chap 9

• Edith Augusta Draper: 'What we need is energy of purpose, enthusiasm, a spirit of service more developed, and ambition to lift our profession in a height to which the eyes of the nation shall look up and not down.'
• Growth


  Increase or quantitative changes in terms of learning. Acquisition of more knowledge which often results in maturation.
• Development


  Orderly, dynamic changes in a learner resulting from a combination of learning, experience, and maturation.
• Growth and development are intertwined or interrelated in order to proceed with normal maturation process.
• Factors influencing intellectual development

  • Maturation
  • Experience
  • Learning
• Maturation


  Biological changes in individuals that result from the interaction of their genetic makeup with the environment.
• Experience


  Observing, encountering or undergoing changes of individuals which generally occur in the course of time. Involves feelings and emotions as the learner interacts with the environment.
• Jean Piaget: 'Without experience, growth is hampered.'
• Learning


  Acquisition of knowledge, abilities, habits, attitudes, values and skills derived from experiences with varied stimuli. Product of experiences and the goals of education.
• Growth and development is a continuous process from conception till death.
• Chronological ages are attached to stages of growth and development, but the rate at which children pass through them differs widely, depending on individual maturation rates and their culture.
• All children must pass through each stage before progressing to another more complex development stage.
• Jean Piaget: 'No one can skip any development stage.'
• Sensorimotor stage


  Child first develops tuning sensory and motor capacities such as sight and hearing. Thinking is limited to how the world responds to their physical actions.
• Preoperational stage


  Characterized by perceptual dominance. Child can classify objects and explain simple concepts.
• Toddlers at the Preoperational Stage

  • Egocentrism
  • Use symbols to represent objects
  • Draw conclusions from obvious facts
  • Headstrong and negativistic
  • Active, mobile, and curious
  • Rigid, repetitive, ritualistic and stereotyped
  • Poor sense of time
• Centration


  Tendency of the child to focus on one perceptual aspect of an event to the exclusion of all other aspects.
• Nontransformation


  Child is unable to mentally record the process of change from one stage to another.
• Irreversibility


  Child is unable to mentally trace a line of reasoning back to its beginning. Thinks primarily on the basis of their own perception of events.
• Concrete Operations stage


  Characterized by ability to discover concrete solutions to everyday problems and overcome preoperational deficiencies. Reasoning tends to be inductive and able to think logically about concrete objects.
• Formal Operational Thought


  Adolescents have logical thinking with ability to provide scientific reasoning. Can solve hypothetical problems and understand causality.
• Piaget's Stages of development and their characteristics

  • Sensorimotor (0-1 year old)
  • Preoperations (1-3 years old)
  • Perceptual Intuitive Thought (3-7 years old)
  • Concrete Operations (7-12 years old)
  • Formal Operations (12-18 years old)
• Intelligence


  Aptitude or the person's capacity to acquire knowledge, ability to think, abstract reasoning and capability in problem solving.
• Intelligence


  • Determined by genetics and environment
  • Measured based on intelligence or aptitude tests
  • Students with high aptitude need less time and less instructional support
• Flexible Time Requirements


  Indicator of intellectual differences of learning for individuals. Equated with students' rate of growth and readiness to learn.
• Adjusting instructional approaches for differences in students' ability

  1. Allowing slow learners to work on alternative activities to provide more time for instruction

  2. Designing extra activities for fast learners to enhance their knowledge, interests and skills
• Adjusting instructional approaches for differences in students' ability

  1. Adjusting instructional style or approach to students' needs

  2. Support of fast learners in helping slow learners through peer tutoring and group activities

  3. Clarifying and expanding explanation of subject matter

  4. Breaking lengthy assignments into shorter segments

  5. Providing frequent feedback
• Strategy Instruction


  Student achievers are more likely to use strategies that make their learning more effective. Strategic learners analyze and break down tasks or problems into smaller units and formulate solutions systematically.
• Unknown: 'Work smart, not hard.'
• Increased Instructional Support


  To help slow learners compensate for their relative deficiency in learning, there are a number of methods available to the teacher including the following:
• Adjusting instructional approaches


  1. The teacher's instructional style or approach must be adjusted to students' needs for learning without compromising the overall topic requirement for the course to be finished

  2. Support of fast learners is involved in helping the slow learners through peer tutoring and group activities
• Increased Instructional Support


  1. Clarify and expand explanation of the subject matter before having students attempt to ask on their own

  2. Break lengthy assignments into shorter segments

  3. Provide frequent feedback as students work through new materials
• Strategy Instruction


  Research shows that student achievers are more likely to use strategies that make their learning more effective
• Strategic learners


  • Analyze and break down tasks or problems into smaller units
  • Formulate solutions to tasks and problems systematically
  • Employ strategies in order for them to work efficiently and effectively to make their tasks easier
• Peer Tutoring


  Student achievers are more equipped with the necessary knowledge and skills in facing challenges of learning, and can serve as sources of information for less able students
• Benefits of peer tutoring

  • Student tutors are able to recall their knowledge in tutoring and further enhance their skills in skill demonstrations
  • Student tutors are able to enhance their social skills during cooperative learning activities
• Multiple Intelligences


  The theory proposed by Dr. Howard Gardner states that the traditional concepts of intelligence, based on I.Q. testing, is far too limited
• Eight different intelligences


  • Linguistic
  • Logical-Mathematical
  • Spatial
  • Bodily Kinesthetic
  • Musical
  • Interpersonal
  • Intrapersonal
  • Naturalistic
• Linguistic Intelligence


  Verbal-linguistic intelligence has to do with words, spoken or written. Individuals with verbal-linguistic intelligence display a facility with words and languages and are typically good at reading, writing, storytelling, and word memorization
• Logical-Mathematical Intelligence


  Students who have high logical-mathematical intelligence are good in logical reasoning, abstractions, inductive and deductive reasoning, and numbers