrespective of gender.
Promote integration: Assign them to sex-segregated tables, and
organizing separate sports activities for males and females resulting
in less frequent interaction.
Treat females and males equally: Allow equal opportunities to
participate in class, to take leadership roles, and to engage in all
kinds of activities.

74. 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?
 What other individual differences do you think you might have to
accommodate?