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