1	Learner Differences & Learner Needs
2
3
4
5
6
7
8
9
10
11	What Are Your Impressions? Appearance Gender Age Socio-economic status Race and/or ethnicity Apparent “smartness” What are other factors?
12	Some Basic Thoughts…
13	Basics on Diversity Differences subject to change over time Don’t make long-range predictions based on present behaviors Variability within seemingly similar students Don’t draw conclusions based on gender, ethnicity, background Overlap between groups Average differences don’t always translate to individual members of those groups Higher achievement Factor in diversity while planning instruction
14
15	Historical Views of Intelligence Psychometric – THE Score Measure! IQ Scores Mental age/Chronological age x 100 Three-Tier Conception More complex but abilities tied together Systems or Multiple Forms Different abilities Sternberg’s Triarchic Theory Gardner’s Multiple Intelligence Theory
16
17	Intelligence
18
19
20
21	MI Theory Misapplied! Trying to “fit” all intelligences into all lessons. Assuming that “using” the intelligence relates to the learning. “Using” an intelligence as a background for learning. Evaluating based on intelligence.
22	MI Theory Strengths Help students cultivate strengths that will be useful. Differentiating instruction to various strengths. Providing a “doorway to learning” to meet learning goals.
23
24
25	So What? High correlation with school performance Scores and social background highly correlate with amount of education an individual will go on to receive Remain relatively stable after age 7 No significant difference between sexes or races Cultural contexts and SES seem to affect performance
26
27	"Lower achievement" Lower achievement? Honors or gifted classes Non-graded elementary schools Who benefits from de-tracking? Lower achievers? (Gain 5 percentage points) Average achievers? (Lose 2 percentage points) High achievers? (Lose 5 percentage points) “Bright flight”
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46