ma'am annna

1. Individual and Group Differences 1

3. Individual and Group Differences 3

4. In order for every individual to
develop to their maximum
potential.
To know the specific demands
which school work makes upon To direct individuals according to their
the capacity of each student. capacities, abilities and interest.
Importance

5. Causes of Individual Differences
•Bestows the general native equipment, the bodily structure, the
phylogenetic endowment, and capabilities of acquisition of
knowledge and skills.
Hereditary •Determines to a great extent what is possible for one to do and
what to become.
•Provides the raw materials with which environment, training, and
volition interact.
•Includes all the factors, surrounding conditions, influences, and
forces which modifies environment.
•Determines what one actually does and becomes, his training and
Environment voluntary efforts.
•Provides the raw materials with which environment, training, and
volition interact.

6. Causes of Individual Differences
•Is closely allied to environment and includes all of the social,
educational, cultural, moral, and religious agencies with the child
comes into contact.
Training •Differences among individuals due to training include differences in:
morality, attitude, interest, ideals and habits.
•By means of will, inherited capacities are realized and intellectual
Maturation capacities are utilized.
•Is man’s capacity to direct and to restrain thought, action and
and emotion.
Will •Realizes or neglects the capacity which the hereditary bestows; it
improves or disregards the opportunities which environment and
training present.
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7. Group Differences
Sex Differences
•Variations due to sex are neither as great nor as important
as once maintained.
•With regard to all psychological traits, a considerable
amount of overlapping exists and also that there are no
uniform and regularly appearing sex differences.
•Results of some studies shows that:
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8. Group Differences
Sex Differences
Boys More active and aggressive; less neat
Seemed to be superior in scientific/mathematical subject
Boys surpass girls in tests of spiral nature and of mechanical
aptitude.
Mentally retarded, reading disabilities and speech
handicaps also seem to occur more frequently in boys.

9. Group Differences
Sex Differences
More neat and exact.
Girls Seemed to excel in language arts, art, spelling and
penmanship.
Excel in test of manual dexterity, speed and precision.
Apparent differences between the sexes in ability to achieve
success in certain areas of work or study are attributable to such
circumstances as traditional attitudes, interests, and
opportunities to succeed.
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10. Group Differences
Races
•There do not exist substantial differences among
the various races with respect to mental abilities.
•Any differences in mental capacities among the
various races seem to be due to environmental
conditions, cultural influences, and training rather
than to be innate.
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11. Adaptation of Instruction to Individual
Differences
Methods and plans:
•Ability Grouping
-primarily an administrative device which is
used to make provisions for individual differences.
-frequently termed homogenous grouping and
usually means the placing together of pupils with
similar mental ability and academic aptitude for
purposes of instruction.
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12. Adaptation of Instruction to Individual
Differences
Methods and plans:
•The Laboratory Method
-elaborately designed and organize to permit
each pupil to master successive units of work at his
own rate of speed.
-this involves the maturational status of the
pupils and the placement of learning materials.
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13. Adaptation of Instruction to Individual
Differences
Methods and plans:
•Team Teaching
-this involves a plan of organization and a
technique for the efficient use of specialized talents
among teachers.
-each teacher has special competency and
interest in one subject-matter field or a combination
of fields within the curriculum area so that the team
teaching is composed of specialist.
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14. Exceptional Children and Youth
-is usually described as one who possesses
general intellectual ability markedly above the
average for the children of the same chronological age
-terms gifted and genius are also utilized
frequently to designate these children.
-frequently an IQ of 130 attained on test of
mental ability or of scholastic aptitude as the primary
means of identifying such children.
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15. Exceptional Children and Youth
- differ from children of average intellect
primarily in their inability to achieve academic success
at a rate commensurate to their chronological age.
-their mental slowness is most evident in the
areas of reading and reasoning.
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16. Exceptional Children and Youth
-children with sub-average general intellectual
functioning originating during the developmental
period and associated with impairment in one or
more of the following aspects of adoptive behavior:
a. maturation
b. Learning
c. Social Adjustment.
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17. Exceptional Children and Youth
•Emotionally disturbed and socially maladjusted
children and youth.
•Children and youth with physical handicaps.
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18. The Educational Implication of Individual
Differences
Individual differences in mental abilities, academic
aptitudes, and in school achievements constitutes
a basic factor in education.
The challenge therefore is to devise methods of
dealing with large number of pupils in such a
way that each pupil will receive the
direction, guidance, and special work which he
requires in order to improve himself to the
maximum of his capacities. 18

19. Thank you 