I, MR NAJAM UL HASSAN (SST FG BOYS HIGH SCHOOL QUETTA BALOCHISTAN PAKISTAN ,RESEARCH SCHOLAR UOB. 03327803014) HAVE WORKED ON IT FOR ALL WHO SEEK INFORMATION ABOUT SAID ONE. THANKS FOR YOUR REMARKS.

3. EDUCATIONAL
IMPLICATIONS OF INDIVIDUAL
DIFFERENCES AMONG
STUDENTS AND REMEDIAL
MEASURES
BY: Mr.NAJAM UL HASSAN(SST/FGBHSQC).
RESEARCH SCHOLAR (UOB).

4. Individual differences
 Individual differences are the variations from one person to
another on variables such as self-esteem, rate of cognitive
development or degree of agreeableness.
 We, in spite of belonging to a common species known as
human beings, have our own individuality which contributes
towards the variation and differences found in us. • It is these
differences that are entitled as „individual differences” in the
languages of sociology and psychology.

5. Types or varieties of individual differences
1- Physical differences:
individual differ in height, weight,
color of skin, color of eyes and hair,
size of hands and heads, arms, feet,
mouth and nose, length of waistline,
structure and functioning of internal
organs, facial expression,
mannerisms of speech and walk, and
other such native or acquired
physical characteristics.

6. 2-Mental differences
People differ in intellectual
abilities and capacities like
reasoning and thinking, power
of imagination, creative
expression, concentration etc.
On the basis of these
differences they are usually
classified as idiot, imbecile,
moron, border line, normal,
very superior and genius

7. 3-Emotional differences
• In some individuals, positive emotions like
love, affection and amusement and the like are
prominent whereas, in some negative emotions are
more powerful. • Individuals also differ in the manner
they express their emotions. Some are emotionally
stable and mature, while others are emotionally
unstable and immature

8. . Factors affecting Individual Differences
1. Heredity (What occurs naturally as a function of
the genes)
2. Environment (What is learned and
communicated in different cultures or other social
groups) includes Family, Socio-economic status,
Culture, Previous knowledge, experience and
gender differences.

9. Intelligence:-
In a symposium on intelligence in 1986, 24
psychologists presented 24 different theories of
intelligence (Sternberg, 1986). • In 1912, William
Stern created the concept of IQ • Intelligence is
normally distributed in the population • There are
crystallized and fluid intelligence • A teacher should be
aware of the concept of IQ • Aware of the students
having multiple intelligence • Aware of the students
having low IQ

10. • There are crystallized(Every new thing that a person learns
can be added to crystallized intelligence) and fluid
intelligence(according to psychologist Charles Spearman. It is
defined as the innate and inherent learning capacity of all
individuals. Such acumen does not depend on one’s
education, learning and experience)

11. Stanford-Binet IQ Scale
Over 140 - Genius or almost genius
120 - 140 - Very superior intelligence
110 - 119 - Superior intelligence
90 - 109 - Average or normal intelligence
80 - 89 - Dullness
70 - 79 - Borderline deficiency in intelligence
Under 70 - Feeble-mindedness

13. Sternberg’s Theory of
Intelligence (2000)
• According to him, intelligence comes into three forms
that are analytical, creative, and practical. 1. Analytical
ability: The ability to analyze, evaluate, judge, compare,
and contrast. 2. Creative ability: The ability to create,
design, invent, and originate. 3. Practical ability: the
ability to use, apply, manipulate, and implement.

14. Role of school, society & teacher:-
1-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 the maximum utilization of their
potentialities.

15. 2- 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 etc.
some students lag behind in one or the other area of
achievement. • All students cannot be benefited by a
particular method of instruction and a uniform and rigid
curriculum.

16. 3- 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.” -crow
and crow

17. 4-Proper knowledge of the individual’s potentialities •
The first step in making provision for the individual
differences is to know about the abilities, capacities,
interests, aptitudes and other personality traits of
individual pupils. • For this purpose, help from
intelligence test, cumulative record card, interest
inventories, attitude scales, aptitude tests and measures
for assessing personality traits should be taken.

18. Schools may also adopt special programs or
method of teaching like Dalton plan (children are
presented with opportunities to make
educational choices about their learning), the
Winnetka plan (the plan attempted to expand
educational focus to creative activities and
emotional and social development) the project
method or use programmed learning material for
enabling the students to learn their own individual
pace.

19. 5- In the light of the results derived from various tests for
knowing individual differences in terms of individual
potentialities in various dimensions, the students in a class
or area of activity can be divided into homogenous groups.
• Such division can prove beneficial in adjusting instruction
to varying individual differences.

20. 6-Adjusting the curriculum
• The curriculum should be as flexible and
differentiated as possible. • It should have
the provision for a number of diversified
courses and co-curricular experiences. • It
should provide adjustment suiting the local
requirements and potentialities of the
students in different groups.

21. 7- Adjusting the method of teaching •
Every teacher should be somewhat free to
formulate his own plan and strategy and adopt
instructional procedure which he finds most
suited to the particular types of pupils under
him. • He should try to follow a different
procedure or method of instruction suiting the
requirements of varying ability groups of his
pupils.

22. 8-No doubt you will feel uncomfortable when students
criticize an aspect of your class or your teaching style.
But if
you are to reach them effectively, you need to encourage
them to reflect critically on their own learning.
9- Vary your presentation style.
Because students have diverse learning styles, consider
using a variety of instructional approaches: lectures,
discussion, PowerPoint presentations, audio (including
music), video, charts and graphs, simulations, and
images.

23. 10. Don’t get locked into “lock-step” teaching.
All students don’t need to be doing exactly the same thing at
the same time. You might adopt “differentiated
instruction,” where one group pursues one activity while you
work closely with another group on particular skills or
concepts.
11. Create a support system.
Some students need additional help if they are to succeed.
You can refer them to student support services, but also
consider holding special sessions or creating online tutorials
to address struggling students’ special needs.

24. 12- The size of the class or section should be as small as
possible. 2. The teacher should try to pay individual
attention the group under instruction. 3. The teacher should
keep in view the individual differences of his students while
engaging them in drill or practice work in classroom or
assigning home task 4. In case ability grouping is not
possible and more specifically under the prevalent system of
class teaching, special coaching and guidance programe for
both the dull and gifted children is most helpful.

25. THANK YOU……