I.
Topic Learning Activity Learning Style/Multiple
Intelligence
1. Writing stories relating to their personal Verbal-linguistic Intelligence
lives as to which level are they on the
hierarchy
2. Interviewing people with knowledge about Interpersonal Intelligence
content-area topics
3. Writing reflective papers Intrapersonal Intelligence
4. Predicting outcomes based on Logical-Mathematical
circumstances relating to unfulfilled needs Intelligence
in the hierarchy
Maslow’s 5. Use mind maps to visually organize their Spatial Intelligence
Hierarchy of thoughts about the importance of each
Needs needs
6. Dramatic re-enactments about how a self- Bodily-Kinesthetic Intelligence
actualized person portrays
7. Create a group and work on a research Interpersonal Intelligence
paper relating to Maslow’s Hierarchy of
Needs
8. Team building exercises that shows sense Interpersonal Intelligence
of belonginess amongst the class
9. Let the student create their own journal Intrapersonal Intelligence
about their personal relationship with their
significant others on a daily basis
10. Writing essays explaining each level of the Verbal-Linguistic Intelligence
hierarchy
II. Compilation of teaching strategies based on different thinking/learning styles and multiple
intelligences.
Strategies for teaching visual learners:
Use visual aids - most other learners will benefit from visual elements as well.
Provide visual analogies and metaphors to help with visual imagery.
Sometimes graphics are not easy to use for specific topics but consider writing key points in
front of the class as this provides visual cues.
Substitute words for colours and pictures.
Ask the students to write down explanations and take notes because this entails looking at
your presentation or visualising what you’re presenting.
Colour or emphasises key points in text.
Avoid using large blocks of text.
Include exercises where the students create mind maps.
Strategies for teaching aural learners:
Encourage your students to participate in discussions.
If reading is required suggest audio books if appropriate.
Suggest for them to listen to music as they go over material.
Allow recordings of your training sessions or make your lessons accessible online - this is
also helpful for other learning types.
Get students to pair up and explain concepts to each other.
Encourage problem-solving aloud.
Suggest rereading their notes back to themselves when they get home.
Use mnemonic devices and rhyming.
If you are explaining a story, play relevant sounds from your computer.
Strategies for teaching social learners:
Be inquisitive and ask them what they think about a concept/topic/idea.
Ask them to bounce ideas off of each other and compare their ideas with others'.
Allow them to discuss and share stories.
Include group work.
Engage in a role-play.
Strategies for teaching logical learners:
Provide the class with problem-solving tasks.
Challenge them to work things out for themselves.
Ask them to interpret abstract visual information.
Include critical thinking exercises.
Provide statistics and facts.
Ask them to suggest conclusions after providing them with evidence.
Strategies for teaching physical and tactile learners:
Use physical exercises and provide hands-on experiences.
Exercises where they are standing and walking are very effective.
Include activities where they use a pen and paper to map out their thoughts and problem-
solve because writing is a physical exercise.
Find a venue that provides these learners with large spaces so they can write and draw.
Encourage them to draw diagrams, graphs and maps.
Get them to interact with physical objects or solve puzzles.
Role-playing.
Provide real life examples, such as, case studies.
Suggest reviewing their notes whilst they engage in physical activity.
Strategies for teaching solitary learners:
Ask questions so you know what they're thinking and how they're feeling.
Provide individual problem-solving exercises.
Explain why the lesson material is important as solitary learners are often interested in
outcomes.
Along with this, give the class ways to track their progress.
Suggest links between what they have previously learned/should know and new concepts.
Strategies for teaching naturalist learners:
Include experiments in your lessons.
Get them to imagine that what you're teaching is a new ecosystem that they can understand
by finding patterns. This will help them link concepts together.
Have exercises where they can identify and classify.
Use examples linking to daily life, people or nature.
Provide observational data, such as case studies.
III. Learning style highlights the different ways a person thinks and feel as they solve problems, create
products and how they interact. On the other hand, multiple intelligences tend to understand how
culture and disciplines shape human potential. Though both claim that dominant ideologies of
intelligence inhibit our understanding of human differences, learning styles are concerned with
differences in the process of learning, whereas multiple intelligences center on the content and products
of learning. It is very important as an educator to identify the different multiple intelligences and be
creative in formulating different learning styles in order to help students develop their full potential.
IV. I think my learning styles are Visual, Auditory, Solitary and Kinesthetic. I prefer to learn by observing
things, through lectures and speeches, getting hands on and working alone. I think my dominant
multiple intelligence is interpersonal intelligence, I recognize and understand other people’s moods,
desires, motivations and intentions.
V. People who are strong in visual-spatial intelligence are good at visualizing things. Using visual imagery
to mentally represent an object not physically present. This is a powerful skill in problem-solving and
spatial reasoning. Children can be taught this to enhance spatial thinking. Kids copy a built structure
using blocks or Lego, depending on the child's age. Increase the complexity as their confidence in
matching and construction increases. Expose students to map reading which will help a child acquire
abstract concepts of space and ability to think systematically about spatial relations that ae not
otherwise experienced directly in the physical world. Picture books draw the child into a world of
visualization and spatial thinking. The increasing level of details help illustrate the different spatial
relations among objects.
Module 6
EXTEND WITH SYNAPSE STRENGTHENERS
Teaching Guidelines on how to work with students with exceptionalities.
Here are a few tips for new teachers who are working with students with exceptionalities:
1. Learn about students disabilities by reading their IEP, talking with the Special Educator, and
parents and staying informed on current research such as on the IRIS site.
2. Create a method of communication between you and the family such as using the Remind 101
app to effectively collaborate with families, share progress on IEP(Individualized Education Program)
goals, and promote transfer of skills to home life.
3. Spend time with your students get to know their interests, favorite things and what they do for
enjoyment.
4. Establish a relationship of trust and support and design instruction that will incorporate their
interest for motivation.
5. Design instruction to support IEP goals for academic and non-cognitive skills as well. For
example a student with Autism spectrum disorder might have a goal for emotional regulation strategies
to self-manage behavior.
6. Use progress monitoring to collect data of students performance both behavioral and academic
across time.
7. Create a safe and structured classroom environment that is predictable, and consistent.
Minimize distractions that create an unpredictable and confusing class environment.
8. Use multiple representations to teach a concept, multiple ways for students to engage, and
multiple ways for students to express what they know.
9. Chunk information into small steps with illustrations, diagrams and cues to support learning.
10. Incorporate visuals into instruction such as pictures, graphic organizers and multimedia.
11. Show don’t tell (model your expectations) and always smile.
People-first language advocacy
People-first language emphasizes the individuality, equality and dignity of people with disabilities.
Rather than defining people primarily by their disability, people-first language conveys respect by
emphasizing the fact that people with disabilities are first and foremost just that—people. Employers
should use people-first language when communicating about disability issues, whether verbally or in
writing. It is important to note that many people with disabilities, particularly younger people, are
choosing to use “identity-first” language such as “autistic” or “disabled.” How a person chooses to self-
identify is up to them, and they should not be corrected or admonished if they choose not to use
identify-first language.
Below are just a few examples of the appropriate use of people-first language.
Affirmative Phrases Negative Phrases
Person with an intellectual, cognitive, developmental disability Retarded
Mentally defective
Person who is blind
Person who is visually impaired The blind
Person with a disability The disabled
Handicapped
Person who is deaf The deaf
Deaf and dumb
Person who is hard of hearing Suffers a hearing loss
Person who has multiple sclerosis Afflicted by MS
Person with cerebral palsy CP victim
Person with epilepsy
Person with a seizure disorder Epileptic
Person who uses a wheelchair Wheelchair bound
Confined to a wheelchair
Person who has muscular dystrophy Stricken by MD
Person who is unable to speak
Person who uses synthetic speech Dumb
Mute
Person with a psychiatric disability Crazy
Nuts
Person who is successful, productive Has overcome his/her disability
Is courageous (when it implies the person has courage because of having a disability)
Person who is in recovery from a substance abuse disorder Addict
Son-Rise Program for autism reaction paper
What is the Son-Rise program?
The Son-Rise Program offers comprehensive treatment and training programs to parents and
professionals caring for children with Asperger’s syndrome, autism spectrum disorders (ASD),
developmental challenges and pervasive developmental disorders (PDD). It was developed by Barry Neil
Kaufman and Samahria Lyte Kaufman after their son, Raun, was diagnosed as severely autistic and said
to be incurable.
The Son-Rise Program focuses intensely on entering into the child’s world and showing them the way
out. This is done by teaching dynamic, enthusiastic, play-oriented methods that focus heavily on social
development and social interactions with parents, siblings, peers, etc. The Son-Rise Program Social
Curriculum creates programs that allow caregivers to focus on stages of development and understand
what to teach and when so that children acquire skills appropriately.
Following a unique set of principles, the Son-Rise Program offers parents and caregivers treatment
options that would work best for the child and family. These options consist of a lifestyle option, part
time option, and full time option. Both part time and full time options offer two levels of intervention. It
is recommended that each treatment option be used for at least 6 months and that approved
complementary therapies be considered for maximum benefit and result.
Does it work?
Anecdotally, the Son-Rise program has undoubtedly been a godsend to many families. The Montagues
are one example. The Kaufmans would obviously seem to be another, but they are plagued by some
controversy. Although they make seemingly fantastic claims about the extent of Raun’s recovery (they
“transformed Raun from a mute, withdrawn child with an I.Q. of less than 30, into a highly verbal,
socially interactive boy with a near-genius I.Q.,” according to Barry Neil Kaufman’s website), at least one
researcher has questioned whether or not Raun—now a Brown University-educated author and lecturer
—was ever autistic in the first place.
The reality is that what little scientific study has taken place seeking to measure the Son-Rise program’s
efficacy has been inconclusive at best. One of the only peer-reviewed articles to date focused solely on
the Son-Rise program documented positive developments for the children studied, but warned that the
sample sizes used were not representative enough to be generalizable to the autistic population as a
whole. Another study found that “the programme [sic] is not always implemented as it is typically
described in the literature,” making it difficult to assess whether the benefits families have experienced
can be fully attributed to the program itself.
Ultimately, the current scientific consensus remains clear: autism is a lifelong condition, and few social
skills interventions, the Son-Rise program included, have been conclusively proven to mitigate
symptoms, much less be considered a “cure.” That could change with further study, but for now, let’s
hold off on the “miracle” talk.
What does it mean for my patients?
While it’s understandable if the lack of empirical backup stops you short of recommending that your
patients adopt the Son-Rise program wholesale, there are elements of it that could apply to almost
every family with autistic kids. First, it encourages, if not mandates, parents to be heavily involved in
their kids’ therapy and their lives in general. While that isn’t the answer for every family—some need
more robust support and intervention from medical professionals than others—it’s a positive goal to
aspire to.
Furthermore, the key principle underlying the Son-Rise program is that autistic children should be met
on their terms rather than being pressured to operate by others’. Whether the mirroring techniques
used in the program constitute a fool proof form of therapy or not, applying that principle more
generally helps erase stigmas and encourages autistic kids to feel more comfortable in their own skin.
EXTEND BY APPLYING
1. The teacher thought of many strategies to teach the Person with an intellectual, cognitive,
developmental disability.
2. Their brother is a person with an intellectual, cognitive, developmental disability.
3. Their organization is for persons with autism.
4. He is a person with a disability.
5. There was a girl who is visually impaired in my psychology class.
EXTEND BY RESEARCHING
Problem Research Methodology
The current study had two purposes: to explore Twenty-four members of the teaching profession
further revisions to the Three-Part Schedule D and university faculty in special/inclusive
Additional Qualification (AQ) courses in special education participated in a two-day consultation
education and to determine if a virtual meeting at the Ontario College of Teachers.
knowledge network would be a viable and Seventeen of the participants were women and
welcome tool in building teacher capacity for seven of the participants were men. Participants
classroom inclusion of students with were previously known to the researchers
exceptionalities through participation in OCT Open Space Forums
and/or the writing team convened earlier by the
OCT, or through their research and writing in the
area of inclusive/special education in Ontario. A
researcher from every university in Ontario was
invited, along with representatives from the
French and English publicly funded boards
throughout Ontario. The majority of the
participants came from the larger group who
participated in the earlier Open Space session
held by the OCT. The Principal Investigators of
the study and representatives from the OCT also
acted as facilitators and participants in this
consultation.
Title and Source
Killoran, I., et al., (2013): Supporting Teachers to Work
with Children with Exceptionalities.
Findings Conclusion / Recommendation
Findings from the first day of the consultation The knowledge network could be a valuable
reveal needed additions to in the revised AQ resource for contextualizing learning from AQ
course content and guidelines. Participants courses by promoting collaborative relationships
commented on the need to include capacity between educational stakeholders and assisting
building in designing appropriate accommodation educators in navigating connections between
and modification. Collaborative planning and ESL/ELL and special education.
shared leadership were also stressed as needed
additions to the revised AQ course content and
guidelines. Many of the revisions to the
guidelines proposed by participants in this study
aligned with the discussion of the virtual
knowledge network on the second day of the
consultation.
EVALUATE
Categories of exceptional learners
Behavior
A learning disorder characterized by specific behaviour problems over such a period of time, and to such
a marked degree, and of such a nature, as to adversely affect educational performance, and that may be
accompanied by one or more of the following:
-an inability to build or to maintain interpersonal relationships;
-excessive fears or anxieties;
-a tendency to compulsive reaction;
-an inability to learn that cannot be traced to intellectual, sensory, or
-other health factors, or any combination thereof.
Communication
Autism
A severe learning disorder that is characterized by:
disturbances in:
o rate of educational development;
o ability to relate to the environment;
o mobility;
o perception, speech, and language; lack of the representational symbolic
behaviour that precedes language.
Deaf and Hard-of-Hearing
An impairment characterized by deficits in language and speech development because of a diminished
or non-existent auditory response to sound.
Language Impairment
A learning disorder characterized by an impairment in comprehension and/or the use of verbal
communication or the written or other symbol system of communication, which may be associated with
neurological, psychological, physical, or sensory factors, and which may:
-involve one or more of the form, content, and function of language in communication; and
-include one or more of:
o language delay;
o dysfluency;
o voice and articulation development, which may or may not be organically or functionally based.
Speech Impairment
A disorder in language formulation that may be associated with neurological, psychological, physical, or
sensory factors; that involves perceptual motor aspects of transmitting oral messages; and that may be
characterized by impairment in articulation, rhythm, and stress.
Learning Disability
A learning disorder evident in both academic and social situations that involves one or more of the
processes necessary for the proper use of spoken language or the symbols of communication, and that
is characterized by a condition that:
is not primarily the result of:
o impairment of vision;
o impairment of hearing;
o physical disability;
o developmental disability;
o primary emotional disturbance;
o cultural difference;
results in a significant discrepancy between academic achievement and assessed intellectual ability,
with deficits in one or more of the following:
o receptive language (listening, reading);
o language processing (thinking, conceptualizing, integrating);
o expressive language (talking, spelling, writing);
o mathematical computations; and
may be associated with one or more conditions diagnosed as:
o a perceptual handicap;
o a brain injury;
o minimal brain dysfunction;
o dyslexia; o developmental aphasia.
Intellectual
Giftedness
An unusually advanced degree of general intellectual ability that requires differentiated learning
experiences of a depth and breadth beyond those normally provided in the regular school program to
satisfy the level of educational potential indicated.
Module 7
I. Observation
a. I have observed my niece at home during her spelling quiz bee. Her mom promised to
buy her a toy if she gets less than 5 mistakes. My niece did well during the quiz bee, and
won first place. Her mom then bought her a toy that my niece personally chose.
b. Consequences
It pressured the child to score high
c. 1. Stimuli was the toy
2. Doing well during the quiz bee elicit reinforcement, buying the toy maybe is the
punishment consequences of the adult
3.
4. The reward seemed to be successful in this scenario
II. Thorndike’s Connectionism
Topic: Good Reading Skills Grade/Year Lever: Grade 3
Primary Law How would I apply the Primary Law
Law of Readiness This can be done via a pre-work activity or a
short video introducing the content. Ask
the student to read and outline and show
them a video of someone reading. Share to
the them what they can learn in order to
motivate them to meet the standards set
forth.
Law of Effect If a student shows improvement in his
reading skills will be exempted on the next
reading exercises. And he may tutor other
classmates. This may not only encourage
student to do better but to boost his
morale as well.
Law of Exercise The more a person practices something, the
better he or she is able to retain that
knowledge. For the students to be able to
become good readers, they should master
the skill. Give individual reading exercises
that will hone them.
Module 8
I.
Key Concept of Tolman's Theory on Personal Message
Purposive Behaviorism
1. Learning is always purposive and goal- 1.1 To make my students do what I require
directed them to do, I should state the goal clearly
and specifically.
1.1 To make my students do what I require
them to do, I should state the goal clearly
and specifically.
1.3 I should taught them the essence of
having a purpose in learning and the
benefits it will bear in their learning process
2. Cognitive maps help students perform 2.1 I should incorporate cognitive maps on
well. Organisms select the shortest or my teaching instruction
easiest path to achieve a goal.
2.2 Introduce and teach my students about
cognitive maps, for them to use in their
learning process.
3. Latent Learning stays with the individual 3.1 Apply Latent learning in the classroom
until needed. instruction.
3.2 Apply meaningful ways for Latent
Learning to be integrated in every learner's
learning
4. Learning is influenced by expectations, 4.1 To achieve effective learning of
perceptions, representations, needs, and students, I should consider their
other internal variables like hunger. expectations, representations, mood, and
other internal variables.
4.2 Utilize these internal variables in the
classroom discussions.
4.3 I should be careful in analyzing every
student's internal variables that influences
their learning
Application- Bandura's Social Learning Theory
3 Key Concept How I apply it in my teaching
1. Observation 1.1 A verbal instructional model, which
involves descriptions and explanations of a
behavior.
1.2 I can also apply this concept in my
discussions with demonstrations
2. Retention and context 2.1 Provide opportunities for collaboration
and encourage knowledge sharing and
support among your learners
2.1 Effective use of storytelling
3. Motivation and reward 3.1 Adding gamification principles to
learning is a great way to inspire through
reward
3.2 Office leader boards to encourage
learner-to-learner communication
