Chapter 5

1. Chapter 5 I not only use all the brains that I have, but all that I can borrow. Woodrow Wilson

2. Transactional Theory of Development Development is the result of both biology and experience and how they influence each other

3. Categories of Student Variance with Contributors that have some Implications for Learning

4. Diversity Diversity is the goal of helping all students develop to their unique and fullest potential by varying instruction, assessment, and content to both support students in the use of their own resources and challenge them to acquire and understand the resources of others.

5. Why do we value Diversity? • Different students need different styles of instruction to acquire the learning we offer. • Different students need different modes of assessmentto demonstrate their learning. • Each child’s interests and talents, concerns, and fascinations are the best foundation for increasing that child’s ability and motivation to learn. • The operation of democracy requires an in-depth understanding of a variety ofperspectives and contributions, as well as the ability to listen and learn from the lives and cultures of a variety of people.

6. Intelligence broadly defined The ability to apply past knowledge and experiences flexibly to accomplish challenging new tasks

7. Important ideas • CONCEPT - Something thought or imagined; broad principle affecting perception and behavior; understanding or grasp • THEORY - Scientific principle to explain phenomena; rules and techniques • METHOD - Way of doing something, body of techniques • MODEL - Something copies; perfect example; interpretation

8. Defining Intelligence • Adaptive – used flexibly to respond to a variety of situations and problems • Learning ability – People who are intelligent in a particular domain learn new information and behaviors more quickly and easily than people who are less intelligent in those domains • Use of Prior Knowledge (PK) – Involved in analyzing and understanding situations effectively • Interaction and Coordination of many different mental processes • Culture specific – “Intelligent” behavior in one culture is not necessarily intelligent in another culture

9. Ways we are SMART! Theory of Multiple Intelligence

10. Multiple Intelligence - MI • Howard Gardner – 1980s • “Splitter” • Eight Intelligences - Ability to: • Linguistic – use language effectively • Musical- compose, comprehend and appreciate music • Logical-Mathematical – reason logically, especially in math and science • Spatial – notice details of what one sees, imagine and manipulate visual objects in ones’ mind • Kinesthetic – use one’s body skillfully • Naturalistic – recognize patterns in nature and differences among natural objects and life-forms • Interpersonal – awareness of one’s won feelings, motives, and desires • Intrapersonal – recognize patterns in nature and differences among natural objects and life forms

11. Key Points MI Theory An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings • Each person possesses all eight intelligences -- a theory of cognitive functioning and all seven function together in ways unique to each person • Most people can develop each intelligence to an adequate level of competency --if given appropriate encouragement enrichment and instruction • Intelligences usually work together in complex ways -- intelligences are always interacting with each other and must be thought of in their specific culturally valued contexts • There are many ways to be intelligent within each category -- emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences

12. Development of MI FACTORS • Biological endowment, including hereditary or genetic factors and insult or injuries to the brain before, during and after birth. • Personal life history, including experiences with parents, teachers, peers, friends, and others who either awaken intelligences or keep them from developing • Cultural and historical background, including the time and place in which you were born and raised and the nature and state of cultural or historical developments in different domains.

13. MI Activators and Deactivators of Intelligences • Crystallizing experiences -- turning points in the development of a person's talents and abilities usually in early childhood Albert Einstein 4 years old his father showed him a magnetic compass filled him with a desire to ferret out the mysteries of the universe • Paralyzing experiences -- experiences which shut down intelligences often filled with shame, guilt, fear, anger and other negative emotions that prevent our intelligences from growing and thriving

14. MI Environmental Influences Promote or retard the development of intelligences: • Access to resources or mentors -- lack of resources • Historical-cultural factors -- the times • Geographic factors -- where you live • Familial factors -- parental wishes • Situational factors -- unable to develop due to situation

15. Three Visions for MI Theory • Matching: Teaching with MI • Match instructional strategies with student’s MI set • Provide success in curriculum for all students • Build bridges into curriculum – create windows for learning • Stretching: Teaching for MI • Nurture development of all intelligences • Develop dominant and nondominant intelligences • Enhance capacities • Celebrating: Teaching about MI • Improve self-awareness, metacognition, and reflection • Respect and appreciate differences • Celebrate collective diversity

16. GRIT Perseverance and passion for long term goals

17. What do we know about GRIT and young children? • Positive, non cognitive trait based on an individual’s passion for a particular long-term goal coupled with a powerful motivation to achieve their respective objective. • This perseverance of effort promotes the overcoming of challenges that lay within a gritty individual’s path to accomplishment • Serves as a driving force in achievement realization • What does this mean for US?

18. Ways we are SMART! Learning Styles: Patterns of Coordination Learning Style Preferences

19. LEARNING STYLES:Patterns of Coordination “A difference unaddressed becomes a disability.” James Collins

20. Principles of the PATTERNS OF COORDINATION • Your brain and body are connected through the central nervous system and you brain seeks patterns to make meaning • Movement provides a window into understanding an individual’s mental processing • There are four primary ways of moving and thinking called Coordination Patterns: Thrust, Shape, Swing, and Hang • Each Coordination Pattern is a connection between moving and thinkingwhich includes a quality and type ofmovement and quality and type of mental processing • We each have a Home Pattern and a Pattern Hierarchy • Style is a combination of two Patterns – our Home Pattern plus another Pattern • Goal is to recognize and use all four Patterns as tools to create Balance

21. PATTERNS OF COORDINATION - Movement THRUST -diagonal, zig-zag, asymmetry, sharp turns, aware of strength, directionality SHAPE - right angles, symmetry, placed turns, sequential, arithmetic, classical SWING- back and forth, big-little balance, meander, aware of weight, trunk/body HANG- follow, flow, random, hang turns, aware of energy, connections

22. ThrustDriver • You see - Assertiveness, testing, directness, naming, reorganizing, visual recognition, Skills • Look for - Strength, presence, pushing tools, images, asymmetrical movements/ designs • Modality- Visual • Thinking- Planning for Action, sometimes too quick, impatient, or volatile; Needs to take time • Needs- Security, visual engagement, success, loves to win, independence • Interactions- Logical, brief, organized, friendly not gushy, support independence, Demonstrate, Show them how, Encourage sense of honor

24. ShapeOrganizer • You see - Attention, thinking, questions, sorting, placedness, prioritizing, correct form, knowledge • Look for - Stillness, sequence, symmetry, time, reliability • Modality- Auditory • Thinking– Analytic, May be narrow, rigid, or timid, Encourage boldness and adventure • Needs- Undivided attention, rules, recognition, to do the right thing • Interactions - Answer question, explain, Pay attention to time, Sequence learning, one thing at a time, be correct, Encourage duty

26. SwingCollaborator • You see - Interaction, embellishment, competency, feelings, playfulness, comparisons, multi-tasking, Imagination • Look for - Rocking back and forth, interaction, moving in and out of lesson, sees both sides • Modality- mixed, use two for checking • Thinking flaw - Surface; waffles on decisions; needs to think more clearly and deeply • Needs- Social interaction and multi-tasking, fun! • Interactions- Playful, loyal, chatty, daydreamer, doodles, applaud often, Encourage responsibility

28. HangVisionary • You see - Moving, hanging out, seeking essence, improvising, connections, kinetic experiential learning, whole picture/absorb, Intuition • Look for - Need to move in random ways, flexibility and looseness, • Modality- Kinesthetic, whole body • Thinking flaw – Scattered, leaps; Lacks follow-thru; needs a System for organizing • Needs- Challenge, physical experiences, organization; big picture • Interaction- Physical presence, enjoy energy, help them organize, find words, be flexible/open, praise connections, fairness, Encourage service

30. PATTERNS OF COORDINATION: Benefits • Discover important insights into individual ways of thinking, learning, and working. • Assess your own personal learning style and how it connects and interacts with others. • Anticipate potential trouble spots, negotiate minefields, lay the groundwork for future growth and development. • Accept and enjoy the uniqueness of individuals and the dynamic nature of relationships. • Make interactions easier, more predicable and life more harmonious and balanced.