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Comparison of Individual Differences Models

Individual Differences “Characteristics” Across Models

 

Individual Differences Frameworks Focused on Cognitive and Affective^ “Characteristics” ^In Red

 

 

Developmental Popular Single Factor Models Habits of Mind “IQ”/Cognitive Tests Differentiated Instruction/CAST CARENOTES
Piaget

Sensory Motor

Preoperational

Concrete Operational

Formal Operational

GRIT Persistence WISC-V Concrete/Abstract D Conceptualization
Growth Mindset Managing Impulsivity Verbal

Digit Span

Information

Similarities

Vocabulary

Comprehension

Arithmetic

Simple/Complex D Abstraction
Mindfulness Taking Respnbl Risks Representation
Agency*/Self-Direction Finding Humor Smaller Leaps to Greater Leaps D Engagement
Vygotsky

Zone of PD

Level of analysis

Problem solving

Organizing info…mental schema

Interaction w partners

Cultural influences

Number (Working Memory
Listening  with understanding and

empathy

Performance

Pix Completion

Coding

Pic Arrangement

Block Design

Object Assembly

Symbol Search

Mazes

Few Facets to Multi Facets D Other(s)
Thinking interpedently More Structured to More Open D Tentativeness
Personalized Learning

Agency

Voice

Choice

http://wanttolearn.

edublogs.org/

2016/04/05/

learning-frameworks-focused-on-individuals-as-learners-6/

 

Thinking & Communicating with Clarity and Precision

————————

Striving for Accuracy

——————————-

Creating, Imagining and Innovating

—————————–

Responding with wonderment and awe

——————————-

Creating, imagining and innovating

——————————-

Woodcock J-IV

COG Standard Battery

Oral Vocabulary

Number Series

Verbal Attention

Letter pattern matching

Phonological Matching

Story Recall

Visualization

General Information

Concept Formation

Number Reversed

Concept Formation

Number Reversal

Recruiting Interest C

 

Sustained Interest and Persistence C

—————————

Self-Regulation C

Executive Function C

 

 

The Process of Understanding a Learner’s Strengths and Challenges

 

 

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Growing and Learning: Language, Literacy, and Learning Wiki

My current focus is on developing my Grow and Learn Wiki.

Take a look at the latest posting on:

https://classroomdiscourse.wordpress.com/

or go directly

to: http://growandlearn.pbworks.com/w/page/112457719/FrontPage

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Continuing to Work on Grow and Learn Wiki

I will finish up the first section of the Grow and Learn weekly in a few weeks.

That first section addresses Individual Differences.

The second section will address Development of Language, Literacy and Learning.

Section three will addresses Language Learning, Literacy Learning and Learning How to Learn.

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Individual Differences Matter

https://frantoomeytalk.blogspot.com/2019/02/how-much-do-individual-differences.html

 

 

Frequency of                                  Models with Most

Mention                                           Characteristics

                                           

Concrete/Abstract (4)                       Habits of Mind (10)                  

Metacognition (3)                              Developmental Models (9)

Mental Schema (3)                            Differentiating Instruction/Cast (8)

Perseverance (3)                                Popular Models (3)

Knowledge Base (3)                          IQ/Cognitive Tests (3)

Problem Solving (3)

Interest (3)

Interactive (3)

Processing Speed (2)

Multisensory (2)

Agency (2)

Analysis (2)

 

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Individual Differences “Characteristics” Across Models

Please see this Grow and Learn Wiki link:

http://growandlearn.pbworks.com/w/page/131624733/Individual%20Differences%20%22Characteristics%22%20Across%20Models

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Looking at Individual Differences

No photo description available.

Not sure of the origin of this post, but I think it is worth thinking about!

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I’ll Be Back Soon

Just finished working on an important deadline, but will restart this blog sequences about Individual Differences this week.

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Choosing and Using Frameworks for Understanding “individual differences”

I have lots of questions!

If we count each framework separately we arrive at 4 Developmental Frameworks (Piaget, Vygotsky, Flavell, Sternberg), 4 Popular Single Factor Framework, (Grit, Growth Mindset,  Mindfulness and Agency/Self-Direction), 1 Multiple “characteristics” framework (Habits of Mind), 2 Intelligence/Cognitive Tests (WISC-V and SJV COG), Two Curriculum Based Frameworks (Differentiated Instruction and CAST), 1 “Personalized Learning” framework, and my earlier framework (CARE NOTES).

How might we compare and choose a framework? Is it doable?  valuable? context dependent?  Where might such analysis/comparison take us?  How does a teacher or school focus on one or more of these frameworks in order to more specifically and effective address the strengths and challenges of individual students? What role do parents play in choosing a way to describe their child?

Where might we start?

Is the framework easily understood?

Is it possible that some frameworks overlap with other frameworks?

How is a framework chosen?

…on the basis of teacher/school purpose;

…on the basis of ease of understanding and implementing the framework;

…on the basis of evidence of the framework’s effectiveness;

…on the basis of ease of implementing;

…on the basis of family and child input.

Are there examples of the frameworks use?  Effectiveness?

 

 

 

 

 

 

 

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The 2nd of 2 Major Cognitive Assessment Batteries

Woodcock-Johnson IV Test of Cognitive Abilities  To see details click link below.

https://www.hmhco.com/~/media/sites/home/hmh-assessments/clinical/woodcock-johnson/pdf/wjiv/wj_iv_author_newsletter_winter_2014.pdf?la=en

The WJ IV is a broad-scope assessment system that is based on state-of-the-science tests for individual evaluation of academic achievement, cognitive abilities, and oral language. The system is organized into three independent, complementary, and co-normed batteries: the Woodcock-Johnson IV Tests of Achievement (WJ IV ACH), the Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG), and the new WoodcockJohnson IV Tests of Oral Language (WJ IV OL). The three batteries can be used independently or together in any combination. The WJ IV provides professionals with the most contemporary and comprehensive system for identification of patterns of strengths and weaknesses among important cognitive, language, and academic abilities.”

“WJ IV TESTS OF COGNITIVE ABILITIES The WJ IV COG is carefully engineered to be the most contemporary and broadly useful battery for an evaluation of strengths and weaknesses among cognitive abilities. Since CHC theory was first articulated almost 15 years ago, a great deal of research has both confirmed the merits of the theory and at the same time pointed to the need for increased specification, explanation, and amendments to the initial postulates. The WJ IV COG is designed to maintain the cutting edge of contemporary assessment practice by moving beyond the initial specification of CHC theory with an updated model for interpretation of test results. This is based on recent research that informs the nature of the constituent cognitive abilities that are measured by each test and cluster. New tests and clusters are based on broad psychometric evidence and neuroscientific research. In its redesign, emphasis has been placed on the most important cognitive abilities. The WJ IV COG tests and clusters yield important diagnostic information, are useful in identifying exceptionalities and disabilities, and can be directly linked to interventions or accommodations. (p. 7)”

References Individuals with Disabilities Education Improvement Act of 2004, P.L.N., 118 Stat 2647. (2004). Schrank, F.A., McGrew, K.S., Mather, N., & Woodcock, R.W. (2014). Woodcock-Johnson IV. Rolling Meadows, IL: Riverside Publishing

 

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Using “Intelligence” Tests to Describe Individual Differences

Focus on “Intelligence” as an Individual Difference

There are two commonly used tools to look at difference in intelligence:  The WISC-R and the Woodcock Johnson Cognitive Test.  These tests are (often/sometimes?) used to determine a critical difference between “achievement” and “ability” relative to classroom curricula.  These discrepancies may be used to determine eligibility for special education.  Here is a link for WISC-V

WISC-5

See http://www.myschoolpsychology.com/test-tools/wisc-5/

 

Other tools:  Administration and Interpretation: Qualification for Use of this Test

https://www.pearsonclinical.com/psychology/qualifications.html

https://www.pearsonclinical.com/psychology/products/100000771/wechsler-intelligence-scale-for-childrensupsupfifth-edition–wisc-v.html

https://www.pearsonclinical.com/psychology/products/100000310/wechsler-intelligence-scale-for-children-fourth-edition-wisc-iv.html

http://images.pearsonclinical.com/images/pdf/wisciv/wisc-iv_clinical_interpretation.pdf

See http://www.myschoolpsychology.com/test-tools/wisc-5/

 

 

 

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