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Section 1: Individual Differences (Individual vs group differences (Group…
Section 1: Individual Differences
Individual vs group differences
Individual differences
: Diversity in abilities and characteristics among individuals. For example intelligence and temperament (being engaging or difficult)
Need of accommodating individual differences: E.g.
High Energy --> Reduce downtime by keeping them busy with some work like erasing the board
Sociable --> Provide interaction through giving more tasks that needed cooperation
Shy --> be more attentive to them
overstimulated --> give time to them to settle down
low self-esteem --> teach adaptation skills
In the classroom, it is important to emphasis moral and prosocial behaviours (to be empathy with individual differences). Teachers need to
encourage perspective taking, empathy, prosocial behaviours
explain why some behaviours are unacceptable (e.g. cheating), can explain the consequences, or the student as the victim
modal moral and prosocial behaviour (show powerful moral people)
engage in discussions of moral issues
encouragement involvement in community service (be helpful by helping others in the community)
Group Differences
: Consistently observed differences among diverse groups of students
Need of considering variability within groups, and overlap between groups
Ethnicity or cultural background
Gender
Socioeconomic status
Others: (refer to slides)
In the classroom, a teacher can create an inclusive classroom through:
Students at risk
: Those with high probability of failing to acquire the minimum academic skills necessary for success in the adult world
Characteristics of students at risk:
History of academic failure
Emotional and behavioural problems
Lack of psychological attachment to school
Increasing disengagement with school
Why students drop out? - mainly when not getting support from school and teachers e.g. teachers uninterested to help them to suceed
Supporting students at risk
Identify students at risk as early as possible
Create a warm, supportive atmosphere (e.g caring communication, a mentor)
Make long term, systematic efforts to engage students in the academic curriculum (e.g. include interesting activities as coursework)
Encourage and facilitate identification with school (e.g. participate in sports event)
Engaging students at risk
Curriculum relevant to students' lives and needs
Create a community of learners with students and teachers working collaboratively to increase everyone's understanding (e.g. research and teach the class)
Use students' strengths to promote a positive sense of self (e.g. singing)
Communicate high expectations for success (e.g. intensive math program)
Provide extra support for academic success (e.g. homework program)
Intelligence levels
Intelligence: The ability to apply prior knowledge and experiences flexibly to accomplish challenging new tasks.
Giftedness
: high ability or aptitude in one or more areas. Usually are children with:
Above average intelligence (IQ > 130)
Superior talent in some domain (art, music, math)
5 areas of giftedness: Intellectual, Academic, Creative, Visual and Performing Arts, Leadership
Common Characteristics:
Effects on the child
Adapting Instruction
Malaysia
Learning Styles
Cognitive styles: Students have little conscious control
Dispositions: Students voluntarily, intentionally employ; Determines how people work, communicate and learn
Modalities: Absorption of information
Environment
(Refer to Table Compilation)
Promoting productive dispositions