This week in lectures we discussed learner differences through their intelligence and gender. When looking at the classroom I’ve been placed in all 28 children have many different strengths and weaknesses which allow them to succeed and or fail in what they are conducting. Robert Sternberg’s Theory of Successful Intelligence includes three categories, “ANALYTIC, CREATIVE, PRACTICAL”. Some people find it unreliable and unconventional. That these three categories can’t possibly be the only things that measure one’s intelligence. The two polar opposite areas are Intellectual disabilities and the gifted and talented.
Intellectual Disabilities? Students who have impairments for general mental abilities. In some senses, these students often are behind or struggle to keep up with the mode/majority of the class. In these cases, extensive aid needs to be given to ensure the student can reach their optimal potential. For example; in my prac this week a student who is switched on in terms of the content has a hard time reproducing it through writing. To deal with this the classroom teacher advises that after he learns something new he writes it down straight away. By doing so he alerts his mind on the things he has learned.
Gifted and Talented? These are the students who excel beyond their age medium, who grasp things extensively faster than their peers. In some schools, students who possess the status of being ‘gifted and talented’ are placed in programs where they can continue to excel with people of their own kind, people who possess the same or other gifted and talented skills. For example, when it comes time for reading groups which highlights, reading, writing, listening, grammar and punctuation. Students who obtain the title gifted and talented move to the class which is allocated for these students which create a safe environment for them to continue learning, without feeling out of place and or embarrassed.
When looking at the way boys and girls learn back in the 1970s & 1980s, social inequality arose and the addition policy for gender equality directed at females. Since then a lot has changed. Schools are now more concerned with the way boys absorb and learn then the way girls do. Girls have now been placed in the firing line in the sense of increased policies which cover things such as verbal bullying outside and within the classroom.
For example; When I was in school boys and girls, both in primary and high school both were reprimanded for being distracting, talking or even not completing the right set of tasks. And this was between the years of 2003-2015. From just being in the community engagement program for only 2 months I have observed that this is not the case. There is no balance anymore. In this particularly year 1 classroom many boys are distracted, talking or not conducted the correct task. Whether this can be an attention seeking ploy or not can’t be seen but it’s highly prevalent in society today. Although the girls do muck up every so often, the female stereotype of sitting up straight, raising their hands when spoken to and even obeying when told a command is prevelant in todays day and age.