CHAPTER 4

Mikayla and Cailyn

What do you think
labeling is?
and
What does it look like in
a classroom setting?
 Labels
◦ Every student has a distinctive collection of talents and abilities
but also limitations.
◦ Some students may have learning disabilities, physical disabilities,
and emotion or behavioral disorders.
◦ Everyone-teachers, parents, classmates, and even the students
themselves-may see a label as a stigma that cannot be
changed.
◦ Labels put a restriction on the view of the students full abilities.
◦ They also give protection over the student by allowing others to
understand the reasoning behind their behaviors.
Disabilities and Handicaps
◦ A disability is an inability to do something specific such as pronounce
words or see or walk
◦ Some disabilities lead to handicaps, but not in all context.
◦ Ex: Being blind is a handicap if you want to drive but not if you're talking
on the phone or listening to music.
◦ We should try and avoid labels when describing someone with a
disability because we don’t want the condition to be the most
important aspect of the person.
 Avoiding Labels
◦ To avoid this try using "person first" language.

Students with learning disabilities NOT Learning disabled students

A child with a physical disability NOT A crippled child
Children diagnosed with autism NOT Autistic children
 Intelligence
◦ The ability to use surroundings, make predictions, think abstractly, synthesize
information, and apply it to new domains.
◦ Widely used in placement decisions and as a label in life in general.
◦ A way to measure intelligence is through IQ tests created by Binet.
◦ General intelligence- measurement of mental capacity through performance
on a test.
◦ Crystallized intelligence- learning through experience usually happens
throughout the lifespan.
◦ Fluid intelligence- being able to think abstractly
 Entry Points
◦ Scenario: Say you are a fifth grade teacher. It has
come time to teach your students about
photosynthesis. You may only create you're lesson
plan based around the teaching style provided on
your table. Examples of each are in the first
paragraph on page 126 in your book. When
everyone is finished we will come back and discuss
the differences and importance of these methods.
Sternberg's triarchic theory of
successful intelligence
◦ Sternberg stressed that intelligence is about life success based on your
own definition of success in your cultural context.

◦ Metacomponents (planning), performance components (taking

notes to focus in class), and knowledge acquisition components
(focusing on relevant information) all result in the three kinds of
successful intelligences.
 Learning Styles
◦ Cognitive Ability: High spatial ability vs. Low spatial ability
-high: good abilities to create, remember, and manipulate images
-low: poor abilities to create, remember, and manipulate images
◦ Cognitive Style: Visualizer vs. Verbalizer
-visualizer: thinks using images and visual information
-verbalizer: thinks using words and verbal information
◦ Learning Preference: Visual learner vs. Verbal learner
-visual learner: prefers instructions using pictures
-verbal learner: prefers instructions using words
 Reflection

◦Why is this relevant to us becoming

teachers?