Chapter+9++Individual+differences


 * LEARNING AIDS**

I found a great way to make learning new information fun! I created a word search through discoveryeducation.com. You are able to input as many words as you want and the site transforms it into a word search. There are ways to customize it as well (difficulty, grade level, how many columns...) Not sure how to embed it, but I'll bring a copy to class.media type="custom" key="9124636"

[]

(Brittany)

Using an outline is sometimes a useful learning aid since it helps us as students recall information we read from each chapter and retrieve it easily since we have placed all of the information in an organized format.

[|P510 Chapter 9 WIKI.rtf]

Sabrina Allen Chapter 9 -P510

This research examines behavioral attributes and personal development in examining educational and work behavior. Aptitude is a concept that Martinez speaks of as cognitive ability that is relative to intelligence (Martinez, 299). Aptitude can help predict outcomes and can be described as how a person will adapt or understand concepts. The personality attributes of a person may also contribute to the success or achievement a person will achieve.
 * RELATED RESEARCH**
 * Judy**
 * [|Applied Individual Differences Research and its Quantitative Methods]**

=
Gender differences in math learning have been done many researches over time. Researchers at University of Illinois found that," there is still a gender gap, not only with achievement, but with teachers' perceptions" in lower grades. And, they gave the possible reason for the gender gap in the early grades math education. "One hypothesis to explain the gap could be that the U.S. has first and second grade female teachers who are "math-anxious"," the researcher said. The suggestion for educators was that we can't just ignore the gender gap when it occurred; teachers need to intervene earlier when students struggle with math as well as reading. Furthermore, another study has been published earlier also found that gender stereotypes about math develop as early as second grade. "Cultural stereotypes about math are absorbed strikingly early in development, prior to ages at which there are gender differences in math achievement. Children have their antennae up and are assimilating the stereotypes exhibited by parents, educators, peers, games and the media," said the researcher at University of Washington. So, both studies showed that if we can express our perceptions of math as being equally for girls and boys, we can help students to be interested in math learning and prevent gender differences in math achievement.=====

University of Illinois at Urbana-Champaign (2011, March 24). Teachers unaware of growing gender gaps in classrooms, US study finds. //ScienceDaily//. Retrieved April 16, 2011, from http://www.sciencedaily.com­ /releases/2011/03/110324153702.htm [|Teachers Unaware of Growing Gender Gaps in Classrooms, US Study Finds]

University of Washington (2011, March 14). Gender stereotypes about math develop as early as second grade. //ScienceDaily//. Retrieved April 16, 2011, from http://www.sciencedaily.com­ /releases/2011/03/110314091642.htm [|Gender Stereotypes About Math Develop as Early as Second Grade]

Gender Differences (Martinez, 2010, p307).

Yi-Niu

Martinez (2010) discusses the importance on group differences on pages 306-310. There is vast research on Socioeconomic Status (SES), and differences in academic achievement. However, when I was attempting to find research on SES and student achievement, nearly everything I found focused on student race/ethnicity. Socioeconomic Status is obviously quite different than race/ethnicity. I was curious to see if family income level has a positive correlation with test scores, and as you can see, on the S.A.T., it does.
 * S.A.T. Scores and Parent Income Levels**

NY Times SAT Scores and Family Income

Obviously this information is related to one specific test, and only for family income, but I found it very interesting. Deanne


 * Ability Grouping (Martinez, 2010, pp. 296-297)**

Much of the second section of chapter 9 addresses the different learning capabilities and styles of students and the “Peer-Assisted” article pertains to many aspects of the chapter. However, ability grouping is interesting because it groups students based on their skill in certain areas (Martinez, 2010, p. 297). This article is about a method of teaching and grouping that allows the higher skilled students to help the lower skilled students learn how to read. Thus, this method does not only group students according to ability; it also uses those different groups to help the other groups. Therefore, the poor readers learn how to read better and the good readers gain confidence, which is very important for education. Both students learn how to work well together and how to give and receive constructive criticism. Ability grouping can have bad side-effects but this system seems to use the grouping effectively to help all of the students in the class.

The method is very simple and easy to understand. First the teacher organizes the students according to their reading ability. The students are split down the middle to create two groups. Then, the first student from the “lower ability” group is paired with the first from the “higher ability” group. The students are paired with the students that are in the same position on the reading scale, but from the different group. This arrangement places “lower-reading-ability” students with a student that is higher ability but not too high. Therefore, the poor reader benefits from the better reader and the better reader gains confidence by doing well. The two students are then placed in the position of tutor and tutee, with the better reader being the tutor first (they alternate tutor/tutee position); they then alternate reading paragraphs and analyzing them. The analysis of the reading has various steps, which include: word reading and pronunciation, comprehension, and feedback. Throughout, the reading the tutor assists the tutee and helps with any difficult issues and also praises the tutee when he or she does well. Before the students begin the group work, the teacher explains how the interaction should go and even provides cue cards that indicate what the students should say and how to praise each other.

[|Peer+Assisted+Teaching+Strategies.pdf]


 * Raymond Ramirez III**

This is a video that describes the three learning styles discussed on page 304 of our textbook - visual, auditory, and kinesthetic - and offers strategies for teaching each different type of learner, as well as those wo exhibit a mix of these styles; however, it is important to remember that categorizing students into these three types is not foolproof, and that students usually differ by degrees rather than by kind (Martinez, 304).
 * WEB LINKS**

media type="youtube" key="oNxCporOofo" height="390" width="480" I think this video is helpful to describe a mastery learning strategy of teaching which is developed by Benjamin Bloom. In the beginning, the speaker talks about how all the students can learn if the teacher follow the "recipe" of the mastery learning strategy. Then the speaker clarifies the features and process of the mastery learning strategy. Finally, he discusses the problem that stand against the success of the mastery learning strategy and he provides some solutions. (Martinez, 306) Nourah [|mastery learning]