Module 2: Recognizing how my students learn

CONCEPT 1: Intelligence  

Summary

Woolfolk discusses the idea of intelligence on page's 124-25 of our text as "one or more of three themes: The capacity to learn, the total knowledge a person has acquired, and the ability to adapt successfully to new situations and the environment in general." Woolfolk continues wanting us to "notice how even these early definitions signal that intelligence can be increased, because it includes the total knowledge (a person) has acquired" Howard Gardner's theory of multiple intelligence dictates that there are "at least eight separate forms of intelligence" which we can examine on page 126 of the text. "The eight intelligence's are: linguistic (verbal), musical, spatial, logical-mathematical, bodily-kinesthetic (movement), interpersonal (understanding others), intrapersonal (understanding self), and naturalist  (observing and understanding natural and human-made patterns and systems)" Gardner recognized and went so far as to "stress" the existences of "other kinds of intelligence", but he is still not without his critics. Woolfolk cautions that "Gardner's theories have not received wide acceptance scientifically, even though many educators embrace it." Other views like Robert Steinberg's triarchic theory of successful intelligence, and Charles Spearman's theory on g or general intelligence utilize "cognitive processing approach(es) to understanding intelligence." 

Reflection

Understanding intelligence is crucial to understanding how our students learn and behave in our classrooms. It can also unfortunately be a taboo subject. There is also no real simple way to measure human or cross-species intellect, it's no wonder the brain is often refereed to as being "the final frontier of science"....there is simply too many unknowns. However, I don't think that prevents us from understanding intelligence. What I mean by that is the more recognition we have that our students are going to enter and leave our classes with different levels of intelligence can actually make you a better teacher, and help you to tailor lessons that will benefit the multiple levels of learners in your classroom. 

Our students are going to be developing at different rates due to different causes, and like Carol Dweck's  idea on Growth Mindset, and Yet, we must look at these differences as opportunities. Our job as educators will be to facilitate and assess the multitudes and layers of student intelligence, and to simultaneously help our students achieve a higher level of intelligence. Understanding where our students are at this stage of their lives and educational journey will only serve them as individual learners, and help us achieve this goal of growth. 

There is value in understanding Learning Preferences, and Woolfolk echoes this in our text, on page 141, detailing how considering learning styles and preferences educators can "develop thoughtful self-monitoring, and self-awareness." This also helps educators learn to "appreciate, accept, and accommodate student approaches to learning."  As I have discussed in my previous posts, the role of teachers are to serve the public, and this means all the public. If we are not being conscious of the different ways our students learn, and their different levels of intelligence and ability to understand new material, we are failing in that goal. 

CONCEPT 2: Cognition 

Image Source: medium.com

Summary

While intelligence and cognition are incontestably linked, a quick online search will define them separately. "Intelligence may be seen as the ability to obtain and use knowledge in an adaptive situation, while cognition means awareness in general and the ability to learn in particular." This distinction is important to know when discussing cognitive approaches toward intelligence. Woolfolk points out on page 125 of our text that "some psychologists believe intelligence is a basic ability that affects performance on all cognitively oriented tasks..." On page 300, she gives us a definition: "The cognitive view of learning can be described as an orientation that assumes humans are active information processors." In other words, without cognition we wouldn't be able to remember or "know", and thus our intelligence would surely also suffer. She continues in saying that "knowledge in the cognitive perspective includes (our ability to learn) domain-specific and general knowledge." Woolfolk echoes on page 311 the importance of recognizing a students "Cognitive Load" or the "limitations of working memory" when crafting and designing our lessons and instructional plans. 

Reflection

So while our first Concept focused on understanding the measurement of what our students know, this Concept focuses on why and how they know what they know. Understanding that our students abilities are multilayered is crucial when building our lessons in a way that harbors learning. We can't rely on stereotypes or test scores to tell us why our students know what they do, and how they are able to absorb that knowledge. Instead we must fully investigate in the components that make up human memory and knowledge, and we start by recognizing students cognition and intellect. 

Woolfolk gives us some tools to do this on page 318 of our text with concept learning. "Concept learning suggests that we have in our minds an image (prototype, exemplar, or schemas) that captures the essence of each concept" - This speaks to me as a person trying to be an art educator, and the ideas Woolfolk presented in allowing students creative outlets that build "deeper understandings in school subjects".

There are, especially in my field, better measurements of student success than IQ Tests. Creative outlets, like Woolfolk reflects, are important and crucial in building students cognition. Incorporating creative outputs into our schools also shouldn't be relegated to just our art classes. Allowing for creative expression helps students in every discipline to develop a better Growth Mindset, self-confidence and communication skills, as well as deepen our cultural understanding of one another.

CONCEPT 3: Culture  

Summary

There are basic rules put in place that ensures educators are following these guidelines, and that students intellectual, cognitive, and personal needs are being met. The Individuals with Disabilities Education Act requires states provide a free, and appropriate public education without exception. This is important to understand when approaching students not only with learning disabilities, or other difficulties, but also with students cultural differences, and the overlapping or intersectionality within these cultures. Ideas of socioeconomic class, ethnicity, gender, and sexual orientation are cultural characteristics that may influence how a student learns, what a student knows, and what a students dominant language may be. Connecting with our students cultural knowledge and understandings, will help to build their cognitive abilities and intelligence. On page 224 of our text Woolfolk outlines this concept stating that "one important requirement for building lasting knowledge is integrating new information with what (the student) already knows." She continues on page's 254-55 that "we must learn who our students are and understand the legacies they bring....The most important thing you can do for your student is teach them to read, write, speak, compute, think, and create - through constant, rigorous, culturally connected instruction."

Reflection

I have spoken on the need to understand our students on a personal and cultural level multiple times throughout my college career. Students come from varied lives and backgrounds, and their cognitive and intellectual abilities may be different because of this. This isn't a scary or a taboo thing to say, it's a fact. When we look at this fact with a fixed mindset, it can seem negative. Like we're saying that these students are stuck this way, in a stereotype they'll never escape. This weeks readings and modules showed us that we have the tools available to us to ensure this doesn't happen, and that every student has a chance at success. 

Furthermore when we understand these key components of how our students think, we can figure out how to help them learn. When we approach our classes this way, it gives our students a safe space to come to us when they are struggling and need extra help. When we tailor our classrooms with this support in mind, the possibilities of our students to grow cognitively and intellectually are endless. As Woolfolk says "a strong emphasis on academics and high expectations combined with caring support is key." (255)

She also cautions us of "hidden biases that can creep in." The reality is that we live in a world that is made for a specific kind of person. Combating these biases, that are often taught to us at an early age, or habits picked up from the way our own white dominant culture has mistreated minorities, is important in building an education system that is equitable for all the students in our classrooms. 

OTHER RESOURCES:

• The Guardian Is Intelligence Taboo? -  https://www.theguardian.com/lifeandstyle/2006/aug/15/healthandwellbeing.features11

• Jane Elliott All White People are Racist
  - https://www.youtube.com/watch?v=k-S7XwlogdA
• Pepper Ann Dances with Ignorance 
  - https://www.youtube.com/watch?v=MjS7VIeohUM&t=21s