According to the dictionary of education: -Individual differences stand for the variation or deviations among individuals in regard to a singular characteristic or number of characteristics. -It is stand for those differences which in their totality distinguish one individual from another.

1. :
INDIVIDUAL DIFFERENCES

2.  According to the dictionary of
education:
 Individual differences stand for the
variation or deviations among
individuals in regard to a singular
characteristic or number of
characteristics.
 It is stand for those differences
which in their totality distinguish
one individual from another.
INDIVIDUAL
DIFFERENCES:

3.  To understand the complexity of human
behavior and experiences it necessary to study
the differences between people.
 For example the individual differences
approach largely focuses on things such as
personality differences, and abnormality.
MAIN ASSUMPTION:

4.  Issue related to the individual differences
approach is the ethical issues raised with
labeling people as being different.
 The tendency to label people as being different,
abnormal and so on can have a negative effect
on individuals.

5.  Individual differences are essential whenever
we wish to explain how individuals differ in
their behavior.
 Reaction time, preferences, values, and health
linked behaviors are just a few examples.
 personality, intelligence, memory, or physical
factors such as body size, sex, age, and other
factors
IMPORTANCE OF INDIVIDUAL
DIFFERENCES:

6.  Individual differences is the basis upon which
one child is compared to another.
 In general, understanding of the various
developmental levels is enhanced by familiarity
with the concept of individual differences.

7. There are many types of individual differences;
few of them are as follows:
 PHYSICAL DIFFERENCES:
 A physical difference academically includes
reading, comprehension, memory capacity,
listening span, etc
 Physical differences includes the differences
TYPES OF INDIVIDUAL DIFFERENCES:

8.  Such as differences in reading comprehension
among different students.
 Individual differences in reading
comprehension may reflect differences in
working memory capacity, specifically in the
trade-off between its processing and storage
functions.
 A poor reader's processes may be inefficient, so
that they lessen the amount of additional
information that can be maintained in working
memory

9.  Difference in attitude is psyche related to
something.
 Few learners have positive attitude towards a
specific topic, subject, and profession than
other. The role of education in society is to
develop positive attitude.
DIFFERENCE IN
ATTITUDE:

10.  Values are the things that are given importance
by an individual.
 Some learners value materialist life style other
moral or religious life style etc.
 So education must mould the mind of young
generation to have a balance values between
materialism and spiritualism
DIFFERENCE IN VALUES:

11.  Individuals are seen differing in considerable
measure in respect of their general
intelligence. It is not possible to send to schools
children with an intelligence quotient of below
50.
 Children with intelligence quotients between 50
and 70 can learn only the very simplest tasks.
AVERAGE INTELLIGENCE

12.  Children between 75 and 90 I.Q. have
considerable difficulty in progressing along with
other children in their learning.
 Generally, 40 to 60 per cent of the children in
schools have I.Q.s. varying between 95 and 105.
 Children with intelligence quotients varying
between 115 and 120 are considered brilliant or
intelligent.

13.  During the junior high school as well as the
college stage, the individual's differences in
respect of special abilities, in addition to the
general intelligence, are also important since
special professions and specialized fields of
vocation all need certain specific abilities.
 Abilities of this kind are concerned with mental,
artistic, personality or motor ability.
SPECIAL/INNATE ABILITIES:

14.  In school the differences that the children
exhibit is the outcome of their different families
and their communities.
 Attitudes towards education and authority
differ in each family, culture and class. Some of
these attitudes are favorable while others are
unfavorable to education.
DIFFERENCES OF BACKDROUND:

15.  Education and income of parents and their
children are strongly correlated.
 More highly educated parents, for example,
might place more emphasis on the importance
of education and also have different attitudes
and social values
 such as about the importance of education for
daughters than less educated parents.

16.  Parents with higher incomes at any given
educational level might place more importance
on maintaining the achieved social status and
income than parents with lower incomes.
 At the same time, the effects of parental
income and education on educational
expectations might differ for daughters and
sons.

17.  Alacrity in learning is visible not only in
children of different ages but also among
children in the same age group
 This difference is dependent upon their
maturity and educational background.
Alacrity in Learning

18.  Children of differing ages as well as children of
the same age show differences in their
respective mental ages.
 The child's level of education is determined
according to his mental age.
Mental Age

19.  Motor abilities are inherited which are
relatively stable traits that underlie various
sport skills.
 Normal individual differences in motor ability
are common and depend in part on the child's
weight and build.
 delayed walking may be an indication of
developmental delays or problems such as
autism, cerebral palsy, or down syndrome
Motor Ability

20.  Girls are more physically and neurologically advanced at
birth.
 Boys have more mature muscular development but are
more vulnerable to disease and hereditary anomalies.
 Girls excel early in verbal skills, but boys excel in visual-
spatial and math skills.
 Boys are more aggressive, and girls more nurturing.
 Men were more career focused and willing to take greater
risks in order to receive greater recognition. Women, on
the other hand, emphasized community, family and
friendships
Sex Differences

21.  Makneimer and Terman discovered the following differences between men and
women, on the basis of some studies:
 (I) Women has greater skill in memory while many have greater motor ability.
 (ii) Female handwriting is superior while men excel in mathematical logic.
 (iii) Women show greater skill in making sensory distinctions of taste, pain,
smell, etc., while men show greater reaction and consciousness of size-weight
illusion.
 (iv) Possessing greater linguistic ability women are superior to men in
languages, similitude's, word building, compositions and use of long sentences
etc. On the other hand, men are superior in physics and chemistry.
 (v) Women are more susceptible to suggestion while there are three times as
many colour-blind men as there are women.
 (vi) Women are better than men in mirror drawing. Faults of speech etc., in men
were found to be three times of such faults in women.
 (vii) Young girls take interest in stories of love, fairy tales, stories of the school
and home and day-dreaming and show various levels in their play. On the other
hand, boys take interest in stories of bravery, science, war and scouting, stories
of games and sports, scouts stories and games of occupation and skill.

22.  The word ethnic is derived from the Greek term
ethnos, meaning people, ethnicity refers to a sense of
membership.
 Race and ethnicity are factors contribute to students’
diversity. Through race and ethnicity, we will be able to
trace the students’ root and cultural make up.
 Cultural features that define an ethnic group include
shared expectations for behaviour, such as family roles,
health practices, and work and recreational activities;
shared values like religion, politics etc
Ethnic differences:

23.  In Asian society, being a girl or a boy has
significant impact. The people usually adore
boys than girls. It’s because most Asian
country are rice bowl or dependent on
agriculture where the man are more utilizable
in manual jobs than ladies
For example

24.  “One of the most powerful factors influencing
school performance is socio-economic status
(SES), the combination of parents’ income,
occupations, and level of education. Socio-
economic status consistently predicts
intelligence and achievement test scores,
grades, truancy and dropout and suspension
rates.” (Ballantine, 1989 in Egan & Kauchak,
1997)
Socio economic differences

25.  Hobbies are an example of those features that signify
individual differences. People have their own reasons
for taking up a specific kind of hobby. We all can’t like
or do the same thing in life.
 Among interests in school subjects, those marking off
academic or bookish interests from practical and non-
literary interests may be of assistance in the allocation
of pupils to secondary schools
Differences of interests:

26.  No two pupils are alike.
 They differ from each other in hundred and one
respects.
 They differ in age, sex, hereditary potential,
intelligence, achievement, interests, and aptitudes,
needs ,physical, social, emotional and developmental.
 Each child is a unique individual and differs from
every other and presents individual problems.
 If there are forty pupils in a class there are forty
different problems to solve for a teacher.
 The two main causes that account for individual
differences are heredity or person’s environment.
Causes of Individual Differences

27.  heredity includes the genetic make-
up like the DNA which comes
directly from the parents and is
nearly formed when a child is conceived.
 Individuals have various endowments, abilities,
and capacities provided by heredity.
 Heredity contributes to sex, intelligence, and other
specific abilities and it also decides the path and
amount of progress and development of an
individual.
 Heredity constitutes for individual differences
because every individual has different set of genes
and different DNA.
Heredity (genetics)

28.  environment includes the family background,
the surrounding in which children are brought
up and how they are brought up, the
experiences they had in life and the culture.
 Individual differences occur on the basis of
simulation received by individual from his or her
internal and external environment.
 Family background and environment
contributes to shape an individual’s personality.
 No person from birth to death gets the same
environment.
Environment

29. 1. This can help them to form the proper attitude
towards the brilliant and the dull-witted
students.
2. A teacher would know any effort to bring all or a
majority of the students in the class to the same
level is futile.
3. A teacher would know improving only the
atmosphere, method of teaching, and the
apparatus of education may not lead to the
satisfactory teaching of all students since their
individual ability to learn differs widely.
Teacher's Advantage in Knowing
about Individual Differences

30. 4. Knowing the presence of individual differences
the teacher would not be perturbed at the low
performance of some of his students.
5. The teacher does not come to expect
successes that are impossible.
Continued….

31.  The first and the basic being that teacher must
accept individual differences.
 The teacher must learn about individual differences
like what the types of individual differences are and
how they occur.
 Teacher should plan lessons that target different
learning styles.
 Teacher should provide accommodations such as
 preferential seating to certain students
 giving cues about what is coming next
 reading assignments for students
 writing down the student's ideas and
 providing handouts of chalkboard or overhead notes
How to deal or respect
individual differences in
classroom:

32.  Teacher should create an accessible classroom
environment for students with physical
differences.
 Teacher should celebrate cultural differences
by allowing students to talk about their culture,
families and the holidays they observe.
 Teacher should model respect for all students
by treating each student fairly.

33. THANK YOU !