 What do you

observe in the
photo?
 In what area are
they the same?
 …different?
 INDIVIDUAL
DIFFERENCES
JESSICA G. SIAO
MAED 1
CENTRAL PHILIPPINE UNIVERSITY
OBJECTIVES:
At the end of the report, the following are expected to:
– Define individual differences
– Determine areas of differences
– Discuss ideas how students’ individual differences be
accommodated in the class
– Share experiences and understanding of its implications in
education
– Be aware of one’s teaching skills in relation to student’s
individual differences
"No two persons are born exactly
alike, but each differs from the
other in natural endowments, one
being suited for one occupation
and the other for another."
P L ATO
I. INTRODUCTION
There are 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.

Individual difference examines how people are similar

and how they differ in thinking, feeling and behavior.
Individual differences are useful for explaining and
predicting behavior and performance
II. DEFINITION: INDIVIDUAL DIFFERENCES
• Individual differences stand for the variation or
deviations among individuals in regard to a single
characteristic or number of characteristics.
• It is stand for those differences which in their totality
distinguish one individual from another. So, we can
say that individual differences is the differences
among humans that distinguish or separate them
from one another and makes one as a single unique
individual. - CARTER V. GOOD(1959)
• It is important to understand that the concept of
individual differences is the basis upon which one
child is compared to another.
• An understanding of individual differences provides
the foundation for recognizing normal variations as
well as extreme differences among children and,
thus, for identifying those who may have special
needs.
• In general, understanding of the various
developmental levels is enhanced by familiarity with
the concept of individual differences.
III. CAUSES OF
INDIVIDUAL
DIFFERENCES
HEREDITY
• Individuals have various endowments, abilities, and
capacities provided by hereditary. Which decide the
path of progress and development of an individual.
• Hereditary also put limits upon individuals’ growth and
development in various dimensions.
• Hereditary also contributes to sex, intelligence, and
other specific abilities.
ENVIRONMENT
• The term environment is the aggregate of all the
external forces, influences and conditions, which
affect the life, nature, behavior, the growth, and
development and maturation of living organisms
(Douglas and Holland, 1947)
• Environment does not refer only physical
surroundings but also it refers the different types of
people, society, their culture, customs, traditions,
social heritage, ideas and ideals.
IV. CLASSIFICATION
OF INDIVIDUAL
DIFFERENCES
 Individual Differences

Inherited Acquired

Individual Differences

Physical Mental Moral

V. AREAS OF
INDIVIDUAL
DIFFERENCES
IN LEARNER
PHYSICAL DIFFERENCES
• individuals 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.
DIFFERENCE IN PSYCHOMOTOR SKILLS
• 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.
• Psychomotor Skill is related to some skill acquisition.
Some students differ in this area also. Some students
easily learn operating a machine and some may not. A
wise teacher should diagnose students’ psychomotor
skills abilities and encourage them in proper
desirable direction.
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
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.
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.
DIFFERENCE IN VALUES
• Values be given importance by every learner. Some
learners value materialist life style other moral or
religious life style etc. So education must mold the
mind of young generation to have a balance values
between materialism and spiritualism.
DIFFERENCE STUDY HABITS
• Some students markedly differ from other students in
study habits. Some students are studious and study
all the subjects with interest but other may not.
Some study in isolation and some in group.
DIFFERENCE IN SELF CONCEPT
• Difference in self concept is the totality of attitudes,
judgment, and values of an individual relating to his
behavior, abilities, and qualities. Some students have
positive self concept than boost their confidence level
and perform better against those who have negative
self.
• 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.
DIFFERENCE IN SELF CONCEPT
• 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.
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.
DIFFERENCE IN 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
• Difference in attitude is psyche related to some
specific area. Few learners have positive attitude
towards a specific topic, subject, and profession than
other.
FACTORS AFFECTING ATTITUDES
1. Family
2. Peers
3. Conditioning
4. Social adjustment functions
5. Modeling
6. Satisfaction of wants
DIFFERENCES IN INTERESTS & APTITUDE
• An aptitude is a component of a competence to do a
certain kind of work at a certain level. Outstanding
aptitude can be considered "talent". An aptitude may
be physical or mental. Aptitude is inborn potential to
do certain kinds of work whether developed or
undeveloped.
• Interest may refer as a motivating
force that impels us to attend to a
person, a thing, or an activity.
DIFFERENCES IN INTERESTS & APTITUDE
An aptitude is a component of a competence to do a
certain kind of work at a certain level. Outstanding
aptitude can be considered "talent". An aptitude may be
physical or mental. Aptitude is inborn potential to do
certain kinds of work whether developed or
undeveloped.
Interest may refer as a motivating force that impels us
to attend to a person, a thing, or an activity; observe
some students like a particular subject, teacher, hobby
or profession than other
DIFFERENCES IN INTELLIGENCE
A very general mental capability that, among other
things, involves the ability to reason, plan, solve
problems, think abstractly, comprehend complex ideas,
learn quickly and learn from experience. It is not merely
book learning, a narrow academic skill, or test-taking
smarts. Rather, it reflects a broader and deeper
capability for comprehending our surroundings—
"catching on," "making sense" of things, or "figuring out"
what to do
Mainstream Science on Intelligence
MENTAL INTELLIGENCE
IQ, or intelligence quotient, was discovered in the early
20th century and is tested using the Stanford-Binet
Intelligence Scales.
It refers to our rational, logical,
rule-bound problem solving
intelligence. It is supposed to be
what makes us bright or dim. It
is also a style of thinking. All of
us use some IQ, or we wouldn’t
be functional.
SOCIAL/ EMOTIONAL INTELLIGENCE
EQ refers to our emotional quotient.

EQ is manifested in trust, empathy, emotional self-awareness

and self-control, and the ability to respond appropriately to the
emotions of others. It’s a sense of where people are coming
from; for example, if someone looks like they’ve had a row
with their wife before coming into the office that morning, it’s
not the best time to ask them for a pay raise or put a new idea
across.
SPIRITUAL INTELLIGENCE
SQ, or spiritual intelligence, underpins IQ and EQ. Spiritual
intelligence is an ability to access higher meanings, values,
abiding purposes, and unconscious aspects of the self and to
embed these meanings, values, and purposes in living richer and
more creative lives.
Signs of high SQ include an ability to think out of the box,
humility, and an access to energies that come from something
beyond the ego, beyond just me and my day-to-day concerns.
DIFFERENCES IN INTELLIGENCE
DIFFERENCES IN 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 the reorganization of concepts.
• Thinking is mental exploration for finding out the
solution of a problem.
• 3 modes of thinking: convergent, divergent and
latent
V I . E D U C AT I O N A L
I M P L I C AT I O N S
EDUCATIONAL IMPLICATIONS
1. The notion that individuals differ in various abilities,
capacities and personality characteristics necessitates
the adoption of individual tendencies in education.

2. Aims of education, curriculum, method of teaching

should be linked with individual differences considering
the different abilities and traits individual
EDUCATIONAL IMPLICATIONS
3. All students can not be benefited by one particular
method of instruction and a uniform and rigid
curriculum The teacher has to adopt different types of
methods of teaching considering individual difference
related to interest, need, etc.

4. Some co-curricular activities such as Drama, music,

literary activities (Essay & Debate Competition) should
be assigned to children according to their interest.
EDUCATIONAL IMPLICATIONS
5. 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 maximum utilization
of their potentialities.

6. Teacher uses certain specific teaching aids which

will attract the children towards teaching considering
their interest and need.
EDUCATIONAL IMPLICATIONS
7. Various methods such as playing method, project
method, Montessori method, story telling methods are
to be used considering/discovering how different
children respond to a task or a problem.

8. 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 some students have to
lag behind in some or other area of achievement.
EDUCATIONAL IMPLICATIONS
9. Curriculum should be designed as per the interest,
abilities and needs of different students.

10. 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 his class.
EDUCATIONAL IMPLICATIONS
11. The division of pupils into classes should not be
based only on the mental age or chronological age of
children but the physical, social and emotional
maturity should be given due consideration.

12. In case of vocational guidance the counsellor is to

plan the guidance technique keeping in view the needs
and requirements of the students.
VII. PROVISIONS FOR
‘INDIVIDUAL
DIFFERENCES’ IN
SCHOOLS
“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, 1973
How can we accomplish this
task is a pertinent question
to be asked at this stage. In
fact, to provide adequate
schooling or learning
experience for every learner
according to his individuality
is not a simple task.
PROVISIONS
1. Proper knowledge of individual personalities:
The first step in making provision for individual
differences is to know about the abilities, capacities,
interests, aptitudes and other personality traits of
individual pupils. For this purpose, help from
intelligence tests, cumulative record card, interest
inventories, attitude scales, aptitude tests and
measures for assessing personality traits shall be
carried out.
PROVISIONS
2. Ability grouping:

In the light of results derived

from various tests of knowing
individual differences in terms of
individual potentialities in various dimensions, the
students in a class or area of activity can be divided
into homogeneous groups. Such divisions can prove
beneficial in adjusting the method of instruction to
varying individual differences.
PROVISIONS
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 so that the pupils
may get opportunity to study and work in the
areas of their own interests and abilities. It
should provide adjustment to suit the local
requirements and potentialities of students of
different groups.
PROVISIONS
4. Adjusting the methods of teaching:
Considering the varying individual differences, adjustment with
regard to the adoption of methods of teaching is very effective.
Every teacher should be somewhat free to
formulate his own plan and strategy and
adopt different instructional procedures
which he finds most suited to different pupils.
He should follow different procedures or
methods of instruction to suit the
requirements of varying ability groups of his
pupils.
 PROVISIONS
5. Adopting social programs or methods for
individualizing instruction:
Schools may also adopt some social programs or methods of
teaching like the *Dalton plan, the **Winnetka plan, project
method or use programmed learning material for enabling
students to learn at their own individual pace.

* The Dalton Plan is a method of education by which pupils work at their own pace, and receive
individual help from the teacher when necessary.

** The Winnetka Plan was in response to the structured grading system that held all children to the
same rate of progress. Participating students of the Winnetka Planworked on several grades at once.
The curriculum was set up in two components: "common essentials" and "creative group activities.
PROVISIONS
6. Other measures of individualizing instruction:

For the purpose of individualizing instruction a few

practical measures can also prove beneficial :
• the student strength of the class or section should
be made as small as possible.
• the teacher should try to pay individual attention
to the group under instruction.
PROVISIONS
6. Other measures of individualizing instruction:
• The teacher should keep in view the individual
differences of his students while engaging them in
drill or practice work in classroom
• In case where ability grouping is not possible and
more specifically under the prevalent system of
class teaching, special coaching and guidance
program for both the dull and the gifted children
are most helpful.
Thus, the problem of individual differences can be
tackled with multi dimensional tasks. The teacher,
school authorities, the parents and the government
as well as voluntary agencies – all should join
hands to meet the individual requirements of
children who possess tremendous individual
differences.
VIII. INSTRUCTIONAL
S T R AT E G I E S F O R
INDIVIDUAL
DIFFERENCES
EDUCATIONAL STRATEGIES
1. Modifying Events of Instruction
2. Grouping
• Between-class Ability Grouping
• Within-class Ability Grouping
• Cooperative Learning
• Individualized Instructions
3. Mastery Learning
4. Measurement of Individual Differences
LEARNING IS MOST EFFECTIVE
WHEN DIFFERENCES IN
LEARNER‟S LANGUAGE,
C U LT U R A L , A N D S O C I A L
BEHAVIOUR
A R E T A K E N I N T O A C C O U N T.
SOURCES:
https://thesystemsthinker.com/spiritual-intelligence-a-new-paradigm-
for-collaborative-action/
http://www.vkmaheshwari.com/WP/?p=2286
http://www.psychologydiscussion.net/individual-differences/individual-
differences-meaning-and-causes-educational-psychology/1841
https://www.slideshare.net/Shrootishah/individual-differences-28706183
http://www.psychologydiscussion.net/attitudes/8-factors-responsible-
for-development-of-attitudes/696
https://www.linkedin.com/pulse/effective-teaching-strategies-mind-
individual-amer-emran
 THANK YOU AND
GOD BLESS EVERYONE!