Week 7 DQs
DQ 1 one resource, approx. 200 words
How realistic is it to expect that children can be taught a variety of subjects by classroom teachers in a way that is individually tailored to each child’s unique processing strength as measured by a test?
DQ 2 one resource approx. 200 words
Are one’s study habits, skills, and attitudes a part of one’s personality? Why might it be useful to think about them as such?
DQ 3 one resource approx. 200 words
What is the Strong Vocational Interest Inventory? When is it typically used?
Week 7 DQ’s
Student name
Institution
Course name
Instructor’s name
Date
DQ 1: How realistic is it to expect that children can be taught a variety of subjects by classroom teachers in a way that is individually tailored to each child’s unique processing strength as measured by a test?
Students have different abilities based on their cognitive strengths and weaknesses. It is unrealistic to expect educators to teach students many subjects in a manner that is individually tailored to meet all their needs. Teachers have limited time to work with many students hence it may be difficult to focus on the unique processing strength of every child. However, as per Kok et al. (2021), it is possible to always keep in mind that children have different abilities when developing lesson plans and assessments. Students can control how they process things especially if they are prompted by their teachers to do so. Teachers should incorporate various learning strategies including visual and verbal strategies to enhance learning. Additionally, they should always provide detailed explanations of concepts to give room for slow learners to understand what they are teaching. Other strategies such as constant refreshers may also be useful in improving the students’ mastery of the course objectives. Educators can also focus on teaching useful strategies that help students overcome any anxiety or improve their concentration in class. However, it is important to note students with severe learning deficiencies because will not fully benefit from the strategies described above. Such students should have access to individual-tailored teaching.
DQ 2: Are one’s study habits, skills, and attitudes a part of one’s personality? Why might it be useful to think about them as such?
Personality refers to a collection of an individual’s unique psychological traits that prove to be stable over time. Non-cognitive personality traits are significant moderators of the learning process since they interact with information processing and influence an individual’s ability to comprehend information. An individual’s habits, attitudes, and skills are heavily influenced by their personality. For instance, people with a social personality type are likely to study better in a group setting where they share information with other people while those with introverted characteristics are more likely to study better in quiet environments. Personality impacts how people respond to learning stimuli including how they receive and process information which in turn affects learning preferences. Personality traits also influence attitudes and motivations. For instance, social and outgoing people may seek their motivation from the external environment while introverted people may often focus on intrinsic motivation. It is useful to think of study skills, habits, and attitudes as part of an individual’s personality because these traits work together to influence learning styles and consequently, learning outcomes. Therefore, it is logical for educators to assess personality traits and use them to develop appropriate learning strategies for students to promote better outcomes (Sadeghi et al., 2012).
DQ 3: What is the Strong Vocational Interest Inventory? When is it typically used?
The Strong Interest Inventory is a measure of interest that was initially developed to assess children’s interest in pursuing recreational activities. Interest in specific activities is important because it results in better performance, high productivity levels, and enhanced satisfaction levels. The Strong Interest Inventory was first published in 1907 the first revision led to the development of the Strong Vocational Interest Blank (SVIB) in 1928. Initially, SVIB was designed to assess vocational interest among men although a female version was developed in 1935. Subsequent revisions led to the development of a version of the measure that can be used by both men and women. The measure uses test items that evaluate an individual’s personal preferences in school, occupations, activities, and subjects. The test helps to determine the basic interests and personality style of an individual. Therefore, the test is typically used at the beginning of careers to help students determine which career path they are most interested in and would result in the highest level of productivity and satisfaction. For instance, if the test taker’s interest matches the psychology profession in comparison to other occupations, then the student is more likely to enjoy working as a psychologist in the future (Cohen & Swerdlik, 2018).
References
Cohen, R. J. & Swerdlik, M. E. (2018). Psychological testing and assessment (9th ed.). New York, NY: McGraw-Hill Companies.
Kok, M., Kal, E., van Doodewaard, C., Savelsbergh, G., & van der Kamp, J. (2021). Tailoring explicit and implicit instruction methods to the verbal working memory capacity of students with special needs can benefit motor learning outcomes in physical education. Learning And Individual Differences, 89, 102019. https://doi.org/10.1016/j.lindif.2021.102019
Sadeghi, N., Mohd Kasim, Z., Hoon Tan, B., & Sathi Abdullah, F. (2012). Learning Styles, Personality Types and Reading Comprehension Performance. English Language Teaching, 5(4). https://doi.org/10.5539/elt.v5n4p116