The main focus of the Training Workshop has been on identifying children at risk for difficulties in the acquisition of academic skills - primarily those related to literacy and numeracy - in the early grades of school. This presentation explores early indicators of potential problems in social perception and other nonverbal "intelligences" that can impact greatly, not only on later learning, but on life in general.
Making the cake
Ingredients; proportions; recipe
Difficulties in the Early Prediction of Nonverbal Learning Problems
- strong verbal abilities, especially vocabulary, general information
- few problems with phonological awareness or with early reading or numeracy skills
- academic lags may not appear until Grade 3 or 4 or later
- deficits tend to be in integration of basic skills:
reading comprehension; math problem-solving; creative writing/projects
- problems with intuition, initiative, insight, interpretation
- parents sometimes more aware than teachers
The Seven "Intelligences"
- Verbal (language use, vocabulary, verbal concepts, comprehension, verbal memory, general knowledge)
- Numerical (quantity, relationships among numbers, computation, problem-solving)
- Visual/spatial (pattern recognition, arrays, subsets, symbols, visual memory, visual-motor integration)
- Kinesthetic (awareness of body, orientation of self in space, directionality, coordination, balance)
- Musical (sound patterns, discrimination, rhythm, rhyme, tone, pitch, amplitude, timing)
- Interpersonal (awareness and understanding of others, empathy, pragmatics, social knowledge/skills)
- Intrapersonal (self-awareness, boundary issues, relationship of self to others, ego development)
Intrinsic and extrinsic factors
Extroverts/introverts
ExpectationsImportance of normal range of individual differences
Active/passive learners Aunt Gertrude's vase
Importance of interactive learning
Parent/teacher issues The nut and the tree
Parenting/teaching style "Messages" received"
I should never …"; "I should always …"; "I have servants …"
So what can we do?
- VALUE individual differencesAll seven intelligences
- INTEGRATE music and art, movement and games
- BRIDGE verbal/nonverbalVisual/auditory/tactile
- REMEMBER process and recipe
- ACKNOWLEDGE small steps in behavioural change
- TEACH social skills and manners… them to fish
- ENCOURAGE independence, initiative, imaginatio
CHARACTERISTICS OF EXTROVERTED AND INTROVERTED STUDENTS
Taken from: Thomas Oakland, Joseph J. Glutting, Connie B. Horton: Student Styles Questionnaire: Star Qualities in Learning, Relating and Working. The Psychological Corporation, Harcourt Brace & Company, Toronto, Ontario, 1996
Extroverts - Characteristics
About 65% of students prefer an extroverted style. They are likely to:
- display energy and enthusiasm- draw energy from what is happening in their environment
- feel more energetic after interacting with people
- enjoy talking with and interacting with others
- respond quickly - plunging in first and considering or analyzing later - and thus appear impulsive
- understand and develop ideas by discussing them with others
- express ideas, opinions, and feelings to others readily and often- have a wide variety of interests
- have many friends
- be easy to get to know
- enjoy large and small groups and taking a public role
- be interested in activities that produce quick results
- like to move from activity to activity and stay busy
- enjoy interruptions and distractions
- not be silent much and be uncomfortable with silence
- need compliments, affirmation, and encouragement from others
- prefer talking to writing
Introverts - Characteristics
About 35% of students prefer an introverted style. They are likely to:
- enjoy and need solitude and private time
- develop their ideas by thinking about them before discussing them
- feel more energetic and focused after spending time alone
- respond slowly to environmental stimuli
- hesitate, be cautious, and think before acting
- have a few close friends with whom they spend time
- enjoy working alone- be reserved and somewhat difficult to get to know
- be slow to reveal feelings and opinions
- be happy to listen without saying much
- prefer to think about and understand a concept before doing a hands-on assignment that applies it
- pay more attention to their own thoughts than to what is happening around them
- prefer individual or small group work to large group work- want a space of their own where others do not intrude or handle their belongings without permission
- have a few interests that they pursue in depth
Social Relationships
Students who prefer an extroverted style generally enjoy interacting with their peers, teachers, and families. They like to work with others, who in turn feel comfortable with them. They are stimulated by the people and conditions in their environment. They tend to communicate easily with others and are usually perceived as approachable and friendly. They usually have many friends with whom they talk frequently. They share their ideas and opinions readily and may talk openly about very personal things. They are also very influenced by those around them and respond well to affirmation.
Students who prefer an introverted style tend to have a few close friends with whom they spend time. These students need less social contact than others, and their interactions with others tend to drain their energy. They need time alone and will enjoy being with others more if they have some necessary private time. They may not talk as much as those who prefer an extroverted style. Others may listen and give more weight to their opinions because what they say is often carefully thought out. These students are somewhat retiring and unobtrusive, but they can be quite assertive when one of their deeply held beliefs is violated. This assertiveness may surprise others. Although these students may seem to lag behind socially, they may have good interpersonal skills that are best demonstrated with close friends and in small groups.
These students may be pressured by those who prefer an extroverted style to act more like the extroverted students. Unfortunately, introversion is often viewed negatively, and students who prefer an introverted style may be seen as uncooperative, unfriendly, and less intelligent than their extroverted peers. An understanding of different styles can help others see the valuable qualities these students possess.
Classroom Environment
Students who prefer an extroverted style enjoy having a place to do group work. They also like having an area for trial-and-error work and hands-on activities. They tend to enjoy noise, and activity that verges on chaos can be exciting to them. When they must work individually, they concentrate better if their area has few distractions and little noise. They enjoy a visually rich environment that has attractive bulletin boards, wall posters, colourful objects, and books with beautiful illustrations.
These students generally prefer performance tests or group presentations. They can handle surprises such as pop quizzes easily. They may do better on written tests if their answers can be relatively short. They need to check their work for careless errors caused by rushing through the test. Although they may prefer to be around others when taking tests and doing homework, they often do better when they work in a quiet place.
Students who prefer an introverted style enjoy having a retreat or quiet place in their classroom where they can work undisturbed. They enjoy having a space of their own and prefer that others do not go into their space without permission. They appreciate peace and lack of noise so that they can concentrate. They might even be allowed to bring ear plugs to school so that they can shut out a noisy environment.
These students tend to prefer written tests over performance tests. They are able to concentrate on written tasks, including tests. They prefer that tests be announced ahead of time. They may need to manage their time so they can finish, because they prefer to work in depth.
Classroom Applications
Students who prefer an extraverted style learn best when they:
- work in large or small groups and discuss subjects with others, including teachers, who listen and respond to them
- are given hands-on assignments and the opportunity to talk as they work- give presentations to the class or perform other tasks in the public eye (e.g., reading aloud) if they have the appropriate skills
- switch from one subject to another so they do not get bored
- complete a long assignment in stages so they do not get bored
- do a hands-on assignment before they are exposed to a concept or theory
- are allowed to try out their ideas and then modify them through a trial-and-error process
- are allowed to respond to a question with an answer that they develop and elaborate on as they speak
- receive frequent attention and commendation from the teacher
- are given choices; they want to feel that they have an impact on their environment and that their wishes are being considered
These students are less likely to respond well to:
- lectures, unless they have frequent opportunity to ask questions and talk themselves
- work that they must complete alone
- complicated projects that take a long time to complete
- situations in which they are spectators rather than participants
- situations in which they must be silent for long periods of time
- situation in which they participate only minimally or in which their contribution is small
Students who prefer an introverted style learn best when they:
- work on tasks alone
- do reading, writing and research assignments
- are allowed privacy and time to think instead of being asked to stay busy
- are allowed to work with a compatible partner on assignments that are to be done in pairs
- can give class presentations after two or three other students have already presented or even several hours later or the next day
- are allowed enough uninterrupted time to respond
- are allowed to prepare in advance rather than perform extemporaneously
- have a schedule or syllabus so they know what is expected
- are complimented on their careful work and reflection
- are allowed to work in their own way without being pressured to act like extroverted students (e.g., do background research before interviewing)
- are allowed to work in a library or other quiet place- are allowed to pursue an interest in depth
- are allowed to work in small groups of three or four, rather than six or more, when group work is assigned
- are allowed to be spectators rather than participants
- learn a concept before doing a hands-on assignment that illustrates the concept
- do individual work on computers or with other tools such as scientific instruments
- can do pencil-and-paper assignments, such as practising spelling words
These students are less likely to respond well to:
- a constant diet of group work
- assignments that only skim the surface of a subject in which they are interested
- oral reports and other public displays of their work
- chaotic, noisy groups
- suggestions that they go out and play with others when they are interested in reading or in some project of their own
- constant praise and compliments; they enjoy occasional compliments but can become suspicious of too many
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