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Education
Student characteristics: learned helplessness, multiple intelligents, etc
| Term | Definition |
|---|---|
| Learned Helplessness | expectation based on experience, that one's actions would ultimalely lead to failure. Can arise from inconsistent, unpredictable use of rewards and punishments by parents and teachers. |
| defensive sessimism | a students way of protecting themselves from negative feedback. |
| Teacher effect on learned helplessness | Give students opportunities for success in small steps, immediate feedback, and most important, consistent expectations and follow-through. |
| Multiple Intelligences | Visual-Spacial Interpersonal Bodily-Kinesthetic Intrapersonal Musical Linguistic Logical-Mathematical |
| Visual-Spacial Intelligence | People who think in terms of physical space. They like to draw, do jigsaw puzzles, read maps, daydream. Can be taught through drawings, verbal, and physical imagery. |
| Bodily-Knesthetic Intelligence | They use their body effectively. They like movement, making things, and touching. Communicate well through body language and can be taught through physical activity, hands-on learning. |
| Musical Intelligence | They show sensitivity to rhythm and sound. They can be taught by turning lessons into lyrics, speaking rhythmically, and tapping out time. |
| Interpersonal Intelligence | They understand interacting with others. They can be taught through group activities, seminars and dialogues. |
| Intrapersonal Intelligence | They understand one's own interests and goals. They're intuned with their inner feelings, wisdom, intuition & motivation. They are strong willed, confidence and opinions. Can be taught through independent study and introspection |
| Linguistic Intelligence | They use words effectively. They like reading, playing word games, making up poetry, or stories. Can be taught by encouraging them to say and see words, and reading books. |
| Logical-Mathematical | They use reasoning and calculating. They like to experiment, solve puzzles and ask cosmic questions. They can be taught through logical games, investigations, and mysteries. |
| Race and Acheivement | Children who have color are more likely NOT to get into gifted programs. A-A from low-income homes considered a challenge because they were considered deficient and typically disadvantaged |
| Children found in Lower spectrum of achievement | Afircan- Americans, Latino, & Native Americans White & Asian student in High-Achievement Spectrum |
| At-Risk Student | Students who are subject to school failure because of their own characteristics and/or if inadequate responses to their needs by school, family, or community Ed. programs fall into 3 major categories: compensatory, early intervention, and special ed. |
| Characteristics of at-risk students | come from impoverished or single-parent homes those who have marked developmental delays those who exhibit aggressive or withdrawn behavior or more likely to experience problems in school. |
| Socioeconomic Status-Definition | A total combined total measure of a person's work experience and of and individual's or family's economic, social position in relation to others, based on income, education, and occupation. |
| Students with SES background | academic skills more slowly than higher SES students acquire language skills more slowly, exhibit delayed letter recognition & phonological awaremess, at risk for reading difficulties high drop out rates (16.7% compared to HIF at 3.2%) |
| Ways to improve quality of schools in low-SES | focus on improving teaching and learning continous PDD, create info-rich environment, building learning community, involve parents, increase funding and resources |
| equity Pedagogy | explore multiple intelligences,teach toward self-directed learning learning styles inform teach, self-esteem oriented cont. asmt, high expect, co-op learn mastery teach & learn, project based learn, gender fair instruction, encourage crit think |
Created by:
nleavers
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