LESSON 6:

D. Individual Differences
E. Legal and Policy Frameworks and Learner-Centered Teaching

D. INDIVIDUAL DIFFERENCES
1. Individual differences in learning
2. Learning and diversity
3. Standards and assessment

1. INDIVIDUAL DIFFERENCES IN LEARNING

What are Individual Differences in learning?
 Unique characteristics of individuals that have an impact on how they learn
 Individual differences refer to the extent and type of distinctions among
individuals on some of the cognitive and emotional components.
 According to Borich & Combari (1997, p. 29) "Individual differences are the
variations we observe among numbers of any group in a particular characteristic,
such as temperament, energy level, friendship patterns, and parent-child
attachment.
TYPES OF INDIVIDUAL DIFFERENCES
PHYSICAL DIFFERENCES
 The difference in acquired physical characteristics.
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.
DIFFERENCE IN MOTOR ABILITY
 Individuals are found to differ with regard to development and acquisition of one
or more types of skills.
 These are differences in motor ability. These differences are visible at different
ages. Some people can perform mechanical tasks easily, while others, even
though they are at the same level, feel much difficulty in performing these tasks.
DIFFERENCE IN ACHIEVEMENT
 Differences in achievement exist in achievement and in knowledge even among
individuals who have almost the same amount of intelligence and have been
subjected to equal amounts of schooling and experience.
EMOTIONAL DIFFERENCES
 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 INTEREST AND APTITUDE
 Variations occur among the individuals in relation to the specific tasks and
interests.
DIFFERENCES IN ATTITUDE, BELIEFS AND OPINION
 Individuals differ in their attitudes towards different people, objects, institutions
and authority.
LEARNING DIFFERENCES
 Some learn more easily and are able to make use of the learning more
comfortably than others. For some, one method of learning and memorization is
more suitable, while for others a different method suits.
CAUSES OF INDIVIDUAL DIFFERENCES
-Heredity -Sex
-Environment -Age
-Race & Nationality -Education
HEREDITY
 Some heretical traits bring a change from one individual’s height, size, shape
and color of hair, shape of face, nose, hands and legs so to say the entire
structure of the body is determined by his heretical qualities. Intellectual
differences are also to a great extent influenced by hereditary factors.
ENVIRONMENT
 Environment brings individual differences in behavior, activities, attitude, and
style of life characteristics, personality etc. Environment does not refer only to
physical surroundings but also it refers to the different types of people, society,
their culture, customs, traditions, social, heritage, ideas and ideals.
RAVE & NATIONALITY
 Race and Nationality is one cause of individual differences. Indians are very
peace loving, Chinese are cruel; Americans are very frank due to race and
Nationality.
SEX
 Due to sex variation, individuals differ from others. Men are strong in mental
power. On the other hand, women on the average show small superiority over
men in memory, language and aesthetic sense. Women excel the men in
shouldering social responsibilities and have a better control over their emotions.
AGE
 Age is another factor which is responsible for bringing individual differences.
Learning ability and adjustment capacity naturally grow in age.
 When one grows in age one can acquire better control over our emotions and
better social responsibilities. When a child grows then this maturity and
development goes side by side.
EDUCATION
 Education is one major factor which brings individual differences. These are a
wide gap in the behavior of educated and uneducated persons. All traits of
human beings like social, emotional and intellectual are controlled and modified
through proper education.

2. LEARNING AND DIVERSITY

Individual Differences
I. Individual differences Factors
II. Benefits of Diversity in the Classroom
III. Classroom strategies for student Diversity

I. INDIVIDUAL DIFFERENCES FACTORS

-Gender -Ethnic or cultural Background
-Racial
This diversity also comes from other factors like the following:
1. SOCIOECONOMIC STATUS - The millionaire’s lifestyle differs from that of
middle-income or lower-income groups.
2. THINKING/ LEARNING STYLE - Some of you learn better from seeing
something; others by manipulating something.
3. EXCEPTIONALITIES - In class there may be one who has difficulty in spoken
language comprehension or seeing, hearing, etc.
4. SOCIOCULTURAL

A. ETHNICITY - refers to the cultural and linguistic identity of a family's nation of

origin.
B. RACE -. Refers to physical characteristics such as the color of a person's skin.
C. GENDER - refers to the extent to which a person's identity; role or expression
differs from the culture.
5. RELIGION AND FAMILY - Diverse classrooms frequently have students with a
variety of religious beliefs. It may include students who are Muslim, Christian, Hindu,
Jewish, Buddhist, and many more.

II. BENEFITS OF DIVERSITY IN THE CLASSROOM

1. Students' self-awareness is enhanced by diversity.
2. Student diversity contributes to cognitive development.
3. Student Diversity prepares learners for their role as a responsible member of
society.
4. Student Diversity can promote harmony.

III. CLASSROOM STRATEGIES FOR STUDENT DIVERSITY

 Encourage learners to share their personal history and experiences.
 Integrate learning experiences and activities which promote students
multicultural and cross- cultural awareness.
 Aside from highlighting diversity, identify patterns of unity that transcend group
differences.
 Communicate high expectations to students from all subgroups.
 Use varied instructional methods to accommodate students' diversity in learning
style.
 Vary examples you use to illustrate concepts I order to provide multiple contexts
that are relevant to students from diverse backgrounds.
 Adapt to the students diverse backgrounds and learning styles by allowing their
personal choice and decision-making opportunities concerning what they will
Learn and how they will Learn it.
 Diversity your methods of assessing and evaluating student learning.
 Purposely, from small-discussion groups of students from diverse backgrounds.
Forming groups of students with different learning styles, cultural backgrounds
and so on.
3. STANDARDS AND ASSESSMENT

ASSESSMENT AND INDIVIDUAL DIFFERENCES

PSYCHOMETRIC MODEL
 Assumes that personal traits, including knowledge and cognitive abilities can be
measured by weight and distance
 Has tremendous power to influence life decisions.
 Classify children as gifted, learning disabled, or emotionally disturbed based on
test performance.
RELIABILITY
 Reliability of a test score.
 True scores and observed score
 Perfect reliability is impossible
 Measure Error
 True score
 Observed scores
Observed score= True score + Measurement Error
VALIDITY
 I is concerned with the meaning of what is measured
 A completely valid test measures fully and accurately what is is intended to
measure

What does the score mean?

 Construct Validity: Concerned with whether a test measures what it is intended to
measure
 Concurrent Validity: evidence that a test measures a distinct construct within a
theoretical system.
 Predictive Validity : predicts test performance

Construct Under - Representation

 Means a test falls short of representing all that is intended to construct.
Construct Over - Representation
 Whenever a test measures something other than the construct that it is intended
to measure.
Construct Over - Representation
 Measurement Contamination
- Response - elimination strategy
-Test Wiseness
-Test anxiety
Measurement Variance: Variation in Test scores among examinees can be expressed
quantitatively

 Measurement Variance
-Construct - Irrelevant Variance
-Every test is contaminated
-Response eliminated strategy used in multiple choice testing.

HOW TEST INFLUENCE LEARNING

 Wash back effects: Anticipation of test consequences can feed back to influence
the processes of learning and teaching that end up to the test.
 Teaching the test

Measurement Driven Instruction

 Minimal competency instruction
 Consequential validity
PERFORMANCE ASSESSMENT
 Assessment
-Asking for complex response/ diagnostic information
 Performance assessment
-Educational value teaching to the test
 Authentic Assessment
-Leads to products and outcomes with intrinsic value.

CLASSROOM ASSESSMENT
 Everyday assumptions of testing

 Designing Test
-Multiple- Choice Questions
-Constructed Response Item
1. Scoring rubrics
2. Holistic scoring
3.Analytical scoring

FORMATIVE ASSESSMENT
 Summative Assessment
-Summarize the effects of past education experience

 FORMATIVE Assessment
-Guide and match ongoing teaching and learning experiences

 Assessment of learning
-Promotes student learning

STANDARDIZED TESTING
 Raw Score
-Point value given on a particular test

 Normal Distribution
-Mean
 -Mode
-Standard Deviation

 Standard Scores
-Percentile Rank

QUANTITATIVE RESEARCH
 Qualitative Research -Emphasizes numerical
-Emphasize detailed description measurements of constructs
rather than numerical  Descriptive Analysis
measurement -States factual information
 Quantitative research

ATTITUDE INTERACTIONS: ATIs

 Common intuition that different students learn under different conditions.
Aptitude
 General cognitive ability
Treatment
 Identifiable educational experience
Interaction
 Matching treatment to aptitude

DIVERSIFICATION OF INSTRUCTION
Cognitive Styles
 Field dependence vs. field independence
 Impulsivity vs. Reflectively

Learning Styles
 Multiple intelligence (MI) Theory
 Time and Learning
 Mastery Learning

GROUP DIFFERENCES
 Gender Differences
 Socioeconomic Differences
 Racial- Ethnic Differences
-The achievement Gap
-Test Bias

LEARNING STRATEGIES
 Increase the numbers of test  Widen the process dimension of
items test design
 Use a full representations of the  Use a variety of testing formats
construct  Use performance assessment
  Be cautious about learning styles  Give learning sufficient time
 Consider aptitude - treatment  Guard against test Bias
interactions  Close the achievement gap

E.     LEGAL AND POLICY FRAMEWORKS AND LEARNER-CENTERED TEACHING

 RA 10533
 k-to-12

WHAT IS RA 10533?
 Republic Act 10533 is the Enhance Basic Education Act of 2013 (Section 1).
 It is an act enhancing the Philippine Basic Education System by strengthening its
curriculum and increasing the number of years for basic education.

WHO AND WHEN IT IS IMPLEMENTED?

 The law was approve on May 15, 2013 by former President Benigno Simeon
Aquino III and took its effect June 8, 2013.

WHAT ARE THE REASONS OF IMPLEMENTING K TO 12?

 Poor Quality of Education
 Too many non-practical subjects
 Not prepared for college education
 Too young for labor force
 No global recognition

WHAT’S MORE INSIDE THE RA 10533?

SECTION 2: DECLARATION OF POLICY

-The state shall establish, maintain and support a complete, adequate and integrated
system of education relevant to the needs of the people, the country and the society at
large.

SECTION 3: BASIC EDUCATION

-It is intended to meet basic learning needs which provide the foundation on which
subsequent learning can be based.
SECTION 4: ENHANCE BASIC EDUCATION
-The enhanced basic education program encompasses at least
-One (1) year of kindergarten education,
-Six (6) years of elementary education,
-Six (6) years of secondary education in that sequence
(Secondary education includes four (4) years of junior high school and two (2) years of
senior high school education.

KINDERGARTEN EDUCATION
-shall means one (1) year of preparatory education for children at least five (5) years old
as a prerequisite for grade 1.

ELEMENTARY EDUCATION
-refers to the second stage of compulsory basic education which is composed of six (6)
years. The entrant age to this level is typically six (6) years old.

SECONDARY EDUCATION
-refers to the third stage of compulsory basic education. It consists of four (4) years of
Junior High School education and two (2) years of Senior High School education. The
entrant age to the Junior and Senior High School levels are typically twelve (12) and
sixteen (16) years old, respectively.

SECTION 5: CURRICULUM DEVELOPMENT

-DepEd shall formulate the design and details of the education curriculum.
-DepEd shall work with CHED and TESDA
-DepEd shall undertake consultation to other national government agencies and
stakeholders

SECTION 6: CURRICULUM CONSULTATIVE COMMITEE

 Commission on Higher Education (CHED)
 Technical Education Skills and Development Authority (TSDA)
 Department of Labor and Employment (DOLE)
 Philippine Regulatory commission (PRC)
 Department of Science and Technology (DOST)
 Information Technology- Business Process Outsourcing (IT-BPO)
-The consultative committee shall oversee the review and evaluation on the
implementation of the basic education curriculum and may recommend to the DepEd
the formulation of necessary refinements in the curriculum.

SECTION 7: TEACHER EDUCATION AND TRAINING

A. In-service training on content and Pedagogy
-current DepEd teachers shall be retrained to meet content and performance standards
of the New K to 12 Curriculum
B. Training of New Teachers
-new graduates of the current teacher education curriculum shall undergo additional
training, upon hiring, to upgrade their skills to the content standards of the new
curriculum.
C. Training of School Leadership
-superintendents, principals, subject area coordinators and other instructional school
leaders shall likewise undergo workshops and training to enhance their skills in their
role as academic administrative and community leaders.

SECTION 8: HIRING OF GRADUATES OF SCIENCE, MATHEMATICS, STATISTICS,

ENGINEERING AND OTHER SPECIALISTS IN SUBJECTS WITH A SHORTAGE OF
QUALIFIED APPLICANTS, TECHNICAL VOCATIONAL COURSES AND HIGHER
EDUCATION INSTITUTION FACULTY

a. Hiring of graduates of Science, Mathematics, Statistics, Engineering and other

specialist in subjects with a shortage of qualified applicants
 Licensure examination for teachers (LET) applicants to teach in their specialized
subjects in the elementary and secondary education
 Provided, that they pass the LET within 5 years after their date of hiring
b. Technical Vocational Courses
 Teach in their specialized subjects in the Secondary Education
 Provided, that these graduates possess the necessary certification issued by the
TESDA
c. Higher Education Institution Faculty (Faculty of HEI)
  Allowed to teach in their general education or subject specialties in the
secondary education
 Provided , that the faculty must be a holder of a relevant Bachelor’s degree, and
must have satisfactorily served as a full-time HEI faculty

SECTION 9: CAREER GUIDANCE AND COUNSELING ADVOCACY

-The DepEd in coordination with DOLE, TESDA and the CHED shall regularly conduct
career advocacy activities for Secondary Level.

-Section 27 of RA 9258 or “Guidance and counseling Act of 2004”

SECTION 10: EXPANSION OF E-GASTPE BENEFICIARIES

-The benefits accorded by RA No.8545 or the “Expanded Government Assistance to

students and Teachers in Private Education Act”, shall be extended to qualified students
enrolled under K to 12.

WHAT IS THE IMPORTANCE OF ENHANCED BASIC EDUCATION ACT OF 2013?

 Preparedness for Tertiary Learning
 Readiness to Join the Workforce
 Shall competency in the Global Job Market

K TO 12 FRAMEWORKS

WHAT IS K TO 12?
-It is a program that covers kindergarten and 12 years of Basic Education (six (6)
years of primary education, four (4) years of Junior High School (JHS), and two (2)
years of Senior High School (SHS) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.
-The Philippines launched its "K to 12" Program, a comprehensive reform of its
basic education in S.Y 2011-2012.
 
WHAT IS THE PURPOSE OF K TO 12 CURRICULUMS IN THE PHILIPPINES?
 The K to 12 system aims to improve Filipino student’s skills in mathematics,
science and linguistics to further exhibit competence in the global job market.
 With the new curriculum, the Department of Education promises to offer higher
quality education through the strands.

THE K TO 12 CURRICULUMS
 -Section 5 of the enhanced Basic Education Act of 2013, stipulates the following
curricular standards which the curriculum developers adhered to on crafting the K to 12
Curriculum.

THE CURRICULUM SHALL BE:

 Learner-centered inclusive & Developmentally appropriate
 Contextualized and Global
 Culture-sensitive
 Use Pedagogical approaches
 Adhere to the principles of MTB-MLE
 Use spiral progression approach
 Relevant, Responsive, and Research-Based
 Be Flexible enough

ATTRIBUTES OF THE K TO 12 TEACHERS:

 Multi-Literate
 Multi-Specialist
 Multi-Skilled
 Multi-Directed
 Flexible
 Creative Problem Solver
 Critical Thinker
 Has passion for excellent teacher
 High emotional quotient (EQ
JUNIOR GRADES 7 TO 8 GRADES 9 TO 10 (SPECIALIZED
HIGH (EXPLORATORY TLE) TLE)
SCHOOL
TRACKS
CONTEXTUALIZED TRACK SUBJECTS
ACADEMIC TECHNICAL
TRACK VOCATIONAL
(GAS) GENERAL LIVELIHOOD
ACADEMIC TRACK
STRAND
(STEM) SCIENCE, SPORTS ARTS &
HOME
SENIOR CORE TECHNOLOGY, TRACK DESIGN
ECONOMICS
HIGH SUBJECTS ENGINEERING, TRACK
AGRI-FISHERY
SCHOOL AND INDUSTRIAL
MATHEMATICS (ICT)
(ABM) INFORMATION AND
ACCOUNTANCY, COMMUNICATION
BUSINESS, AND TECHNOLOGY
MANAGEMENT
(HUMSS)
HUMANITIES AND
SOCIAL SCIENCE

SENIOR HIGH SCHOOL CORE & TRACK SUBJECTS

 16
15 TRACK SUBJECTS
CORE 7 9
SUBJECTS CONTEXTUALIZED SPECIALIZATION SUBJECTS
SUBJECTS

 There are 31 subjects

 Each subject will have 80 hours per semester
 PE & Health will have 20 hours per semester for 4 semesters
 Total of 2, 480 Hours.
SHS SPECIALIZED SUBJECTS

ACADEMIC TRACK
Accountancy, Science, Technology,
Business, and Humanities and Engineering, and General
Management Strand Social Sciences Mathematics Strand Academic
(ABM) (HUMSS) (STEM) Strand
(GAS)

TECHNOLOGY VOCATIONAL
&
LIVELIHOOD TRACK
Information and Communications
Home Agri-Fishery Technology (ICT) Industrial
Economics Arts Arts