Chapter 5

What?

Chapter 5 discusses the many differences that individuals have. It talks about the different ways that teacher could help cater to specific needs of a students, such as those with special needs. Those with special needs are students who differ from his or her peers in which they require specially adapted instructional materials and practices. The chapter discusses intelligence and how intelligence is the ability for an individual to apply prior knowledge or experience to accomplish a new task. There are a number of theorists who talk about intelligence in a person and how to be enhance their intelligence. A few of those who were mentioned in the text are Charles Spearman, Raymond Catell, Howard Gardner, and Robert Sternberg. Charles Spearman purposed that intelligence compromised of two different categorize. One a single pervasive reasoning ability which is used on a variety of task, and the second a number of narrow abilities which involves executing particular tasks. Raymond Catell's theory on intelligence has two different perspectives. Fluid intelligence which is the ability to acquire knowledge quickly and adapt to new situations, and crystallized intelligence which is the knowledge and skills they have accumulated from his or her experiences, such as schooling or culture. Distributed intelligence is thinking which is facilitated by physical objects and technology, such as concepts and symbols of ones culture or social support. Robert Sternberg has three domains to his theory on intelligence, which are analytical intelligence, creative intelligence, and practical intelligence. The theory which I seem to be more drawn to is Gardener and his multiple intelligences. Gardner has eight different levels of intelligences in which people are more prone to be, which helps them learn about their environments and or in the educational process. He listed his domains in linguistic, logical-mathematical, spatical, musical, bodily-kinestetic, interpersonal, interpersonal, and naturalist. Chapter five discusses the different ways to help students who have special needs. IDEA was passed by congress in 1975 which granted educational rights for individuals from birth to the age of 21. These individuals have cognitive, emotional, or physical disabilities which prevented them from attending a public school. With the IDEA there came about new ways to help students with special needs excel in school as well as help them prepare for their future lives as adults. The IEP is an individual education program which is tailored to the individuals strengths or weaknesses. The IEP is a written statement to help the student and revised at least once a year if not more to ensure the student is getting the most beneficial education that they can receive. With the IDEA it required that students have the least restrictive environment which can reasonably meet the needs of the student with a disability.

So What?

Chapter five had very good information for future teachers such as myself. I was impressed with the different aspect of how intelligences may work, and how I as a teacher can help student to receive a quality education using the theories used in the book. As a future teacher I would use Garners multiple intelligences to help students learn concepts from my lessons. For those students who are Linguistic I could have them write or debate why herbal supplements should or should not be held up to the FDA for review. For those students who are logical-mathematical I could plan a lesson in which student would have the opportunity to go to the grocery store and see if no named brand foods are more or less healthy for an individual from the dietary information on the products. For those students who are spatial I would have them draw and label blood flow from the heart. For those who are Musial I could have music playing while I was introducing a new subject or reviewing the subject. Bodily-kinesthetic students would be able to practice CPR or the hymlic maneuver. Interpersonal students would be able to work with in groups and hear smaller discussions on subjects regarding health issues. For students who are Interpersonal a lesson plan could be designed to keep journals throughout the semester and reflect on what they have learned about a health issue and how it may affect their lives in the future. For students who are naturalist I could design a program which would revolve around environmental health. Students would be required to identify specific environmental factors which maybe affecting them and come up with a plan to help eliminate that danger from their environment.

Now What?

Chapter five gave many great examples of how a teacher could implement theories on intelligence. I still need to investigate how all the different theories could be used effectively in a classroom. I still need to understand how IEPS work and how to help a student who may fall under the IDEA act. I am unsure how a teacher gives extra attention to one student when they may have twenty other students in their class. It does make me nervous that I can not make an individual plan for every child in the class which would benefit them in their eduction. I still need to learn more ways to apply Gardner's multiple intelligences as well as the other theorist which were discussed in class.