Learners Who Are Exceptional

Oct 28^th, 2010

Chapter 6 in my Educational Psychology textbook is all about learners who are exceptional and inclusive education. Students with exceptionalities are both students with disabilities and students who are gifted. Why am I referring to these students as “students with disabilities” and not “disabled students” you might ask? Well, when you refer to someone as a “disabled student” the first thing you see is the disability; when you refer to someone as a “student with disabilities”, the student is first, the person is first, rather than the disability. This is a really important point that was brought up in class and I’d like to share it; I think it’s a very important transition that society is making. 

To give a general overview of what we’ve learned so far, I’ll start off by saying the entire system is in transition. This may be because the system is set up through a system of coding. Every student with disabilities has an IPP (Individualized Program Plan), which lays out the student’s strengths and weaknesses.  Even though coding is a way to receive funding, most people think of it as labelling these students. Which I actually agree with, that’s why I’m glad they’re trying to find a way to receive funding and identify students with disabilities through other means. I guess we’ll see what happens in the next few years!

 

The reason I am so passionate and excited to learn about students with disabilities is because my older sister has severe athetoid (dyskinetic) cerebral palsy. She cannot walk, she’s been in a wheelchair her entire life, and she can only say about ten or fifteen words. When she was ten years old she was diagnosed with scoliosis (curvature of the spine), and she had surgery to repair it later that year. She now has two steel rods and over thirty pins in her back to hold her spine in a straight line. A week after her fourteenth birthday, she was also diagnosed with another secondary symptom of tonic-clonic (grand mal) epilepsy. In spite of all this, she’s the most intelligent, caring, positive person I know. Initially, my parents were told that she’s be lucky to make it a few years; she’s now twenty-three and shows no signs of slowing down.

 

Amanda was in special education classes her entire life, and even though schools are striving to have inclusive education, it just doesn’t make any sense for her to be in a “normal” classroom setting. So to a certain extent I agree that there should be inclusive education, but for someone like my sister, who wouldn’t benefit at all from inclusive education, they should be in special education classrooms. So what I’m trying to say then is that it’s great that the system is trying to change and be less judgemental; however, they do need to remember that there are students that will benefit a lot more from special education classrooms.

All About Gender!

October 20, 2010

We were discussing gender development, stereotypes and expectations in edpsych today. We started off by being asked to pair up and decide on one man and one woman who embody masculinity and femininity. Tessa and I decided on Gerard Butler and Marilyn Monroe. Then, as a class we were discussing a few celebrities who defy the gender expectations as being an overly masculine woman, or an overly feminine man. Some that the class came up with include; Michael Jackson, Adam Lambert, David Bowie, and Prince. It’s interesting that the class came up with a lot of feminine men but not a single masculine woman. I wonder if that’s because it’s more acceptable for women to be masculine than for men to be feminine? I think society tends to pick on men for being feminine or gay, and they don’t ostracize masculine women as much. Don’t get me wrong, I do think that masculine women are looked down upon compared to what the “perfect” woman is supposed to be; I just don’t think it’s to quite an extreme as men. Perhaps that’s because of the media? Women in the media are generally portrayed as strong, confident, indestructible women. This might reiterate the fact in a woman’s brain that she can do anything and that she doesn’t have to be at the mercy of a man; constantly being told what to do. On the other hand, men in the media are generally portrayed as the typical “perfect” man. They’re always right and are rarely portrayed as being weak. When they are being portrayed as weak, it is usually looked down upon. Now, there are instances when women are shown as being weak, as are men, and it’s acceptable. However, it isn’t very common. 

There are three theories that we discussed in class today that illustrate why we are “feminine” or “masculine”: Social Learning Theory, Cognitive Development Theory, and Gender Schema Theory. The Social Learning Theory, according to the textbook, emphasizes that children’s gender development occurs through observation and imitation of gender behaviour, as well as through reinforcement and punishment of gender behaviour. The Cognitive Development Theory states that children’s gender typing occurs after they have developed a concept of gender. Lastly, Gender Schema Theory says that an individual’s attention and behaviour are guided by an internal motivation to conform to gender-based socio-cultural standards and stereotypes. As you see, there are many circumstances that influence how a child will act in a classroom. There are differences in classroom behaviour between genders; boys are more likely to be rowdy, and girls are more likely to wait their turn to speak. There are many stereotypes that say that girls are not as good at math and science as boys are. There has been extensive research to disprove this stereotype, and though it may be true to a certain extent, it is mainly as a result of teacher gender inequalities. Teachers are urged to treat both boys and girls equally in all subjects, no matter the social stereotype, but sadly this is not always the case. Hence, boys are better at math and science and girls are better at language-based classes.

Within my own family, there is a general mix of what we’re good at between my siblings and I. If I were to compare it to Gardener’s Multiple Intelligences, I would be verbal, interpersonal, musical, and bodily kinaesthetic. Throughout high school I was always better at English and Drama and other creative courses rather than Math(I took Math 30 Pure three times, I passes the first time but I wanted a better grade, which I didn’t succeed in doing). My brother, who is in the Technical Theatre and Entertainment Production course here at the college, is better at spatial, mathematical, and intrapersonal. He was always really great at Math and Science courses in high school. My younger sister is a strange mix between my brother and I; which could be because she had us as tutors. She’s pretty much a genius though; she does really well in everything except for Social, and I think that’s mainly because it bores her. I think she would be verbal, mathematical, and bodily kinaesthetic mainly. My mom’s also a pretty strange case; she did really well in English through high school and college, except she’s an accountant. Explain that one! My dad’s a cookie-cutter mathematical, spatial, interpersonal, and intrapersonal. He would never help me with English homework but if I needed help with Math he’d be the first to offer. He went to school to be an engineer but now he manages an oilfield company, so either way he uses all of those skills.

As you see, even within my own family, there are no clear-cut differences between female and male. I think that researchers should use my family as an example to disprove these gender stereotypes!

My Multiple Intelligences!

October 18, 2010

In class we’ve been learning about IQ’s and about Multiple Intelligences. It’s an interesting topic! I went into this class thinking that I learn like a ‘normal’ person, but I’ve realized that there’s no such thing as ‘normal’ learning; every student is different. I had a bit of an idea before that I study best when I say what I’m reading out loud so I can hear it at the same time. I also knew that I study well when I can say it to someone else, so when our instructor told us that he was posting a multiple intelligences survey online, I knew I had to do it! The survey asks questions to find out which of Gardener’s Multiple Intelligences you are. Gardener decided that there are nine basic intelligences; verbal, mathematical, spatial, bodily kinaesthetic, musical, interpersonal, intrapersonal, naturalist, and existential.

Verbal- skills in using language

Mathematical- good at logic and numbers

Spatial-ability to think in 3D

Bodily Kinaesthetic- good with your hands; movement

Musical- pitch, harmony, rhythm, sound

Interpersonal- explaining things, working with people

Intrapersonal- ability to understand yourself

Naturalist- person can discern patterns in nature

Existential- ability to contemplate philosophical questions

I went ahead and did the multiple intelligences survey online, it turns out that I am mostly verbal, musical, bodily kinaesthetic, and interpersonal. The only one that really surprised me out of this was the bodily kinaesthetic, I never really thought about that one before. I also thought I would be a bit more verbal than the survey says I am, but that’s okay; at least I am very interpersonal! That will be a good personality trait for teaching! I’m not surprised at all that I’m not very spatial, existential, or mathematical; I thought as much. I’m definitely more right-brained. I guess that’s why I’m an English major and a Drama minor!!!

Here’s the survey I did!!!!

Multiple Intelligences Survey

© 1999 Walter McKenzie, The One and Only Surfaquarium

http://surfaquarium.com/MI/inventory.htm

Part I

Complete each section by placing a “1” next to each statement you feel accurately describes you. If you do not identify with a statement, leave the space provided blank. Then total the column in each section.

Section 1

__1___ I enjoy categorizing things by common traits

_____ Ecological issues are important to me

__1___ Classification helps me make sense of new data

_____ I enjoy working in a garden

_____ I believe preserving our National Parks is important

_____ Putting things in hierarchies makes sense to me

__1___ Animals are important in my life

__1___ My home has a recycling system in place

__1___ I enjoy studying biology, botany and/or zoology

_____ I pick up on subtle differences in meaning

__5___ TOTAL for Section 1

Section 2

_____ I easily pick up on patterns

__1___ I focus in on noise and sounds

__1___ Moving to a beat is easy for me

__1___ I enjoy making music

__1___ I respond to the cadence of poetry

_____ I remember things by putting them in a rhyme

_____ Concentration is difficult for me if there is background noise

__1___ Listening to sounds in nature can be very relaxing

__1___ Musicals are more engaging to me than dramatic plays

__1___ Remembering song lyrics is easy for me

__7___ TOTAL for Section 2

Section 3

__1___ I am known for being neat and orderly

__1___ Step-by-step directions are a big help

_____ Problem solving comes easily to me

__1___ I get easily frustrated with disorganized people

_____ I can complete calculations quickly in my head

_____ Logic puzzles are fun

__1___ I can't begin an assignment until I have all my "ducks in a row"

__1___ Structure is a good thing

_____ I enjoy troubleshooting something that isn't working properly

__1___ Things have to make sense to me or I am dissatisfied

__6___ TOTAL for Section 3

Section 4

_____ It is important to see my role in the “big picture” of things

_____ I enjoy discussing questions about life

_____ Religion is important to me

__1___ I enjoy viewing art work

_____ Relaxation and meditation exercises are rewarding to me

__1___ I like traveling to visit inspiring places

_____ I enjoy reading philosophers

_____ Learning new things is easier when I see their real world application

_____ I wonder if there are other forms of intelligent life in the universe

_____ It is important for me to feel connected to people, ideas and beliefs

__2___ TOTAL for Section 4

Section 5

__1___ I learn best interacting with others

__1___ I enjoy informal chat and serious discussion

__1___ The more the merrier

__1___ I often serve as a leader among peers and colleagues

_____ I value relationships more than ideas or accomplishments

__1___ Study groups are very productive for me

__1___ I am a “team player”

__1___ Friends are important to me

_____ I belong to more than three clubs or organizations

_____ I dislike working alone

__7___ TOTAL for Section 5

Section 6

__1___ I learn by doing

__1___ I enjoy making things with my hands

_____ Sports are a part of my life

__1___ I use gestures and non-verbal cues when I communicate

__1___ Demonstrating is better than explaining

__1___ I love to dance

_____ I like working with tools

__1___ Inactivity can make me more tired than being very busy

__1___ Hands-on activities are fun

__1___ I live an active lifestyle

__8___ TOTAL for Section 6

Section 7

_____ Foreign languages interest me

__1___ I enjoy reading books, magazines and web sites

_____ I keep a journal

__1___ Word puzzles like crosswords or jumbles are enjoyable

__1___ Taking notes helps me remember and understand

_____ I faithfully contact friends through letters and/or e-mail

__1___ It is easy for me to explain my ideas to others

_____ I write for pleasure

_____ Puns, anagrams and spoonerisms are fun

__1___ I enjoy public speaking and participating in debates

__5___ TOTAL for Section 7

Section 8

__1___ My attitude effects how I learn

__1___ I like to be involved in causes that help others

_____ I am keenly aware of my moral beliefs

__1___ I learn best when I have an emotional attachment to the subject

__1___ Fairness is important to me

__1___ Social justice issues interest me

__1___ Working alone can be just as productive as working in a group

_____ I need to know why I should do something before I agree to do it

__1___ When I believe in something I give more effort towards it

_____ I am willing to protest or sign a petition to right a wrong

__6___ TOTAL for Section 8

Section 9

_____ I can visualize ideas in my mind

__1___ Rearranging a room and redecorating are fun for me

_____ I enjoy creating my own works of art

_____ I remember better using graphic organizers

__1___ I enjoy all kinds of entertainment media

__1___ Charts, graphs and tables help me interpret data

__1___ A music video can make me more interested in a song

__1___ I can recall things as mental pictures

_____ I am good at reading maps and blueprints

_____ Three dimensional puzzles are fun

__5___ TOTAL for Section 9

Part II

Now carry forward your total from each section and multiply by 10 below: Section	Total Forward	Multiply	Score
1		X10 =50
2		X10 =70
3		X10 =60
4		X10 =20
5		X10 =70
6		X10 =80
7		X10 =50
8		X10 =60
9		X10 =50

Sir Ken Robinson

Oct 14^th 2010

In EdPsych earlier today, the class watched a video of Sir Ken Robinson speaking on ted.com. Sir Ken Robinson is a highly respected scholar in the field of education, specializing in the arts and creativity in education. In the video we watched in class, Robinson’s main focus is encouraging creativity in education and he had a few points on general education as well. I’d like to discuss a few thoughts he had that I believe are very relevant in today’s schools and will be in the future as well.

The first point I’d like to discuss is when Robinson said that no one has a clue about the future, yet we educate children for the future. I found this point very interesting because it is so true! No one every thinks about the fact that the things we are teaching children may not be relevant at all by the time they get out of school. Especially the things we are teaching them in the early elementary years; these students will be in school for another ten to fifteen years! I realize that most of the things we are teaching children in early elementary are fundamental building blocks that will be relevant no matter what in the coming years, but then again, no one can know for sure what the future will bring. So how can we properly educate these children if we don’t know what they will need to know when they are adults? I thought that this was a very interesting point to ponder; something I’ve never considered before.

Sir Ken Robinson holds creativity and the arts at a very high position, he makes the point several times throughout his speech that the creativity is as important as literacy, and that the hierarchy of subjects puts the arts at the bottom. He says that we should treat creativity with the same status as literacy, which strangely, I don’t quite agree with. I mean, I do agree with that idea to a certain extent but I don’t think that we should quite equate it with literacy. People need to be able to read, write and speak for virtually every single occupation. Creativity, while important, is not a necessary skill for most jobs. If someone can’t read or write, they can communicate at the most basic level and nothing more. Now don’t get me wrong, I do think that creativity is immensely important, but I don’t think that it is as important as literacy.

The idea of children being more creative than adults is brought up as well; which I think is one of the more important arguments he makes. He says that kids will take chances, and that they’re not afraid to be wrong. In comparison, adults have had years upon years of being told that they’re doing something wrong just because they’re trying something new; therefore, this mentality of trying new things and taking chances is essentially bred out of them. Robinson says that we should retrain ourselves to try new things! He says that if we’re not prepared to be wrong, we will never come up with anything original. I thought that this was a very intriguing way to put this! Just think about it, it’s so true! If you’re going to be cautious and never try anything new, and you’re afraid of being wrong, nothing will ever be created from your mind that hasn’t been thought of before. Try to be wrong! This is how we come up with new ideas! If every innovator in history had been afraid of making mistakes, our world would be really boring!

In summary, I think that Sir Ken Robinson had a lot of great points, he’s a very intelligent man, and his speech was actually really funny too!

My Bioecological Model!

Sept 29th 2010

According to the textbook, the bioecological theory developed by Urie Bronfenbrenner focuses on the social contexts in which students live, the people who influence their development, and the interaction between students’ characteristics and their environment. There are five systems within the bioecological theory: the microsystem, mesosystem, exosystem, macrosystem, and the chronosystem.

Microsystem: includes families, peers, schools, neighbourhoods, etc. The student has direct interaction with things and people in this system.

Mesosystem: this system links the microsystems, so events that occur within one microsystem will affect other microsystems as well. Ex. If someone has a bad day at work, it will affect their home life.

Exosystem: Things and places that influence the student but the student does not directly influence it.

Macrosystem: The broader culture in which we live, including ideologies and attitudes of the culture.

Chronosystem: Refers to socio-historical conditions and time since life events.

We were asked to draw out a rudimentary sketch of our own personal system and hand it in for the instructor’s curiosity, so I decided to put one on here as well! Enjoy!

Piaget vs. Vygotsky

Sept 27th 2010

Today in EdPsych we were asked a question:

Of Piaget or Vygotsky, which theory resonates more with your personal inclinations? Why?

Well, I already ranted about Piaget and the issues I have with his theory, so, by deduction, I agree more with Vygotsky’s theory. Piaget says that language and social relations aren’t important in the development of cognitive skills. Piaget also believes that education just refines the cognitive skills that have already emerged. By comparison, Vygotsky suggests that language is a main tool of shaping thought. Also, Vygotsky believes that education plays a central role, that it helps children learn the tools of the culture. I would tend to agree with Vygotsky, I don’t think a child would develop properly without the influence of language and education. A child is not going to learn anything without being told what to do(language) or being shown what to do(education).

Jean Piaget

Sept 23rd 2010

Today in class we were asked two questions:

-What things in Piaget’s stages of cognitive development fit into your schema through assimilation?

- What things in Piaget’s stages of cognitive development fit into your schema through accommodation?

Perhaps first I should define assimilation and accommodation. According to the textbook, assimilation is an act in which individuals incorporate new knowledge into existing knowledge, and accommodation is an act in which individuals adjust to new information. This means that assimilation agrees with the knowledge you already have, and with accommodation you need to make room for new information in your head.

A girl names Theresa and I discussed these questions and we decided that the first stage fits through assimilation. The first stage is called the sensorimotor stage, and we thought that it was pretty straightforward. The sensorimotor stage is from birth to age 2. It involves development of movement and recognition of senses and what they are.

The second age is called the preoperational stage. I had a few issues with this stage, relating to the ages it covers. According to Piaget, the preoperational stage occurs from the ages of 2-7. He says that the child represents the world with words and images. They reflect increased symbolic thinking and go beyond the connection of sensory info and physical action. I don’t agree with this because I think that a two year old is lightyears away from a seven year old in development; a two year old is still a toddler! Some two year olds are barely potty trained, and a seven year old has been in elementary school for a few years already. I understand that his stages relate to development and not necessarily maturity, but isn’t that almost the same thing? The textbook says that young children begin to use scribble designs to represent people, houses, cars, etc. Then it goes on to say that in the elementary school years, children’s drawings become more realistic, neat, and precise. So to clarify in my head, considering that these were both said under the preoperational stage subheading, they’re contradicting Piaget right in the textbook! The example they use is a three and a half year old and an eleven year old; however a 2 year old and a 7 year old still have many defining differences. A 2 year old can barely hold a pen, and a 7 year old has been doing writing exercises in school for a couple years already. I don’t mean to undermine Piaget by any means, but I just believe that he could have given more thought to the difference between two year olds and seven year olds. I also must add that this fits into my schema through accommodation.

The last two development stages are the concrete operational stage and the formal operational stage. They cover the ages of 7-11 years, and eleven years through adulthood, respectively. The concrete operational stage is when a child can reason logically about concrete events and classify objects. The formal operational stage is when the person can reason in more abstract, idealistic, and logical ways. These last two stages and well as the first one fit into my schema through assimilation.

In summary, I’d like to say that I’m glad I studies Piaget’s perspective, however I am also very much looking forward to seeing who will challenge his theories.