For this assignment worksheet, enter responses to the questions as completely and concisely as possible. Then, read the final scenario and respond to the questions.
NOTE: Points are awarded for answers that are logical and clear, and that use proper grammar and correct spelling.
Part 1 of 4 – McDevitt/Ormrod Reading (Ch. 8, Intelligence)
Complete the following items based on this reading. Use as much space as you need to answer the items completely.
1. Student Profiles - Select three of your students, and analyze and describe their intelligences from the standpoint of both Gardner's Multiple Intelligences Theory and Sternberg's Triarchic Theory. (DO NOT use names or information that would enable someone to identify your students.) If you are not currently teaching, analyze and describe the intelligences of either former classmates, friends or family. To prepare for completing this item, you may wish to study the chart on page 283 that contrasts the different theories of intelligence. Scope of analysis: You should end up with three or four sentences describing each student, or a short paragraph each.
2. Student Profiles – For the same three students, use the charts you developed in Lesson 2 and the chart on page 305 to observe and profile three of your students. What evidences of oral language skills, learning ability, problem-solving skills, cognitive and metacognitive strategies, curiosity and inquisitiveness, and leadership and social skills do you observe? For each student, what do your observations lead you to conclude? (DO NOT use names or information that would enable someone to identify your students.) Scope of analysis: same as for question 1.
3. The reading selection prompts teachers to consider how they can help gifted students to think as intelligently as possible, the tools and social networks to give such students, and the concepts and procedures that might be useful to them. The authors also make several recommendations to teachers for stimulating gifted students (pages 303-304). Have you taught any students characterized as "gifted"? How do you or could you challenge them intellectually? If you have never taught gifted students, consider how you would challenge them intellectually. Answer based on the content of this week's lesson.
4. After reading the excerpt from Martha Beck's story "Expecting Adam" (bottom of page 307) and the case study provided on pages 309-310, how do these stories of working with disabled or disadvantaged students encourage you and what lessons do you personally draw from the narratives for your professional practice?
Part 2 of 4 – Woolfolk Reading (Ch. 8, Complex Cognitive Processes)
5. The author provides information on many methods for teaching concepts. Select one of the following methods and use two to four paragraphs to provide specific examples on how you would teach your content using that method for teaching concepts:
· Bruner’s Discovery Learning or Guided Discovery
· Ausubel’s Expository Teaching
· Analogies
6. Consider the Learning Strategies Checklist found at this site. Compare this to the section in your Woolfolk reading that describes cognitive learning strategies and study skills. What would you like to remember about this information and teach your students to help them learn and develop their metacognitive skills?
Part 3 of 4 – Field Research
7. Investigate the intelligence tests used at your school or in your district. (If you are not currently teaching, contact an area school's guidance office or the district office and request this information.) Cite your sources. Consider these questions:
· Which tests and types of tests are regularly used?
· What IQ tests are given?
· What specific ability tests and dynamic assessments are given?
· Do you, the teacher, have access to the results?
· How are the results used?
· If you have access to the results, what can you learn from these tests that could help you in planning effective instruction?
Part 4 of 4 – Scenario
Read the following scenario and answer the questions. In answering the scenario questions, consider the wide variety of topics covered in this lesson.
Scenario:
You teach in a suburban school that over the past two years has experienced an influx of new students as a result of a large auto manufacturing plant that relocated to the county. Because the plant employs a broad range of blue- and white-collar laborers, the population of new students is varied with respect to educational level, experiences and socio-economic background. This year, in an effort to build good will in the community, the auto manufacturer has offered to provide funds for a course on money management for high school sophomores, and you have been asked to teach the course. Interestingly, the auto manufacturer has started a special sales campaign for its employees to encourage them to purchase economy cars at direct-cost. They have also suggested that you address car payment management in your course.
You anticipate a broad-range of learners in your class who are either interested in the topic or who have been “persuaded” by their parents to enroll in the course. It is your job to try to figure out the range of learners in your class and their abilities and disabilities, so that you can plan activities that will engage the students and foster their thinking skills.
1. What can you do to find out more about the type of learners who will be in your class?
2. What type of knowledge and thinking skills will you likely need to cover?
3. What can you do to take into account the cognitive, as well as social and emotional development of your students with regard to the topic of money management?
4. What type of personal learning strategies might you teach your students?
PSLC Human Growth & Development Page 2 of 3
Lesson 5 Assignment Page
humgro5.doc