Module 2

     Chapter 4 of Woolfolk covered measuring and gauging intelligence, as well as learning styles and learning needs. I found the controversy surrounding accurately measuring intelligence especially interesting. I really liked Gardner's idea of multiple intelligences (pg. 123-124). I also believe that there are more than one way to be intelligent. The ideas that categories such as interpersonal, existential, linguistic, bodily-kinesthetic, and naturalist are looked upon as categories equal to logical-mathematical, and spatial are paramount to the development of students sense of worth.
     When discussing intelligence, often times the focus is put on logical and spatial reasoning that other forms of intelligence gets pushed aside as less important. There are so many people in my life that I admire for their genius in other categories. For example, both my son and my boyfriend are amazing musicians. My son plays the guitar, and my boyfriend plays drums, guitar, mandolin, keyboard, and banjo. The level of both of their skill is absolute genius.These different types of intelligences should be addressed in the classroom setting. Students should know that what some deem talent, others deem a type of intelligence. According to Woolfolk, "First, teachers should take the individual differences among students seriously and differentiate their instruction to connect with each student" (pg. 126). I think that is one of the most important lessons for us future educators: everyone has a different type of brilliance. Our job is to recognize it, cultivate it, and design lessons and construct assignments to that every type of intelligence has a chance to shine.
     When Woolfolk discusses learning styles, there were a couple of different ideas that stood out to me. First was how research suggested that people identified their learning preferences, rather than learning styles (pg. 132). Is it possible that different course material is best taught with various learning styles? For example, if I were teaching American History, and we were covering WWII, is there a specific way to teach that material to the class that will make them remember the material better? Perhaps video clips, or pictures, or a reenactment of a battle? Should I present the material how the students say they'll learn it best, or should I make an informed decision about how to teach it?
Another topic that resonated with me was learning disabilities. On page 135-136 in Woolfolk, IEP's are discussed. I have spent the past decade hearing about the "IEP", but did not really know what it was. I knew there was a meeting that determined services, and that is where my knowledge ceased. I'm glad to learn more about individual annual goals, and plans on specific services. I have a god daughter and a nephew who are both on the autism spectrum, and I feel like I can listen to my best friend and sister in law when they want to discuss IEP's with a different ear now.  However, the most important take away from this chapter for me was that students are people first, and their diagnosis second. I think it's far too often where kids are thought of and referred to as their diagnosis, and who they are as people gets lost in all the professional lingo.
     Chapter 5 of Woolfolk discusses language development, and some problems related to language development. It was interesting to me that the majority of language develops in early childhood, rather than during the first year as I previously thought (pg. 173). I have a 10 month old daughter who is beginning to form word sounds and letters, so this particular part of the chapter was of special interest to me. Another topic of Chapter 5 (pg. 189) that I find extremely important in today's classroom are bilingual and immigrant students. There are a few students in the high school where I'm observing that are bilingual, and sometimes pronounce words incorrectly in English. The instructor generally gleans what they are saying or asking from the other words in the statement or question, and does not correct them. It's important to him that they are answering questions, and he is afraid if he begins to correct their English, they will not participate as much.
     Chapter 6 in Woolfolk discusses Culture and Diversity. I think there are several good points in this chapter that we can take into our classrooms. For example, how dangerous stereotyping can be in the event that can make students feel foreign in the country they were born in ( pg. 214). Also, this chapter forces us to look at several factors that can be educational obstacles that we may not have known existed before. Issues such as homelessness and students who are constantly moving (pg. 215), poverty and the challenges it presents such as inability to purchase school supplies or having to work to provide one's family with the necessities (pg. 219),  and students who have to deal with real life crises such as evictions or no utilities (pg. 218). These scenarios are very real to an increasing number of students. So,as teachers, we must be aware of these circumstances and not judge these students for coming to school late or missing days. They may be caring for siblings or working late.
     Chapter 8 discusses the cognitive views of learning, and the role it plays in long and short term memory. I think it is important for us as future educators to understand how memory works so we can better plan lessons that will maximize how the students retains the lessons. Lastly, as teachers, we must be aware of, be patient, and compassionate to those students who have memory impairment.