http://growandlearn.pbworks.com/w/page/130742346/Table%20of%20Contents
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 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 |
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.
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)
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
Looking at Individual Differences
Not sure of the origin of this post, but I think it is worth thinking about!
I’ll Be Back Soon
Just finished working on an important deadline, but will restart this blog sequences about Individual Differences this week.
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?
The 2nd of 2 Major Cognitive Assessment Batteries
Woodcock-Johnson IV Test of Cognitive Abilities To see details click link below.
“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
