WEEK 4

EDUP3033
Individual differences and
Learning
 Learning Outcomes

1. Define individual differences

2. Name the types of individual differences
3. Explain factors affecting individual
differences
4. Relate individual differences to
intelligences
5. Outline educational implications of
individual differences
6. Discuss the role of schools in meeting the
individual differences
What do you understand with
the term
individual differences?
 Definitions of individual
differences
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 refers to the extent
and type of distinctions among individuals on
some of the significant psychological traits,
personal characteristics, cognitive and
emotional components.
-Samaneh Yadollahi
 Individual differences

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.
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.
Introduction

Learning is most effective when differences in

learners language, cultural, and social behaviour
are taken into account.

A teacher should be sensitive to individual

differences.

A teachers challenge is to acknowledge and

celebrate the differences among children and
work to maximize the growth in each child.
Why is it important
to study individual
differences?
1) Developing an understanding of how
people differ physically and
psychologically;
2) Applying knowledge or awareness of
differences especially among
learners to help them realise their
full potentials in learning through
differentiation of instructions,
strategies, groupings, etc.
3) Providing equal opportunity for all
learners to be successful in school.
What are the factors
that bring about
individual differences?
 Factors Affecting Individual
Differences

1. Heredity/ Nature
-What occurs naturally as a function of the
genes

1. Environment/ Nurture
- What is learned and communicated in
different cultures or other social groups
- includes family, peer, socio-economic
status, culture, previous knowledge,
experience and gender differences.
With a partner, list the
types of individual
differences and give
specific examples for
each.
Types or varieties of individual
differences

Physical or physiological
differences

Psychological
differences
 Types or varieties of individual
differences

Physical differences:
individuals 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.
Psychological differences:

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
 Differences in motor ability

There exists wide differences in

motor abilities such as reacting time,
speed of action, steadiness, rate of
muscular moment, manual dexterity
and resistance to fatigue etc.
Differences 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.
 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.
 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/talent. Some
have mechanical aptitude, while the
others have scholastic, musical or
artistic aptitudes.
 Differences in self-concept

Self concept reflects the images, considerations or

judgement about ones 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 themselves 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.
 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.
Differences in study habits
 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.
 Individual differences
and intelligence
The concept of intelligence is
complex, abstract, and broad.

Plato talked about individual

differences in intelligence.
Define
Intelligence
Intelligence
the capacity to understand the
world, think rationally and use
resources effectively when faced
with challenges (Wechsler, 1975)
...the cognitive ability of an
individual to learn from
experience, to reason well, to
remember important information
and to cope with the demands of
daily living (Sternberg, 1994).
 Intelligence
Early theories of intelligence
viewed it as the ability to learn,
adjust in the environment, acquire
knowledge, and solve problems.
Some intelligence tests used to
measure intelligence to yield an IQ
score ==== Stanford-Binet test,
Wechsler Adult Intelligence Scale-
III.
What do the IQ Scores indicate?
Lewis Terman (1916) developed the original
notion of IQ and proposed this scale for
classifying IQ scores.
Over 140 - Genius or near genius.
120 - 140 - Very superior intelligence.
110 - 119 - Superior intelligence
90 - 109 - Normal or average intelligence
80 89 - Dullness
70 - 79 - Borderline deficiency
Under 70 - Definite feeble-mindedness
Intelligence

A teacher should be aware of:

the concept of IQ
the students having multiple
intelligence
the students having low IQ
 Intelligence Theories

Recent psychologists viewed

intelligence as multiple abilities.
*Sternberg
*Howard Gardner
*Daniel Goleman
It is necessary for a teacher to have a
thorough understanding of intellectual
abilities of students.
Sternbergs Theory of
Intelligence
 1. Sternbergs Theory of
Intelligence (1984)
human intelligence is "(a) mental activity
directed toward purposive adaptation to,
selection and shaping of, real-world
environments relevant to one's life"
(Sternberg, 1985, p. 45)
-This means that intelligence is how well an
individual deals with environmental changes
throughout their lifespan.
 1. Sternbergs Theory of
Intelligence (1984)
According to him, intelligence comes in three
separate but interrelated abilities: 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.
 Analytic Creative Practical
Component Experiential Contextual
Intelligence Intelligence Intelligence
Definition Ability to Ability to Ability to adapt to a
think formulate new changing
abstractly, ideas & combine environment & shape
process unrelated facts ; the environment to
information, creativity-ability make the most of
verbal abilities to deal with novel the opportunities
situations & make problem solving in
new solutions specific situations
automatic

Examples Solving Diagnosing a Taking your

analogies , problem with a car telephone off the
learning engine, finding hook or putting a do
vocabulary resources for a not disturb sign on
new project the door to limit
distractions.
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1. Sternbergs Theory of
Intelligence (1984)
He hypothesises that Intelligence
relates to and is demonstrated in 3
different aspects:

1. The internal world of info. processing;

[the different levels of mental
processes used in learning &
performing task]
 Sternbergs Theory of
Intelligence (1984)
2. The experience and past learning;
[ability to deal with novelty or new aspects
on ones environment and how quickly one
makes new info. processing automatic];
3. The external world of adapting to, shaping
and selecting the real-world environments.
[ability to adapt to ones environment,
changing that environment or selecting a
new one]
 Howard Gardners
Multiple Intelligences
(MI)
2. Howard Gardners
Multiple Intelligences (MI)

Every individual has different kinds

of intelligences

All of these intelligences should be

utilized so that they are always active
and capable of generating ideas.

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Types of Multiple Intelligences

Linguistic intelligence natural ability

of the pupils in acquiring, forming and
processing language.
Logical mathematical intelligence can
recognize geometric and numerical
numbers easily.
Spatial intelligence able to visualize
pictures and images easily.
Rythmic or musical intelligence
ability to create or interpret music.
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Types of Multiple Intelligences

Kinesthetic intelligence - to control

and interpret their body movements
Interpersonal intelligence high ability
in understanding and communicating
with others.
Intrapersonal intelligence ability to
know themselves and become useful
members
Natural intelligence - sensitive to
environmental issues
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 ACTIVITY
In pairs, discuss how
teachers can teach
effectively, taking into
consideration MI?
Ways in which a teacher applies MI

Use multi - sensory approach that will

allow pupils to use their various senses.
Utilize more language related stimuli
such as poems, songs lyrics and
language games.
Give lots of challenging mathematical
exercises.
A teacher needs to expose all types of
music to them.
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Ways in which a teacher applies MI

Give a lot of exposure relating to space

concepts by preparing mapping and jigsaw
puzzle related activities.
Increase play related activities that
involve the coordination of rough and fine
motor skills.
To enhance the capability of pupils who
have high interpersonal intelligence a
teacher needs to organize cooperative and
collaborative approaches and techniques.
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 Emotional Intelligence
Emotionally intelligence means having
emotional self-awareness (e.g. separating
feelings from actions), ability to manage
ones emotions (e.g. controlling anger), read
emotions (e.g. taking the perspective of
others), and handle relationships (e.g.
solving relationship problems).

Learners having emotional intelligence are

less vulnerable to stress.

It is a new concept in psychology and

different from the traditional IQ.
Golemans Emotional
Intelligence Theory
 3. Golemans Emotional
Intelligence Theory (1995)
Comprises of self- realization/ self-awareness
( feelings from actions) that an individual has
the ability to manage ones emotions and also
able to recognize other peoples feelings.
Self-awareness is impt in EI cos it enables
learners to exercise some self-control.
Teachers and parents can encourage learners
NOT to repress their feelings but instead be
aware of them so that they can cope more
effectively.
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 Golemans Emotional
Intelligence Theory (1995)
He showed us how emotions can
affect our behaviour, our
professional and social successes,
and also our degree of physical
well being.
According to him , EQ is just as
important as IQ to determine ones
success in life.
Golemans Emotional
Intelligence Theory (1995)
There are 2 parts in a human mind
which are the emotional part and the
rational part.
Our feelings inform the rational mind,
and the rational mind refines the input
of our feelings.
When these 2 parts merge, both EI
and intellectual ability become
stronger.
 Teachers and students having
emotional intelligence can improve
their relationship:
1. By understanding the causes of their
feelings
2. Being good at managing ones own
anger
3. Being good at listening to what other
people are saying
4. Being motivated to share and
cooperate
5. Deal with stressful situations with tactful
manner
 Reflection
Have you ever met someone
who possesses very high IQ
but yet fails in emotional
management?
What type of behaviour such a
person with poor EQ display?
Share the experience with a
partner.
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Ways in which teacher helps pupils to
manage self-emotional intelligence

Teacher exposes their pupils to the

techniques of calming themselves
down in tense situations with
peers, teachers or family members.
Pupils must also be taught by their
teachers not to judge others from
the aspects of appearance or looks
or SES
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Ways in which teacher helps pupils to
manage self-emotional intelligence

School authorities need to organize

courses that teach pupils the
method that help them to maintain
relationships with their peers of
the same and opposite sex.

To teach pupils solve conflicts that

may arise in group activities.
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 Individual differences and
intelligence
Gardner and Golemans perspectives
present the possibility that:
most, and quite possibly all, of our students may be
QUITE intelligent in one way or another.
different people have aspects of each intelligence to
varying degrees, combinations and intensities and
IQ is NO longer the sole determinant of ones
success.
The debate continueshowever, many educators have
embraced multiple intelligences because of its
optimistic view of human potential, and encourages us
to use many different teaching methods.
Educational
implications of
individual differences
Educational implications of individual
differences

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.
 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
Role of school
1. Proper knowledge of the individuals
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.
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.
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.
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.
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.
 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.
 Tutorial 4
In groups, discuss the implications of ONE
of the following for T & L:
(a) Sternberg's Intelligence Theory;
(b) Howard Gardner's Multiple
Intelligences Theory;
(c) Goleman's Emotional Intelligence
Theory.
In your opinion, how relevant are each of
the theories to T & L. Support your
arguments with appropriate examples and
rationale.