Individual differences

amina hussAin

Contents

Topics page no

Introduction to individual differences 1

Basic concept 3

Importance 4

Facts of realization for teachers 5

Steps to meet individual differences 6

References 10

summary

“According to Borich & Tombari (1997.p29): Individual differences

are the variations we observe among members of any Group in a particular

characteristic, such as temperament, energy level, Friendship patterns and

parent-child attachment.” To meet individual diffrences there has been

recognition only of intellectual and educational variations among the childrens. It

is possible and desireable to adapt the nature of instruction to accommodate

individual differences in ability, style or preferences among individuals to improve

learning outcomes

Different leaning outcomes require different skills, or abilities

Individuals differ in their abilities to process information, construct meaning

from it, or apply it to new situations

There are no. of steps which are used by teacher to meet individual difference . We

can neutralize individual differences to some extent by

Measuring the intelligence of the pupil

Identification of special aptitudes, interest and talents

Grouping according to ability

Skipping and acceleration

Enrichment of curriculum

Making special provision for gifted and slow learners

Separate arrangement for physically handicapped

Provision for the socially disadvantaged children

Adoption of modern method of teaching

/INDIVIDUAL DIFFERENCES\

Introduction:

The science of psychology studies people at three levels of focus

captured by the well-known quotation: “Every man is in certain respects (a) like all

other men, (b) like some other men, (c) like no other man" (Murray, H.A. & C.

Kluckhohn, 1953).

“According to Borich & Tombari

(1997.p29): Individual differences are the

variations we observe among members of

any Group in a particular characteristic,

such as temperament, energy

level,Friendship patterns and parent-child

attachment.”

For example:

On first day of school, the individual

differences in class are jump out. Gender

and physical differences are only the tip of

the iceberg. Beneath the surface are students

from different socioeconomic strata;

students who come from various family

configurations; students with special needs,

differing interests, and abilities; students

with different cultural backgrounds,

different languages, different learning styles, and different attitudes toward school.

Basic concept: (about individual differences)

Individual differences psychology focuses on this second level of

study. It is also sometimes called Differential Psychology because researchers in

this area study the ways in which individual people differ in their behavior. For

example, in evaluating the effectiveness of a new therapy, the mean performance of

the therapy in one group might be compared to the mean effectiveness of a placebo

(or a well-known therapy) in a second, control group. In this context, differences

between individuals in their reaction to the experimental and control manipulations

are actually treated as errors rather than as interesting phenomena to study.

Individual difference psychologists usually express their interest in individuals while

studying groups by seeking dimensions shared by all individuals but upon which

individuals differ.

An Elementary School Snapshot

The total school population is 850.

10 percent are African American. 44 percent are Latino. 4 percent are Native Americans, Pacific

Islanders, and Asians.

42 percent are Anglo. 560 children are free-lunch recipients. 290 students are recipients of Aid for

Families with Dependent Children (AFDC).

36 are identified as gifted. 193 are English language learners. 120 have individual education plans (IEPs).A special day class of

students with learning disabilities is mainstreamed into “regular” classes for part of the day.

Some children are homeless.

Importance of individual differences:

As teachers, we must be aware of about students’ individual differences

such as differences in culture, ethnicity, intelligent, languages, learning styles, etc.

It is because it may enhance students’ understanding or limit their opportunity to

learn from the school environment. These factors should be taken into consideration

when we plan teaching and learning process in the classroom.

'Individual differences are

characterized by the following

attributes:’

Variability and Normality.

Differential rates of growth and learning.

Interrelation of traits.

Importance of individual differences:

The notion that individuals differ in various abilities,

capacities and personality characteristics necessitates the

adoption of individual tendencies in education.

It compels the teachers to realize following facts:

1. In any group there are individuals, who deviate from the norms of

the group. Along with the average, the presence of very superior and extremely

dull is equally possible in his class.

2. Every teacher should try to have the

desired knowledge of the abilities, capacities,

interests, attitudes, aptitudes and other

personality traits of his pupils and in the light

of this knowledge should render individual

guidance to children for maximum utilization

of their potentialities.

3. It is wrong to expect uniformity in

gaining proficiency or success in a particular

field from a group of students. On account of

their subnormal intelligence, previous

background, lack of proper interest, aptitude

and attitude some students have to lag behind

in some or other area of achievement.

4. All students cannot be benefited by one particular method of

instruction and a uniform and rigid curriculum.

Steps to meet individual differences

Provisions for ‘individual differences’ in Schools:

Realization of the above facts or some more of their nature makes us think

that we must have some provision for the wide individual differences among our

pupils in our schools.

Emphasizing this needs Crow and Crow (1973) write

“Since we supposedly are teaching individuals, not groups of individuals, it is the function of the school within its budgetary personnel and curricular limitations to provide adequate schooling for every learner no matter how much he differs from every other learner.”

How can we accomplish this task is a pertinent question to be asked at this

stage. In fact, to provide adequate schooling or learning experience for every

learner according to his individuality is not a simple task.

However, the following suggestions can be helpful for any teacher to

meet individual differences:

1. Proper knowledge of individual personalities:

The first step in making provisions for individual differences is not how

abilities, capacities, interests, aptitudes and other personality traits of individual

pupils. For this purpose, frequent assessment in the form of intelligence tests,

cumulative record card, interest inventories, attitude scales, aptitude tests and

measures for assessing personality traits shall be carried out.

2. Ability grouping:

In the light of results derived from various tests of knowing individual

differences in terms of individual potentialities in various dimensions, the students

in a class or area of activity can be divided into homogeneous groups. Such

divisions can prove beneficial in adjusting the method of instruction to varying

individual differences.

3. Adjusting the curriculum:

To meet the requirement of varying individual differences among the

pupils, the curriculum should be as flexible and differentiated as possible. It should

have the provision for a number of diversified courses and curriculum experiences

so that the pupils may get opportunity to study and work in the areas of their own

interests and abilities. It should provide adjustment to suit the local requirements

and potentialities of students of different groups.

4. Adjusting the methods of teaching:

Considering the varying individual differences, adjustment with regard to

the adoption of methods of teaching is very effective. Every teacher should be

somewhat free to formulate his own plan and strategy and adopt different

instructional procedures which he finds most suited to different pupils. He should

follow different procedures or methods of instruction to suit the requirements of

varying ability groups of his pupils.

5. Adopting social programs or methods for individualizing

instruction:

Schools may also adopt some social programs or methods of teaching

like the Dalton plan, the Winnekta plan, project method or use programmed

learning material for enabling students to learn at their own individual pace.

6. Other causes of individualizing instruction:

For the purpose of individualizing instruction a

few practical measures can also prove beneficial :-

The student strength of the class or section should be made as small as

possible.

The teacher should try to pay individual attention to the group under

instruction.

The teacher should keep in view the individual difference of his students

while engaging them in drill or practice work in the class-room or assigning

home-task.

In case where ability grouping is not possible and more specifically under

the prevalent system of class teaching, special coaching and guidance

program for both the dull and the gifted children are most helpful.

Thus, the problem of individual differences can be

tackled with multi-dimensional tasks. The teacher,

school authorities, the parents and the

government as well as voluntary agencies – all

should join hands to meet the individual

requirements of children who possess tremendous

individual differences.

7. There are no. of steps which are used by teacher to meet

individual difference

We can neutralize individual differences to some extent by

Measuring the intelligence of the pupil

Identification of special aptitudes, interest and talents

Grouping according to ability

Skipping and acceleration

Enrichment of curriculum

Making special provision for gifted and slow learners

Separate arrangement for physically handicapped

Provision for the socially disadvantaged children

Adoption of modern method of teaching

References

1. Eggen, P & Kauchak, D. 1997. Educational psychology windows on

classrooms. 7th ed. New Jersey: Prentice Hall.

2. Papalia, D. E., Olds, S. W., & Feldman, R. D. 2007. Human development.

10th ed.Boston: McGraw Hill.

3. Santrock, J. W. 2008. Educational psychology. 3rd ed. Boston: McGraw-

Hill.

4. Ormrod, J. E. 2006. Educational psychology developing learners. 5th ed.

New Jersey: Prentice Hall.

5. Tan O. S., Parsons, R. D., Hinson, S. L. & Sardo-Brown, D. 2003.

Educational psychology a practitioner-researcher approach. Australia:

Thomson.

6. Woolfolk, A. 2004. Educational psychology. 10th ed. Boston: Pearson.

7. Cognition and development by pervaiz iqbal and wahid iqbal

8. Hand book of individual differences, learning and instructions 1993 by

David. H. Jonassen, Barbar A.L. Grabowski.

9. www.educationguideonline.net/educational-implications

10. Herman. Wessel. Instances of adaptation to meet individual differences.