NO! We may have preferences, but there is clear evidence that catering to supposed learning styles does not aid learning and is actually harmful to students. In other words, you may believe that you learn better through visual methods than auditory ones, but research has shown that our brains don't work that way!
Capacity to gain new knowledge
May vary across content areas (ex. good at science, bad at social studies)
Measured by aptitude tests (SAT was originally an aptitude test)
Knowledge you have already mastered
Varies across content areas also (ex. I know more about basketball than about soccer)
Measured by achievement tests (ACT, Iowa Assessments)
An individual's ability to:
learn and understand complex problems
use what has been learned to solve future problems
adapt to new problems in the environment through complex reasoning
Work on intelligence came from stats
g factor: helps explain intellectual abilities across the board, use g factor to predict how we'll perform other tasks
Core ability that helps influence others
Ability to reason speedily and abstractly
Solving unfamiliar logic problems
Decreases with age
Declines gradually until 75, rapidly at 85
Accumulated knowledge
Shown in vocab and analogy tests
Increases as we age, up to old age
Has argued against learning styles
Should go away with learning styles and multiple intelligence, but doesn't mean differentiating instruction is bad
His theory of multiple intelligence included 8 intelligences
Linguistic
Musical
Spacial
Logical-mathematical
Bodily-kinesthetic
Interpersonal
Intrapersonal
Naturalist
Has NOT received wide acceptance in the scientific community
Pointed out three connected but independent intelligences.
Analytical- "school smarts", uses traditional problem solving skills, and related to mathematical and scientific reasoning.
Practical- "street smarts", able to handle everyday tasks, and often has multiple competing solutions.
Creative- ability to create novel solutions, uses creativity and adaptation, and the creation of new ideas.
Argues that understanding of yourself and others is a distinct form of intelligence.
Suggests to have greater career success with higher emotional intelligence.
Four core aspects
Perceiving Emotions: Recognizing emotions in other people and in art.
Understanding Emotions: Predicting how someone may feel.
Managing Emotions: Understanding how to appropriately express emotions.
Using Emotions: harnessing emotion to support creativity or abstract reasoning.
Disability is the inability to do something specific.
Handicap is a disadvantage in certain situations.
Principle of practice: To avoid turning disability into a handicap.
Avoid using pity based language or labeling with students.
Using person-first language, for example:
Say "Students with learning disabilities" NOT " learning disabled students."
Say "Students receiving special education" NOT "special education students."
Say "A child with a physical disability" NOT "a crippled child."
Universal Design for Learning (UDL)
Provide multiple means of representation. (WHAT of learning)
How people actually get the information
Provide multiple means of action and expression. (HOW of learning)
How the students interact with the information
Provide multiple means of engagement. (WHY of learning)
How you engage with it
Lower the child to the ground carefully and away from furniture.
Loosen anything that may make breathing difficult, remember the book mentions that once a seizure starts you cannot stop it.
Turn the child's head to the side and put something soft underneath their head.
Don't put anything in their mouth or try to resuscitate unless they don't start breathing afterwards. (They CANNOT swallow their tongues.)
Don't give water, pills or food to them until they are fully alert.
Stay with the student until they have fully recovered.
Depression
Substance abuse
History of suicide in their family
Stress
Trying to be a perfectionist
Believing that someone goes to a better place afterwards
Family rejection
Conflict
Large-print books
Special calculators
Something that can change print to speech or Braille
3D maps
Consistency in the classroom (materials)
Making sure they have a buddy-system for drills