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Differentiated Instruction
the practice of using different learning materials, instructional tactics, and learning activities with students who vary along such dimensions as intelligence, learning style, gender, ethnicity, and social class
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Origin of Intelligence Testing: Binet
In 1904 Alfred Binet created a test to predict which children would succeed in a regular classroom and which would need special education
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Origin of Intelligence Testing: Terman
In 1916 Lewis Terman revised Binet's test and included a summary score called the intelligence quotient, or IQ (Stanford-Binet)
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Spearman's two factor theory of intelligence
General Factor (g-factor) and Specific Factor (s-factor)
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General factor (g-factor)
affects performance on all intellectual tests
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Specific factor (s-factor)
affects performance only on specific intellectual tests
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limitations of intelligence tests
1. the appraisal of intelligence is limited by the fact that it cannot be measured directly; 2. intelligence tests sample intellectual capabilities that relate to classroom achievement better than they relate to anything else; 3. intelligence test scores can be improved with systematic instruction
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Contemporary views of intelligence: Wechsler
Global Capacity View
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Contemporary views of intelligence: Gardner
Multiple Intelligences Theory
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Contemporary views of intelligence: Sternberg
Triarchic Theory (Theory of Successful Intelligence)
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Wechsler's Global View
Global capacity of individuals to act purposefully, think rationally, and deal effectively with the environment in which they find themselves
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Gender differences in performance on cog tests
males outscore females on visual-spatial ability and college entrance exams; females outscore males on memory and language use tests; not difference in math
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Why do gender differences exist?
1. hormonal differences; 2. differences in brain structure; 3. differences in cog processes; 4. peer pressure to exhibit gender-typed behaviors
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gender differences in school performance
girls get higher grades in LaArts, SS, science, math, because they are more self-disciplined; girls worry more about grades; girls' perceived self-competence lower for SS, science, math
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Why do girls have stronger emotional reactions to grades?
girls are more concerned with pleasing teachers and parents; girls more likely to see academic performance as an indicator of ability
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What is gender bias?
responding differently to male and female students without having sound educational reasons for doing so
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Sources of gender bias
1. gender-role stereotypes of teachers; 2. school curricula that reward gender stereotyped behavior; 3. gender-role stereotypes of classmates
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How does gender bias affect students?
course selection, career choices, and class participation (loss of voice in females)
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Working toward gender equity in the classroom
put in 4x6
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Gender differences in technology
equal number of males and females use computers in school and at home; females tend to be more anxious about computer use, possibly because women are underrepresented in science
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