The differences among individuals, that distinguish or separate them from one another and make one as an unique individual in oneself, may be termed as individual differences.
Learning is most effective when differences in learner’s language, cultural, and social behaviour are taken into account.
A teacher should be sensitive to individual differences.
A teacher’s challenge is to acknowledge and celebrate the differences among children and work to maximize the growth in each child.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
Teachers use curricula when trying to see what to teach to students and when, as well as what the rubrics should be, what kind of worksheets and teacher worksheets they should make, among other things.
It is actually up to the teachers themselves how these rubrics should be made, how these worksheets should be made and taught; it's all up to the teachers.
Language across curriculum: Meaning, definition and principles.Hathib KK
Language Across Curriculum- Definition-Significance-what is LAC? What are the principles behind its emergence? What is the role of language teacher and other subject teachers in lac? What is CBI? WHAT IS CONTENT BASED INSTRUCTION (CBI)
?WHAT IS CONTENT INTEGRATED LANGUAGE LEARNING(CILL)?
Role and importance of language in the curriculumAbu Bashar
The language is always believed to play a central role in learning. No matter what the subject area, students assimilate new concepts when they listen, talk, read and write about what they are learning. Speaking and writing reflects the thinking process that is taking place. Students learn in language, therefore if their language is weak, so is their learning.
Individual Differences in Learners -Areas of Individual differences - Factors causing individual differences – Heredity and environment - General provisions for fostering individual differences in the classroom
Individual difference and its effects on learningNazish Jamali
Subject: Human Development
Effects of Individual Differences on Learning
After this presentation students will be able to know about:
Individual Difference
Effects of individual difference on learning
Differences in learning and thinking styles
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Slide share has highlighted concept of individual differences, causes of individual differences, inter and intra individual differences, educational implications of individual differences
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Individual Differences in Learners -Areas of Individual differences - Factors causing individual differences – Heredity and environment - General provisions for fostering individual differences in the classroom
Individual difference and its effects on learningNazish Jamali
Subject: Human Development
Effects of Individual Differences on Learning
After this presentation students will be able to know about:
Individual Difference
Effects of individual difference on learning
Differences in learning and thinking styles
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Slide share has highlighted concept of individual differences, causes of individual differences, inter and intra individual differences, educational implications of individual differences
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
concept, meaning and definitions, causes of Individual Difference, Educational Implications, Dimensions of Individual Difference, Remedial Measures for Individual Difference
Educational implications of individual differences among students andNajam Hassan
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.
Many women experience some minor disorders during pregnancy.
Every system of the body may be affected during pregnancy. These disorders, however , are not minor to the pregnant woman.
When fetal head is delivered, but shoulders are stuck and cannot be delivered it is known as shoulder dystocia.
The anterior shoulder becomes trapped behind on the symphysis pubis, whilst the posterior shoulder may be in the hollow of the sacrum or high above the sacral promontory.
It is a composite graphical recording of cervical dilatation and descent of head against duration of labour in hours.
It also gives information about fetal and maternal condition that are all recorded on single sheet of paper.
Florence nightingale’s environment theoryShrooti Shah
The foundation of Nightingale’s theory is the environment- all the external conditions and forces that influence the life and development of an organism.
According to her, external influences and conditions can prevent, suppress, or contribute to disease or death.
Her goal was to help the patient retain his own vitality by meeting his basic needs through control of the environment.
Majority of fetal deaths occur in the antepartum period.
There is progressive decline in maternal deaths all over the world. Currently more interest is focused to evaluate the fetal health. The primary objective of antenatal assessment is to avoid fetal death.
High risk approach in maternal and child healthShrooti Shah
High risk pregnancy is defined as one which is complicated by factor or factors that adversely affects the pregnancy outcome –maternal or perinatal or both.The risk factors may be pre-existing prior to or at the time of first antenatal visit or may develop subsequently in the ongoing pregnancy labour or puerperium.
Over 50 percent of all maternal complications and 60 percent of all primary caesarean sections arise from the high risk group of cases.
Malpresentations are all presentations of
fetus other than vertex. Face presentation, brow presentation, shoulder presentation and breech presentation are common malpresentations.
Puerperium is the period following childbirth during which the body tissues, specially the pelvic organs revert back approximately to the pre-pregnant state both anatomically and physiologically. puerperium begins as soon as the placenta is expelled and lasts for approximately 6 weeks when the uterus becomes regressed almost to the non-pregnant size.
Series of events that takes place in the genital organ in an effort to expel the viable products of conception out of the womb through the vagina into the outer world is called labour.
there are four stages of labour.
The term immunity refers to the body’s specific protective response to an invading foreign agent or organism.
The human body has the ability to resist almost all types of organisms or toxins that tend to damage the tissues and organs. The capability is called immunity.
Arteriosclerosis is the most common disease of the arteries; the term means “hardening of the arteries”.
It is the diffuse process whereby the muscle fibers and the endothelial lining of the walls of small arteries and arterioles become thickened.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Contents
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Introduction
Definition of individual difference
Nature of individual difference
Types of individual difference
Factors affecting individual difference
Individual difference and intelligence
Individual difference and attitude
Individual difference and thinking
Educational implications of individual difference
Role of schools in meeting the individual differences
Conclusion
References
3. Individual difference
Introduction
• 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.
4. Introduction…
• The differences among individuals, that
distinguish or separate them from one
another and make one as an unique individual
in oneself, may be termed as individual
differences.
• The psychology of individual differences is
concerned with the systematic study of
intelligence and abilities associated with
personality of learner, learning styles and
needs and interests of learner.
5. Introduction…
• Learning is most effective when differences in
learner‟s language, cultural, and social behaviour
are taken into account.
• A teacher should be sensitive to individual
differences.
• A teacher‟s challenge is to acknowledge and
celebrate the differences among children and
work to maximize the growth in each child.
6. Definition of individual difference
• Individual differences stand for the
variations or deviations among individuals in
regard to a single characteristic or a
number of characteristics
-Carter B. Good
• Individual differences stand for “those
differences which in their totality,
distinguish one individual from another.
8. Types or varieties of individual
differences
• Physical or physiological
differences
• Psychological
differences
9. Types or varieties of individual
differences
• Physical differences: individual differ in
height, weight, colour of skin, colour 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.
10. 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
11. Difference in motor ability
• There exist wide differences in motor
abilities such as reacting time, speed of
action, steadiness, rate of muscular
moment, manual dexterity and resistance to
fatigue etc.
12. Difference in achievement
Differences exist in achievement and in
knowledge even among individuals who have
almost the same amount of intelligence and
have been subjected to equal amount of
schooling and experience.
13. 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.
14. Differences in interests and
aptitudes
• Variations occur among the individuals in relation to
the specific tastes and interests.
• In a similar way, people are found to have different
aptitudes. Some have mechanical aptitude, while
the others have scholastic, musical or artistic
aptitudes.
15. Differences in self-concept
• Self concept reflects the images, considerations or
judgement about one‟s abilities and limitations
usually held by an individual not only projecting
himself before others but also for estimating his
self in his own eyes.
• Students must be made to form proper and real
concept about their self so that they may be helped
in their progress and development by maximizing
their potentials after getting rid of evils and
negative things detrimental to progress.
16. Learning differences
• Some learn more easily and are able to make
use of their learning more comfortably than
others.
• For some, one method of learning or
memorization is more suitable, while for others,
a different method suits.
18. Differences in social and moral
development
• Some are found to be adjusted properly in
the social situations and lead a happy social
life while others are socially handicapped,
unsocial or antisocial.
• Similarly, people are found to differ in
respect of ethical and moral sense.
19. Factors Effecting 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.
20. Individual difference and
intelligence
• The concept of intelligence is complex,
abstract, and broad.
• Plato talked about individual differences in
intelligence.
• Early theories of intelligence viewed it as
the ability to learn, adjust in the
environment, acquire knowledge, and solve
problems.
21. 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
22. Multiple Intelligence Theories
• Recent psychologists viewed intelligence as
multiple abilities.
• It is necessary for a teacher to have a
thorough understanding of intellectual
abilities of students.
23. 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.
24. Gardener’s Eight Types of Intelligence
(Frames of Mind)
1. Verbal skills--------authors, journalists, speaker
2.Mathematical skills------scientists, engineers, accountants
3.Spatial ability---------three dimensional thinking, architects,
sailors
4.Bodily-kinaesthetic skills----manipulate objects, surgeons,
dancers, athletes
5.Musical skills------sensitivity to pitch, melody, composers,
sensitive listeners
6.Intrapersonal-------understand
oneself,
psychologists,
theologians
7. Interpersonal-------interact with others
8.Naturalistic skills-----understand nature and human made
systems, farmers, ecologists, landscapers
25. Learning and Social
Intelligence
• Learning is influenced by social intelligence which is
the ability to establish interpersonal relationships
with others. Socially intelligent person can easily
interact and communicate with others. He can
reduce his/her stress level by sharing it with
his/her support group.
• Learning can be enhanced when students have the
opportunities to interact and collaborate with
others on instructional tasks.
26. Learning and Social Intelligence…
• Learning situations that allow for and
respect
diversity
encourage
flexible
thinking, social competence, and moral
development.
• Learning and self-esteem are heightened
when learners are in respected and caring
relationship with others who see their
potential, appreciate their unique talent,
and respect them as individuals.
27. Emotional Intelligence
• Emotionally
intelligent
means
having
emotional self-awareness, managing one‟s
emotions, reading emotions, and handling
relationships.
• Learners having emotional intelligence are
less vulnerable to stress.
• It is a new concept in psychology and
different from the traditional IQ.
28. Emotional intelligence…
• Slovery and Mayer (1990) defined emotional
intelligence as the ability to monitor one‟s own and
others feelings and emotions, to discriminate among
them, and to use this information to guide thinking
and actions.
There are four aspects of emotional intelligence
1. Emotional perception
2. Emotional integration
3. Emotional understanding
4. Emotional management
29. 1.
2.
3.
4.
5.
Teachers and students having emotional
intelligence can improve their relationship:
By understanding the causes of their feelings
Being good at managing one‟s own anger
Being good at listening to what other people
are saying
Being motivated to share and cooperate
Deal with stressful situations with tactful
manner
30. Individual difference and
intelligence
• Gardner‟s
perspective
presents
the
possibility that most, and quite possibly all,
of our students may be QUITE intelligent in
one way or another.
• The debate continues…however, many
educators
have
embraced
multiple
intelligences because of its optimistic view
of human potential, and encourages us to
use many different teaching methods.
31. “Attitude is a little thing that
makes a big difference”
-Winston Churchill
32. Attitude
“An attitude is a particular feeling about
something. It therefore, involves a
tendency to behave in a certain way in
situations which involves that something,
whether person, idea or object. It is
partially rational and partially emotional and
is acquired, not inherent in and individual.”
33. Components of attitude
a. Cognitive - our thoughts, beliefs, and ideas about
something. When a human being is the object of an
attitude, the cognitive component is frequently a
stereotype.
b. Affective - feelings or emotions that something
evokes. e.g. fear, sympathy, hate.
c. Conative, or behavioral - tendency or disposition to
act in certain ways toward something. Emphasis is
on the tendency to act, not the actual acting; what
we intend and what we do may be quite different.
34. Attitudes can be acquired through social
learning
• Classical conditioning: This is learning based on
association when one stimulus regularly precedes
another. The one that occurs first may soon
become a signal for the one that occurs second.
• Instrumental conditioning: here a child plays an
active role in the learning process, which ranges
from receiving selective rewards or punishments to
learning to hold the right views.
• Modeling: this is learning that take place when a
child witness examples and models her behaviour
accordingly.
35. Individual difference and attitude
Some of the main influences on attitude
formation are:
1. Teacher
2. Friends/peer group
3. Parents
4. Teaching method
5. The language itself
36. Difference in attitude
• Attitude is one of the important attributes of our
behaviour.
• Individuals are found to possess varying attitude
towards different people, groups, objects and
ideas.
• Their attitude may be positive, negative or of
somewhat indifferent nature. Similarly they differ
in respect of beliefs, opinions and ideas.
• Some are conservative and rigid while the others
are progressive, liberal and dynamic.
37. Thinking
The great philosopher Descartes
had said, “I think, so I exist”,
implying that thought is the very
essence of human existence.
38. Concept of Thinking
• Thinking is a complex process which involves
manipulation of information as we form concepts. It
also engages in problem solving, reasoning and
making decisions.
• Thinking is a higher cognitive function and the
analysis of thinking processes is part of cognitive
psychology.
• Thinking is a pattern of behaviour in which we make
use of internal representations (symbols, signs etc.)
of things and events for the solution of some
specific, purposeful problem.
39. Definitions of thinking
• Ross: Thinking is a mental activity in its
cognitive aspect.
• Kolesnik: Thinking is the reorganization of
concepts.
• Woodworth:Thinking is mental exploration
for finding out the solution of a problem.
41. Types of thinking…
1.Convergent thinking: Convergent thinking
proceeds on the assumption that there is one
single best solution to any problem, and also
that the solution can be arrived at on the basis
of the existing knowledge.
42. Types of thinking…
2. Divergent thinking: Divergent" thinking
may start from existing knowledge, but it
proceeds in different directions and are not
limited or bound by existing knowledge
43. Types of thinking…
3. Critical thinking
• Critical thinking assesses the worth and validity of
something existent. It involves precise, persistent,
objective analysis. When teachers try to get
several learners to think convergent, they try to
help them develop common understanding.
4. Reflective thinking
• Reflective thinking is normally a slow process. It
takes considerable time to work on inferring and
combining by reflecting upon what we have learnt.
This is a higher form of thinking.
44. Types of thinking…
5. Lateral thinking
• Lateral thinking is about reasoning that is
not immediately obvious and about ideas
that may not be obtainable by using only
traditional step-by-step logic.
• Lateral thinking involves discarding the
obvious, leaving behind traditional modes
of
thought,
and
throwing
away
preconceptions.
45. Educational implications of individual
differences
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 a 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
the maximum utilization of their potentialities.
46. Educational implications of
individual differences…
• 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.
47. Role of schools in meeting the
individual differences
• “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.”
-crow and crow
48. Role of school…
1. 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.
49. Role of school…
2.Ability grouping
• 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.
50. Role of school…
3. 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.
51. Role of school…
4. 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.
52. Role of school…
5.Adopting special programmes or methods
for individualizing instruction
• Schools may also adopt special programmes
or method of teaching like Dalton plan, the
Winnetka plan, the project method or use
programmed learning material for enabling
the students to learn their own individual
pace.
53. Other measures of individualizing
instructions
1. 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 programme
for both the dull and gifted children is most helpful.