The Unique You!Why Differentiate?

(George, 2005)Intelligence

(Neisser, et al. 1996)

Knowledge RepresentationPersonality

(Noftle and Robbins, 2007)ImplicationsSynthesis

Pair SharingBrain Breaks

Pictures1 minute write ups

Parents and advocates of students with special needs may reach a

point of complete disillusionment with the public education

withdraw their children from the conventional public schools and

join the already sizeable system of quasi – private or private

education based largely on the ability to pay or the capacity to

serve special needs.

Educators must support a school that promotes diversity

A culture that demonstrates that children are safe

There are adults in at the school who know and care about the

studentsTheir children are making friends with the “right kind of friends”

Children will get the support and attention that they need

Children experience success in some important way

Children enjoy learning and are motivated to continue

Children are well prepared for the next level of education or work

Prepares students more effectively for real – life

situations by interacting with different types of people and

development of important interpersonal, social

knowledge skills and attitudes while providing varied types of

academic achievement.

Prevent racial, ethnic and social discrimination

Less risk of labeling and stigmatizing high or low achievers

Heightens awareness of individual differences and provides opportunities

for growth. Emphasizes diligence and success

Each one is exposed to a complex, enriched curriculum

Provides learners an opportunity to develop a positive self concept.

Provides flexible grouping and meaningful interaction with a variety of

peers. There are no frozen roles.

Promote peer acceptance and social skills.

Gifted learners are often overlooked and are perceived to do well in class

and yet good grades or cause of discipline problems.

They experience frustration and

boredom

Develops wrong belief becoming addicted to high

grades

Develops a belief that they can achieve with

minimal effort.

Develop a belief that they are not really capable as people

believe them to be.

Less able students with learning disabilities are provided with more opportunities to learn

at their own pace, the best way they know how

INTELLIGENCEthe ability to learn or understand things or

to deal with new or difficult situations

the ability to apply knowledge to manipulate one's environment or to think

abstractly as measured by objective criteria (as tests)

Individuals differ in their ability to understand complex ideas, to adapt effectively to the environment, to learn from experience, to

reason, to overcome obstaclesAlthough these differences are substantial, they are

never entirely consistent.

Intellectual performance depends on occasion, domain,

and criteria. There are many types of

“intelligence” that only a few psychometric tests can

measure.Psychometric tests is can predict forms of

achievement especially school achievement but these tests cannot measure some other aspects

of mental ability.

Intelligence should not be informed only by work with normal children, rather, by looking at

gifted persons of different abilities in diverse cultures and

individuals who suffered selective forms of brain

damage. Pen and pencil tests rule

out many kinds of intelligent performance that matter a great deal

in life.

Tacit knowledge or self – oriented knowledge is acquired without direct help from others, that allows individuals to achieve goals that they

personally value. Tacit knowledge is relatively independent of

scores in intelligence tests but correlates significantly with various indices of job

performance.

Even within a given society, different

cognitive characteristics are

emphasized from one situation to another

and from one subculture to another.

“To be considered intelligent or

adaptive, one must excel in the skills

valued by one’s own group.”

PIAGETVYGOTSK

YBiological Approaches

Some individuals changed as much as 18 points.

IQ scores change over time.

Even IQ score remains the same, there are steady gains in general knowledge, vocabulary, reasoning

ability and other.

Intelligence tests were originally designed to measure a child’s ability to

succeed in school.

SCHOOL PERFORMANCE

Successful learning depends on many personal characteristics other than intelligence: persistence, interest in

school and willingness to study.Teaching practices and what is

actually taught also affects school performance.

Children with higher test scores tend to get more education

YEARS OF EDUCATION, SOCIAL STATUS, INCOME, JOB

PERFORMANCE

They get support from family, teachers and peers.

Children of privileged families are more likely to attain high social status

than those whose parents are poor and uneducated.

Children who are unsuccessful in school may be more likely to engage in

delinquent behaviors compared to children who enjoy school and who are

doing well.

SOCIAL OUTCOMES

REACTION TIME,

INSPECTION TIME,

NEUROLOGICAL MEASURESIt is possible that high

– and low IQ individuals differ in other ways that that

affect speeded performance.

Motivation, response criteria, perceptual

strategies criteria and differential familiarity

with the material

A high heritability does not mean that environment has no impact on the

development of a trait, or that learning is not involved.

Behaviour geneticists emphasized the fact that individuals can be active or

creating or selecting their own environments.

Genes contribute substantially to individual differences in intelligence

performance tests. Variations in the unique environments of

individuals are important and between-family variations contributes significantly to

observed differences in IQ scores although this effect diminishes later on.

Cultural environment has a significant effect on the intellectual skills

developed by individuals. Workplaces may

affect the intelligence of

those who work in them. (Complex

jobs produce more “intellectual productivity”

Attendance at school is both a dependent and an independent

variable in relation to

intelligence. Schools affect intelligence in several ways, most obviously by transmitting information and by developing certain

general skills and attitudes.

Many interventions have been shown to raise test scores and mental ability “in

the short run” but long – run gains have proved more elusive. Severely deprived, neglectful, or

abusive environments ,ust have negative effects on a great many

aspects – including intellectual aspects – of development.

SEX DIFFERENCES

Spatial and quantitative

abilitiesVerbal abilities

Causal factorsHormonal

differences

When learning, students may focus on superficial attributes and memorize

procedures.Rules are not

explicitly stated or provided in a

manner that is too subtle for many

students to notice. Thus, they rely on

superficial similarities.

Most teachers and parents rely on keywords to

teach something (superficial)

Some exercises and assessments leads the students (and teachers) to believe that they have mastered the content.

How do you accommodate diversity and

individuality in your class?