1. Chapter 3 Student Diversity:
Culture, Language, Gender, and Exceptionalities
Intelligence, M.I. , Learning Styles, Discrepancy, RTI

2. How schools accommodate ability differences in learners
Students learning styles and how they influence school success
How schools and teachers can help students with exceptionalities succeed in schools
Chapter Objectives

3. What is intelligence?
Using Gardner's theory of intelligence, in which of the following dimensions would sales people be most likely to score highly?
Experts define intelligence as the
1) capacity to acquire knowledge,
2) the ability to think and reason in the abstract, and
3) the ability to solve problems.
Influenced by both heredity & environment

4. Gardner’s Eight Intelligences
Biologist, anthropologist
The ability to recognize similarities and differences in the physical world.
Naturalist intelligence
Self-aware individual
Access to one’s own “feeling life.”
Intrapersonal intelligence
Therapist, salesperson
An understanding of interpersonal relations and the ability to make distinctions among others.
Interpersonal intelligence
Dancer, athlete
A fine-tuned ability to use the body and to handle objects.
Bodily kinesthetic intelligence
Sculptor, navigator
The ability to perceive the visual world accurately, and to recreate, transform, or modify aspects of the world on the basis of one’s perceptions.
Spatial intelligence
Composer, violinist
Sensitivity to pitch, melody, and tone.
Musical intelligence
Scientist, mathematician
The ability to handle long chains of reasoning and to recognize patterns and order in the world.
Logical-mathematical intelligence
Poet, journalist
Sensitivity to the meaning and order of words and the varied uses of language.
Linguistic intelligence
Individuals Who Might Be High in This Dimension
Description
Dimension
Gardner’s Eight Intelligences
©2005 by Pearson Education, Inc.
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5. Problem solving & Higher-order Thinking
Rita Dunn
Multiple Ways of Learning
Styles
Multiple Intelligences
Howard Gardner
M.I
Benjamin Blooms
Higher Order Thinking Skills
HOTS
Problem solving & Higher-order Thinking

6. Prior Knowledge of Students
Concrete
Abstract
Prior Knowledge of Students
Marzano’s Nine

7. Ability Grouping and Tracking
Two minutes write; Question #1 & #2
1) Homogeneously grouped
2) Heterogeneously grouped

8. Critics of Ability Grouping and Tracking
Students in low-ability classes are often taught by teachers
who lack enthusiasm and
who stress conformity
versus autonomy and the development of self-regulation.
Grouping also affects the students
lowered self-esteem and motivation to learn, absentee rates tend to increase.

9. Suggestions for Reducing the Negative Effects of Grouping
Keep group composition flexible, reassigning students frequently.
Gather data about students throughout the school year to ensure group placements are accurate.
Teach all groups with high effort and high quality instruction.
Teach low-ability students effective learning strategies & behaviors.
Avoid assigning negative labels to lower groups.

10. What are Learning Styles?
Your preferred way of learning and processing information.
Cultural Education: ”a variety of strategies used to accommodate cultural differences.”
Cooperation is more important
Competition is viewed as silly, if not distasteful.

11. Discrepancy Looks for: Class performance vs Standardized tests
IQ vs Standardized tests
IQ , Standardized tests vs classroom achievement
Subtests (all)

12. Discrepancy Versus Response to Intervention Models of Identification
Discrepancy Model: (Flaws in Testing)
Based upon differences in two areas of performance
Widely used in the past
Identifies a disability only after problem surfaces and fails to address causes and remediation
Response to Intervention (RTI) Model
Focuses on specific classroom instructional adaptations used and their success
Provides valuable information about what works and what doesn’t

13. Response to Intervention (RTI) Model
Common adaptations include:
(change how you are teaching the child)
Small groups
Work w/student while others do seatwork
One-on-one
Study strategies
Vocabulary
Read aloud
Quiet and free of distractions

14. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 14

15. Instructional Responses to Learning Styles
Most important the need to vary our instruction
The concept of learning styles reminds us that our students are indeed different and helps us become more sensitive to differences in the way they act and learn.

16. Small Group Instructional Strategies
1) Take turns participating
2) Listen and build on other’s ideas
3) Involve everyone in the group
4) Agree to disagree
Teaching Methods
Cooperative learning
Team teaching
Lecture
Lab
Hands-on instruction
Think Pair Share
Experiential learning

17. Different Types of Learners
Differentiated Instruction
Remediation
Acceleration
ESLIELL Gifted/Talented
Grouping
Heterogeneous grouping
Homogeneous grouping
Individualized instruction
Large Group instruction
Small group instruction
Non-graded instructional grouping
Different Types of Learners

18. Level and Type of Learner
Bloom's Taxonomy
I. Knowledge
II. Comprehension
III. Application
IV. Analysis
V. Synthesis
VI. Evaluation
Gardner's Multiple Intelligences
Bodily-Kinesthetic
Linguistic
Interpersonal Logical-Mathematical
Intrapersonal Musical
Naturalist
Spatial
Level and Type of Learner

19. High stakes testing
What is it?
How does it work?

20. Grade Retention Discuss
AYP: (Adequate Yearly Progress) Students demonstrate progress on statewide tests towards meeting state standards.