ADAPTING FOR INDIVIDUAL DIFFERENCES Chapter 5
Dec 13, 2015
ADAPTING FOR INDIVIDUAL DIFFERENCES
Chapter 5
Individual Differences
Effective Teachers
Understand typical and atypical child development
Understand the importance of knowing each child as an individual
Use this knowledge to plan and adapt curriculum
To help each child meet important learning goals (NAEYC, 2009)
Individual Differences
The hereditary or genetic contributions to human development
Biological and neurological drivers of development
Range of variation in timing, not sequence
Environmental factors and experiences that influence human development and behavior
Environmental influences: quality of child care setting, family economic resources, safety, siblings, etc.
NATURE NURTURE
Transactional Theory of Development• Development is the result of both biology and experience and how they influence each other• Biology and experience play critical, interrelated roles in children’s development• Accumulation of certain kinds of experiences can enhance development or place children at risk
Categories of Student Variance with Contributors that have some Implications for Learning
Know the Child, Family, Culture
Categories of
Student Variance
Contributors to the Category
Biology
Gender: Physical, Cognitive, SocialAbilities & Disabilities: Cognitive, Emotional/Social, PhysicalNeurological “wiring” for learningDevelopment
Degree of Privilege
Economic statusRaceCultureSupport systemLanguageExperience
Positioning for learning
Adult modelsTrustSelf-conceptMotivationTemperamentInterpersonal skills
Preference/
Learning Styles
InterestsLearning preferencesPreferences for individuals
What do teachers need to know about individual variation among children and how to accommodate individual differences?
ACCOMODATING DIFFERENCES
What is Gardner’s Theory of Multiple Intelligences and what are its implications for practice?
MULTIPLE INTELLIGENCES
Multiple Intelligence - MI Howard Gardner – MI Theory 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
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
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.
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
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
Learning Cycle of Differentiated Instruction
The creation of multiple paths so that children of different abilities, interests, and learning needs experience equally appropriate ways to achieve important learning goals
Plan the Environment Differentiate Content Teaching Process Assess Learning
What the Response to Intervention, Response to Intervention and Instruction, and Recognition and Response models and how do they address individual differences in young children’s learning?
RtI – RtII – R&R
Responsive Education
Response to Intervention (RtI) Prevent school failure, reading and math Bridge general and special educationTier 1: high quality instruction for ALL, comprehensive, evidence-based curriculum and intentional teachingTier 2: DAP group interventions for children who need more focused learning experiencesTier 3: Intensive, individualized interventions
Recognition and Response (R&R) Recognition: monitor learning progressResponse: Core curriculum & intentional teaching for ALL children; targeted interventions for SOME children Collaborative Problem solving: A team makes informed decisions based on assessment results to plan and evaluate instruction and interventions at all tiers
Pennsylvania Response to Intervention and Instruction
RtII in PA PA State Aligned System (SAS)
The use of a standards-aligned, comprehensive school improvement and/or multi-tiered system of support for implementing PA’s SAS.
RtII rests on using a continuum of student performance data to continuously inform, monitor and improve student access and response to high-quality core and supplemental instruction/intervention.
A road map for facilitating systems change within the context of data-based decision-making and instructional matching.
The intent of RtII is to improve learning as efficiently, effectively and equitably as possible for ALL students, including students with disabilities.
What practices are required by law for children with disabilities and special needs?
It’s the LAW
The Language of Special Education LANGUAGE MATTERS Children with special needs – broad term
Children with disabilities – specific identification
First person language – CHILD first, then identifier
What do we need to KNOW?
Children with disabilities are diverse and distinct from one another
Various disorders do not necessarily occur in isolation
A diagnosis rarely results in precise education interventions
Legal Requirements
IDEA Individualized Education Program (IEP) IEP Team Early Intervention
IFSPs vs IEPs
What practices for teaching children with special needs are effective teaching all children?
INTENTIONAL & EFFECTIVE
Effective Practices
Inclusive Classrooms Natural Learning Environments Benefits Fostering Friendships: Modeling, Play
activities, Prompting, Rehearsal/practice Team mentality Assessments
Curriculum-based Routines-based
Plan Individualized Instructional Strategies
Goals: Generative skills can be used across setting,
people, events, and objects PA Early Learning Standards
Learning Opportunities during daily routines Use Helping Strategies: Prompts Reinforce Children’s Learning
Naturally occurring reinforcers Monitor Progress:
Observation, Checklist, Rating Scale