Deck 4: Understanding Student Differences

Question 1

Enriqué, who is in ninth grade, has exhibited a high level of logical-mathematical ability but a low level of spatial ability. His parents want him to pursue a career in math or science but are concerned that he may choose a career that does not place such a heavy emphasis on spatial ability. Enriqué's parents approach you asking for advice on how his spatial ability could be improved. If you shared Howard Gardner's views about intelligence, which of the following statements would guide your response to Enriqué's parents?

A) Intelligence test scores are stable indicators of ability and cannot be changed significantly.
B) Many factors, in addition to intelligence, influence an individual's interests and career choice.
C) Instruction should be aimed at each intelligence across every subject in order to develop all intelligences.
D) Levels of specific intelligences can be increased only for very young children.

Answer 1

Many factors, in addition to intelligence, influence an individual's interests and career choice.

Question 2

Learning styles are thought of as

A) abilities that determine academic success.
B) the willingness of learners to adapt to the demands of the classroom.
C) the ability to respond in different ways to tasks that have different contents and demands.
D) a consistent preference for responding to intellectual tasks in a particular way.

Answer 2

a consistent preference for responding to intellectual tasks in a particular way.

Question 3

Mrs. Robbins teaches third grade. Her students are studying fractions. She has planned for a variety of instructional and assessment activities. Her students will practice working problems involving the addition/subtraction and multiplication/division of fractions until they remember to use the appropriate methods for handling like and unlike denominators. They will also work exercises in which they will be required to identify equivalent and nonequivalent values. Additionally, students will work in groups using fractions to measure ingredients for a snack they will prepare. At the end of the unit, all students will take an exam on which they will solve equations and write an essay about the use of fractions outside of math class. Mrs. Robbins's methods are best described as an application of ____________ view of intelligence.

A) Howard Gardner's
B) David Wechsler's
C) Robert Sternberg's
D) Alfred Binet's

Answer 3

Robert Sternberg's

Question 4

With which of the following statements would Howard Gardner most likely agree?

A) People who are good at one thing will be fairly good at all things.
B) If someone is good at math they will probably not be good at reading.
C) Individuals who are strong in a particular intelligence will probably choose an occupation that emphasizes that intelligence.
D) Students express their abilities in many different ways.

Question 5

Maria was administered an IQ test in fourth grade. She received an overall score of 135 on this test (which is more than two standard deviations above average). On the basis of this score, we can infer that Maria

A) will probably do very well as she moves through the school system.
B) will be successful at any career she chooses.
C) will have fewer life crises than most other people.
D) has no learning disabilities.

Question 6

Which of the arguments below best supports the practice of using a variety of assessment methods on all tests?

A) Different types of test items and formats will reduce the temptation for students to cheat.
B) Students tend to pay more attention to lessons and text material when they know they will be tested in different ways.
C) The quality of teachers' tests improves when different types of items and formats are used.
D) Teachers can more accurately assess what students have learned when they use a variety of item types and formats.

Question 7

Zamir enjoys working with model rockets. His most recent project involved an extremely complex model that required several hours of assembly. Sternberg would probably say that Zamir's style is

A) executive.
B) external.
C) oligarchic.
D) judicial.

Question 8

Mr. Sanjabi's kindergarten class attends a computer lab twice each week. He has three educational programs available for his students. He assigns the reading program to those students who have difficulty with language arts. Students with poor math ability practice those skills using the math program. He also has a program that focuses on learning to be considerate and polite toward others. This third program is best described as an example of using technology to develop

A) interpersonal intelligence.
B) analytical intelligence.
C) specific intelligences.
D) general intelligence.

Question 9

For the most part, IQ scores are

A) subject to change.
B) changeable early in life but not thereafter.
C) not subject to change.
D) useless.

Question 10

Maria has a history project to complete. First, she makes a list of the events that relate to her topic. She decides which ones are the most interesting and then creates several sample outlines, each with a different combination of events. She then researches all of the events at the library and on her computer. Last, she selects the outline that will work best, given the information she was able to find on particular topics and how interesting each one was, and revises it if necessary. Now she is ready to begin writing. According to Jerome Kagan, Maria exhibits which of the following?

A) impulsivity
B) reflectivity
C) field-independence
D) field-dependence

Question 11

When psychologists talk about the consistent ways in which students use their learning abilities to cope with the demands of classroom tasks, they are referring to

A) general intelligence.
B) motivation.
C) scholastic aptitude.
D) learning styles.

Question 12

Stephen, a highly creative and intelligent student, is not doing well in school. He has tried to conform to his teacher's methods of instruction and evaluation, and he has discussed with her what instructional changes she might make to allow him to enhance his motivation and performance. However, the teacher is unable to accommodate him because of time constraints. Stephen speaks to his parents about enrolling in a private, alternative school that would offer him a more adaptive learning environment. Sternberg would likely argue that Stephen has a high degree of ____________ intelligence.

A) interpersonal
B) intrapersonal
C) practical
D) analytical

Question 13

Which of the following statements represents the most appropriate application of learning styles research to one's teaching practices?

A) Use an instructional method that matches most students' styles.
B) Use an instructional method that matches the teacher's learning style.
C) Teach each subject using eight instructional methods that relate to the eight intelligences so that each student may develop to his/her full potential.
D) Use a variety of instructional methods so that students will have opportunities to excel in their strong areas and to develop weaker areas.

Question 14

It has been argued that the concept of intelligence encompasses more than the sum of one's tested abilities. According to the text, which of the following might suggest an aspect of intelligence that is not measured by traditional intelligence tests?

A) the ability to pick out major and minor themes in a piece of classical literature
B) the ability to score well on law or medical school boards
C) the ability to develop a logical counterargument to a point of view
D) moral reasoning at the level of Kohlberg's postconventional stage

Question 15

If you decided to design your classroom assessments so they were consistent with the research on learning styles, which of the following would you do?

A) Use different assessment methods on each test.
B) Use different assessment methods across all tests given during a grading period.
C) Let students choose the assessment method they prefer.
D) All of these answers.

Question 16

To avoid putting students with particular learning styles at a disadvantage, teachers should

A) use an approach to instruction that most students like and stick to it.
B) vary their approach to instruction.
C) teach students how to adjust to the teacher's learning style.
D) determine a new approach at the beginning of each school year.

Question 17

Sophie has the ability to work around impediments, rise above obstacles, and adapt to the most demanding environments. Sternberg might argue that Sophie has ________________ intelligence, which is not assessed on traditional measures of intellectual functioning.

A) analytical
B) practical
C) creative
D) logical-mathematical

Question 18

Terrel is an outgoing student who gets along with just about everyone and has a reputation for being a good listener. He has decided to run for public office some day. Most people think he will be a successful politician. Given his personal characteristics and occupational goal, what would you be willing to say about Terrel's level of intelligence?

A) Terrel is of average intelligence.
B) Terrel is of above average intelligence.
C) Terrel probably has a learning disability for which he compensates by being an extrovert.
D) Nothing can be said about the relationship between Terrel's personal characteristics and his level of intelligence.

Question 19

Howard Gardner's theory of intelligence is

A) narrower in scope than traditional views of intelligence.
B) broader in scope than traditional views of intelligence.
C) the same as Robert Sternberg's.
D) less helpful than traditional views of intelligence.

Question 20

According to Howard Gardner's theory of intelligence,

A) intelligence is best conceptualized as a single score, such as IQ.
B) there are at least three types of intelligence: verbal ability, spatial ability, and logical mathematical ability.
C) human beings have multiple intelligences that are presumed to be dependent on one another and hierarchically integrated.
D) there are seven distinct forms of intelligence.

Question 21

What types of tasks and behaviors are intelligence tests most and least closely related to?

Question 22

What is an IQ score? Discuss the stability of IQ scores and describe the factors that affect score stability. Determine whether it is possible to raise an individual's IQ score and provide the rationale for your decision.

Question 23

Define the term learning style and note whether it is possible to alter an individual's learning style.

Question 24

Describe the basic premise of Gardner's theory of multiple intelligences. What are the multiple intelligences?

Question 25

How may your increased awareness of learning styles guide you, as a reflective teacher, in the planning of student instruction?

Question 26

Describe how making educational decisions for students based solely on an IQ number can be dangerous.

Question 27

Name and describe the learning style dimension, proposed by Witkin, that relates to the context in which information is presented to students.

Question 28

Define gender bias as it occurs in the classroom. Suggest one reason that teachers may unwittingly engage in this behavior.

Question 29

Researchers have found that significantly more males than females choose careers in math or science. The most likely reason for this imbalance is that

A) the learning styles of most teachers are more compatible with the learning styles of males.
B) the quality of instruction in math and science tends to be rather poor.
C) males have higher levels of logical-mathematical ability.
D) males receive more encouragement to consider careers in math and science.

Question 30

Describe Robert Sternberg's theory of intelligence. Identify the dimensions of intelligence included in his theory and describe the one that would be relevant to a transfer student who is trying to "fit in" with his or her new classmates.

Question 31

Discuss the similarities and differences between Sternberg's and Gardner's theories of intelligence. Include in your discussion the name of each theory and a brief description of its basic premises.

Question 32

List and describe at least three ways that gender bias affects students.

Question 33

Describe how Sternberg's triarchic view of intelligence may be applied to instruction and assessment in your classroom.

Question 34

Compare the learning style of a reflective student to that of an impulsive student, as described by Jerome Kagan.

Question 35

A high school girl elects to take trigonometry and biology but not calculus and physics, aspires to a career in nursing rather than computer science, and rarely participates in class discussions. This pattern most likely reflects the effects of

A) gender differences in ability.
B) gender bias.
C) gender-based learning styles.
D) poor quality instruction.

Question 36

Describe how you would accomplish the goals of accurately assessing what students have learned and expanding their learning style repertoire.

Question 37

Lorraine, a husky fifth grader, does not like that her classmates call her "Big Lor." When her teacher asks her in front of the class how she feels about the commonly used nickname, Lorraine indicates that she does not mind and that it doesn't bother her. This is an example of

A) failed self-efficacy.
B) loss of self-esteem.
C) loss of voice.
D) gender bias.

Question 38

Gilligan has identified a phenomenon that she calls "loss of voice." Describe this phenomenon and indicate the potential implication it has for a constructivist approach to teaching.

Question 39

Explain the difference between intelligence as a capacity and intelligence as it is measured by contemporary tests.

Question 40

Explain why we no longer believe that IQ scores are fixed and cannot change.

Question 41

Describe gender bias in the classroom and suggest a reason that it occurs. There are at least three ways that gender bias affects students. List and describe the three ways.

Question 42

Students exhibit a variety of learning styles in every classroom. Is it possible for a teacher to address these differences during instruction and assessment of student achievement? Discuss the educational implications of learning style for teachers who set time aside for reflection.