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66 Cards in this Set
- Front
- Back
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Gardner
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Multiple intelligences. Not as big anymore because NCLB made school all about english/math. 8 intelligences - we assess linguistic and logical-mathematical. No single IQ score represents intelligence. different areas call on unique cognitive skills. application: create lessons that integrate several different intelligences at once, not separate them out.
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Musical intelligence
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not a skill
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Visual-Spatial intelligence
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navigate well (always know where north is. don't need GPS/maps as much. Good at art, etc.
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Bodily-kinesthetic
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intelligence about how your body moves. good body awareness - coordination. not clumsy, etc.
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Interpersonal
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deals with personal interactions with other people. react appropriately. not someone who likes to be social - socially intelligent - pick up on mood, undertsands body language. take another's perspective. empathy. ability to understand what it might be like to be someone else/take on someone else's perspective.
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Intrapersonal
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how well do i know myself? how well do i know my strengths and weaknesses? about knowing your desires/goals.
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Naturalist
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ability to recognize patterns in nature. taxonomy. geologists/archaeologists - understanding WHY nature looks the way it does and what caused it to be that way. also about other patterns - good cooks/chefs because can figure out patterns of how foods go together
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Pros of multiple intelligences
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allows strength assessment: if a student is bad at math you can connect with her with other activities. allows weakness assessment: lets you figure out what you have to work on.
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Criticisms of Gardner
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1) these are not independent intelligences. many of them are highly correlated (limited research suggests). 2) it's not intelligence, just a skill that you can develop. Gardner's ok with that bc he believes intelligence can be improved.
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Sternberg's Triarchic Theory |
Practical, Creative, Analytical. About how people use their intelligence in everyday life.
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Practical Intelligence
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"Street smarts" - practical intelligence: easily picking up knowledge about how the world works. Not just book reports but also how are these themes relevant to how people go through life? Learning how to do things AND learning how to apply them to your everyday life. |
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Creative Intelligence
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Using your own prior experience and knowledge to create, invent, discover, imagine... Can you come up with a different ending to the book? Fanfiction. |
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Analytic Intelligence
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Creative problem solving |
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Special Education
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specially designed instruction, at no cost to the parent, to meet the unique needs of a child. |
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Public Law 94-142
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Requires that students with a disability be given a free, appropriate education.
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Individuals with Disabilities Act (IDEA)
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special ed includes: evaluation and eligibility determination (done by school psychologist), appropriate education, individualized education plan (IEP: goals, expectations, how do we get it, how do we assess whether they can do it, prescribe services - revised and reviewed annually), education in the "least restrictive environment" (must be placed in as typical of a setting as possible)
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Least Restrictive Placement
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mainstreaming - placing them in regular classroom ASAP as soon as they meet the academic requirements with the appropriate services provided.
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Individualized Educational Program (IEP)
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specifies goals, objectives, and detailed plans to improve student's achievement (written by a team, updated annually)
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Full Inclusion
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mainstreaming, REGARDLESS of whether they meet the academic requirements. still provide services, but inclusion is not conditional.
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do school psychologists do therapy with kids?
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no - but they'll do damage control in a traumatic case - if they go crazy and violent and deal with it. it's very interrupted - they get parent calls and stuff. deal with being called the school psychologist.
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Bronfenbrenner's Model
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various settings that are proximal (close to) the child or distal (mroe indirect) to the child. settings = contexts/environments student is exposed to.
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Microsystem
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most proximal to child. HOME: siblings, parents, other family members. these influence the child. SCHOOL: teacher (stu-teacher relationship). IMMEDIATE NEIGHBORHOOD, RELIGIOUS SETTING
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Mesosystem
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"meso" = in between. interaction between two/more microsystems. Parent's involvement in PTA, etc. in adolescence, that's a negative relationship - when parents get involved it's because there's something bad happening.
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Exosystem
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not directly involved with, but trickle down to the child. your mom's boss indirectly influences how your mom interacts with u. local gov't, media, etc.
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Macrosystem
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dominant ideologies and cultural beliefs.
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Culture
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refers to the behavior patterns, beliefs and all other products of ap articular people that are generationally transmitted.
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how to measure culture
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what if they're asian but not connected to asian ethnicity?
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cultural iceberg
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OBSERVABLE: dress, language, ceremonies, rituals. BEHAVIORS: based on inferred rules or code systems; rules of language, social roles. you can measure behaviors but not the inferred rules that influence them. very dependent on schemes: eye-to-eye contact can mean honesty or disrespect. punctuality. COMMON VALUES. in research, we focus on observable culture, but lots of people focus on common values
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application of culture to teaching
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being aware that there might be other interpretations of behaviors
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common values
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Individualism vs collectivism: INDIVIDUALISM: common among western european white anglos. your needs/values take priority over those of the group. COLLECTIVISM: now you have to support the family. give back to the family unit. INDIVIDUALISM: personal distinction. want to be seen as unique, accomplished, COLLECTIVISM: harmony of the group. INDIVIDUALISM: fosters independence. COLLECTIVISM: fosters interdependence.
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Individualist Teacher
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balance cooperative and competitive activities. provide criticism only in private - embarassment - you don't want to lose face in front of the collective. Cultivate relationships with students so they feel like they're part of a collective.
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Collectivist Teacher
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balance cooperative and competitive activities. compliment students more often. talk about individual accomplishments too. "star student of the week".
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How do we identify cultural groups
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gender, social class, sexual orientation, race, ethnic group, exceptionality/nonexceptionality (able-bodied vs PWD), religion, language - each has a dominant groups have relatively more power over society - sociopolitical economic power that can guide groups. subordinate groups have less power. typically people that are members of the dominant group don't know what it means to be part of that group: you're the default.
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writing the ID question
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i am X. that is a sub/dom group. I feel Y in contrast to society. My underlying assumptions etc. as a result of that experience as Z. I developed stereotypes of this sub/dom group. how do i overcome that in the classroom (diversify your circle of friends and learn about them, i talk to them about Q)? do 2 or 3. be INTERSECTIONAL. how does indiv/collect influence this?
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writing the IQ question
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my def:
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SES variables
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income/ppl in household, highest education level, occupational status. can be your parents' not necessarily yours. the first in their fam who attends college breaks the cycle (diff bc parent support/forcing you to go)
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types of edu support from parents
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emotional - yes you're gonna do it rara. instrumental support - provide the actual help to do what you need to do - scholarships loans grants aids. going to the same college as you, parents that are career counsellors, parent attitudes towards education are the strongest predictors of educational success. resources are difficult and parents go out of their way to get around obstacles they have the best chance of breaking the cycle. first in the family to go to college can then help their siblings and become a role model.
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achievement gap factors
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SES not race.
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negative impact of poverty on children and schools
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poor schools: fewer resources (which are out-of-date/shared), old/poorly maintained buildings, less-experienced teachers (student loan forgiveness if you teach in low-income areas, high turnover rate bc of burnout bc more behavioral problems, negative peer influences/drugs, worse resources, higher class sizes), encourage more rote learning (why?), provide environments not conducive to learning
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NCLB
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good bc teachers accountable but bad bc students not accountable
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common core
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not memorization, prob solving, explaining, analyze hypo, and analyze lit
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impact of poverty on the kids
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poor students tend to have poor language development (not enough books), less cognitively stimulating home environments (parents don't teach problem solving), lower achievement scores, lower graduation rates, lower % college bound. not "ready to learn" bc didn't learn the alphabet before school.
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race
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social construct that distinguishes groups of people based on physical characteristics
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ethnicity
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refers to social groups with a shared history, sense of identity, geography and cultural roots which may occur despite racial difference
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stereotypes
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a scheme that organizes knowledge or perceptions (positive or negative) of a category of people. we have schemes and don't like feeling that we have them.
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"positive" stereotypes
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"asians are smart" you see a student whos asian and suffering you're like "what if they have a learning disability"/"are lazy" so you don't support them.
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prejudice
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an unjustified negative attitude toward an individual behavior of his/her membership in a group.
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discrimination
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unequal treatment toward an individual because of his/her membership in a group. NOT NECESSARILY TREATING POORLY, TREATING DIFFERENTLY.
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Institutional Racism*
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the existence of systematic yet covert policies/practices that disadvantage certain racial or ethnic groups. Societal power is a prerequisite
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overrepresentation in congress
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white males
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effects of prejudice, stereotyping and racism
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- students of color DISIDENTIFY from school (resistance culture): feeling that the system isn't relevant to you. resistance culture = peer pressure to hate school bc all you do is learn about white ppl. if you care about it then you want to be white/acting white. peer pressure to resist the dominant culture. - overrepresented in being referred to educational services. - stereotype threat: fear of confirming a negative stereotype about your group. that fear of confirming a negative stereotype about a group leads to increased anxiety leads to confirming the stereotype. if the stereotype is activated right before a woman takes a math test, you do poorly on the math test bc ur anxious and then you do badly. has to be highlighted a little bit overtly. but no long-term impact of stereotype threat - has to be right before the performace. for teachers: be careful what you are saying.
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solutions to racism/stereotyping in classroom
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-solution is malleable: performance isn't something you can't change. you can get better. -more variety (cooperation & competition; individual & group work) but also the diversity/background - have MULTIPLE perspectives of slavery and segregation. teachers need to examine own stereotypes: even if teachers don't think stereotypes affect you you can still have this cognitions/attitudes - IAT.
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"bilingual students: students who are non-native speakers of english
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used to be ESL. means fluent in two languages. these are ESL students, LEP (limited english proficiency), ELL (english language learners), ELD (english language developing).
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additive and subtractive strategies
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additive - make you bilingual. subtractive - replace your old language.
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english-only immersion programs
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100% academic skills instruction is in non-native language. Subtractive.
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dual immersion
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some academic skills instruction is in L1, some is in L2. "late exit" = mostly L1. "early exit" = equal amount of both, then transition to immersion. last 2-3 years, so you exit the program after 2-3 years. Late exit starts with mostly L1, and after 5-6 years are totally in L2. late exit is better for academic fluency, early exit is better for conversational fluency. LEP students perform better on english and math if given in english.
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Transitional Programs
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offer some academic skills instruction in native language but in the form of a pullout program. for like one year. Structured English Immersion - immersed in reg classroom but get pulled out to have extra instruction. |
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gender schema theory
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child's attention and behavior are guided by a motivation to conform to gender-based standards and stereotypes. Society's beliefs about the traits of females and males -> gender schema -> 1) influences processes of social information and 2) influences self-esteem (only behavior or attitudes consistent with gender schema are acceptable). We're less likely to accomodate our gender schemes and more likely to assimilate. We apply more scrutiny to gendered presentational outliers - the stereotype is difficult to change based off of 1 instance.
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beginning of gender roles
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gender preferences emerge around 3-4 years old and become rigid by age 5. gender role socialization related to SES. Age 4: the princess stage/pink sparkly things. Peggy Orenstein "Cindrella Ate my Daughter". Realize that you can't change your gender just by presentation. Short hair doesn't make you a boy. Lego has become more for boys. Preschool and kindergarden screws up anything the parent can influence. Gender role socialization is also related to SES bc SES influences schools. Unfortunately, legos are a great teaching tool, making this problematic for education. Also, boys' toys tend to include more creativity, and girls' toys tend to include relationships, which communicates to children what's important for them to learn. |
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Visuospatial ability
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statistically significant but effect size is tiny. these studies have HUGE numbers of participants so even a tiny difference becomes significant. lots of variation within groups but very few variation between groups. teachers only look at between group variation so they develop things. |
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overpraise
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when you reward someone asymetrically for doing something totally normal bc they behave gender-atypical and are much better than what you expected. |
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Title 9
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requires that there has to be equal representation of programs for boys and girls in schools - typically used for athletic groups. feminist movement battled for girls to get better support. now boys are falling behind in grades, girls are surpassing in admissions to college. med schools and law schools have more women. the only area exception is engineering. now people are like what about the boys? everyone watches them in sports and cheers them on but academics are not as valued for boys as they are for girls. honors program isn't masculine. girls don't choose math and science classes as much as boys.
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S/O in schools
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27% of students are directly affected by homosexuality of the self, siblings or parents. anti-gay slurs up to 26x per day. aculty interventions occurs 3% of the time. 28% of LGBT youth drop out (b/c violence prevents academic achievement). greater risk of academic failure. positive trend: wider availability of support services of LGBT youth and resources for faculty that want to be supportive. 61% of LGBT youth said sexual orientation makes them feel threatened. 39% say gender expression makes them feel uncomfortable. 90% experience harassment. 84.6% of LGBT students report being verbally harassed. 40.1% physically harassed. 18.8% report being physically assaulted.
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LGBT and curriculum
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not represented and sometimes banned from the curriculum - books are banned, etc. very intentional. Your experience doesn't matter and should be shunned. almost all childrens' books have opposite sex parents - hard to find even if you want them.
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is gay ok - why does it not matter
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teachers need to teach all students. even if you're personally against it. |
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The Multicultural Classroom
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sensitive to racist, sexist, heterosexist material and interactions. includes historical descriptions of diverse groups in course content. is sensitive to students' cultural views. views all students positively, regardless of cultural group membership. need their voices represented, and their group can be identified as is relevant.
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