Bechalors of education Individual-Differences-Ppt.pptx

Economic personality difference in simple understanding words

1. DETERMINANTS, ROLE OF HEREDITY AND NURTURE TO BEHAVIOR ADJUSTMENT OF TEACHING-LEARNING PROCESS TO SUIT INDIVIDUAL DIFFERENCES INDIVIDUAL DIFFERENCES PREPARED BY: BAINAUT G. MANALASAL

2. INTRODUCTION We, in spite of belonging to a common species known as human beings, we have our own individuality which contributes towards the variations and differences found in us. It is these differences that are entitled as “individual differences” in the language of sociology and psychology. The psychology of individual differences is concerned with the systematic study of intelligence and abilities associated with personality of learner, learning style and needs and interest of the learner.

3. Individual Differences Defined: “Variations or deviations from the average of the group, with respect to the mental or physical characters, occurring in the individual member of the group are individual differences.”--- Drever James: “The variation or deviations among individual is regard to a single characteristics or a number of characteristics, those differences which in their totality distinguish one individual from another.”---- Good, C.V .:

4. “ Today we think of individual differences as including any measurable aspect of the total personality.”---- Skinner, C.E.: “Individual differences are found in all psychological characteristics physical mental abilities, knowledge, habit, personality and character traits.”----- Woodworth, R.S. and Marquis, D.G.:

5. TYPES OF INDIVIDUAL DIFFERENCES Physical differences: Shortness or tallness of stature, darkness or fairness of complexion, fatness, thinness, or weakness are various physical individual differences. Differences in intelligence: There are differences in intelligence level among different individuals. We can classify the individuals from super-normal (above 120 I.Q.) to idiots (from 0 to 50 I.Q.) on the basis of their intelligence level.

6. Differences in attitudes: Individuals differ in their attitudes towards different people, objects, institutions and authority.   Differences in achievement: It has been found through achievement tests that individuals differ in their achievement abilities. These differences are very much visible in reading, writing and in learning mathematics.   Differences in motor ability: Some people can perform mechanical tasks easily, while others, even though they are at the same level, feel much difficulty in performing these tasks.

7. Differences on account of sex: McNemar and Terman discovered the following differences between men and women, on the basis of some studies: Women have greater skill in memory while men have greater motor ability. ( ii) Handwriting of women is superior while men excel in mathematics and logic. (iii) Women show greater skill in making sensory distinctions of taste, touch and smell etc., while men show greater reaction and conscious of size- weight illusion. (iv) Women are superior to men in languages, while men are superior in physics and chemistry.

8. ( v) Women are better than men in mirror drawing. Faults of speech etc. in men were found to be three times of such faults in women. (vi) Women are more susceptible to suggestion while there are three times as many color blind men as there are women. (vii) Young girls take interest in stories of love, fairy tales, stories of the school and home and day-dreaming and show various levels in their play. On the other hand boys take interest in stories of bravery, science, war, scouting, stories of games and sports, stories and games of occupation and skill.

9. Racial differences: Distinct biological group of people who share inherited physical and cultural traits that are different from the shared traits in other races.   8. Differences due to nationality: Individuals of different nations differ in respect of physical and mental differences, interests and personality etc. ‘Russians are tall and stout’; ‘Ceylonese are short and slim’; ‘Germans have no sense of humour ’; ‘Yellow races are cruel and revengeful’; ‘ Americans are hearty and frank’; Indians are timid and peace-loving’ and the like observations enter into our common talk.

10. 9. Differences due to economic status: Differences in children’s interests, tendencies and character are caused by economic differences. 10. Differences in interests: Factors such as sex, family background level of development, differences of race and nationality etc., cause differences in interests.

11. 11. Emotional differences: Individuals differ in their emotional reactions to a particular situation. Some are irritable and aggressive and they get angry very soon. There are others who are of peaceful nature and do not get angry easily. At a particular thing an individual may be so much enraged that he may be prepared for the worst crime like murder, while another person may only laugh at it.

12. Personality differences: There are differences in respect of personality. On the basis of differences in personality, individuals have been classified into many groups.   Spranger , for example, has classified personalities into six types: (a) Theoretical, (b) Economic (c) Aesthetic, (d) Social, (e) Political, and (f) Religious.  

13. Jung classified people into three groups: Introverts, a typically reserved or quiet person who tends to be introspective and enjoys spending time alone (b) Extroverts, a typically gregarious and unreserved person who enjoys and seeks out social interaction (c) Ambiverts. a person having characteristics of both extrovert and introvert

14. Trottor divided individuals into: (a) Stable minded, and (b) Unstable minded.   Jordon thinks of personalities into: (a) Active, and (b) Reflective type.   Thorndike has classified people into four categories on the basis of thinking: (a) Abstract thinkers, (b) Ideational thinkers, (c) Object thinkers, and (d) Thinkers in whom sensory experience is predominant.

15. Terman has classified people into nine classes according to their level of intelligence: (a) Genius, (b) Near genius (c) Very superior, (d) Superior, (e) Average, (f) Backward, (g) Feebleminded, (h) Dull, and ( i ) Idiot.  

16. Broadly individual difference may be classified into two categories such as inherited traits and acquired traits:

17.   DETERMINANTS, ROLE OF HEREDITY AND NURTURE TO BEHAVIOR

18. 1 . Heredity: One of the most significant and chief causes of individual differences is heredity. Individuals inherit various physical traits like face with its features, color of eyes and hair, type of skin, shape of skull and size of hands, color blindness, baldness, stub-finger and tendency to certain diseases like cancer and tuberculosis, mental traits like intelligence, abstract thinking, aptitudes and prejudices. Now it is an admitted fact that heredity differences result in the quantity and rate of physical as well as mental development being different and different individuals.

19. 2. Environment: Environment significantly influences individual differences. Changes in child’s environment are reflected in the changes in his personality. Psychologically speaking, a person’s environment consists of sum total of stimulation which he receives from conception until his death. Environment consists of physical, intellectual, social, moral, political, economic and cultural forces. All these forces cause individual differences. Modern psychologists believe that individual differences are caused by both heredity and environment. Personality is the outcome of mutual interaction between heredity and environment

20. 3. Influence of caste, race and nation: Individuals of different castes and races exhibit very marked differences. It is generally seen that son of a Kshatriya has a more of courage in him while the son of a trader has the traits of business. Similarly, individuals of different nations show differences in respect of their personality, character and mental abilities. These are the outcome of their geographical, social and cultural environment. Many studies have shown the existence of differences between Americans and Negroes, Chinese and Japanese, English and Indian individuals.

21. 4. Sex differences: Development of boys and girls exhibits differences due to difference in sex. The physical development of the girl takes place a year or two earlier than the boys. Between the age of 11 and 14, girls are taller and heavier than the boys. After 15, boys start winning the race. Girls are kind, affectionate, sympathetic and tender while the boys are brave, hard, choleric, efficient and competent.

22. 5. Age and intelligence: Physical, intellectual and emotional development is caused by the growth in age. Many individuals differ because of the differences in intelligence. Individuals who are below the average in intelligence and mental age find much difficulty in learning and the average intelligent persons can learn quickly.

23. 6. Temperament and emotional stability: Some people are by temperament active and quick, while others are passive and slow, some humorous and others short tempered. Emotional stability of the individual is differently affected by physical, mental and environmental factors. Differences in emotional stability cause individual differences.

24. 7. Economic condition and education: Individual differences are caused by economic condition of the parents and the education of the children. It is not possible for the children of two economic classes to have a similarity and equality.

25. 8. Other Causes: Interests, aptitudes, achievements, sentiments, character, educational and home background

26. ROLE OF HEREDITY AND NURTURE TO BEHAVIOR

27. Nature(Heredity) NATURE refers to all the the genes and hereditary  that influence who we are—from our physical appearance to our personality characteristics all of the genesand hereditary factors that influence who we are—from our Physical appearance to our personality characteristics that we inherit from our parents. 

28. NURTURE NURTURE refers to all the environmental factors that influence us. Environmental factors include but aren’t limited to parenting style, birth order, peers, family size, culture, language, education, etc. The main argument for nurture is that the environment is what makes us who we are.

29. NATURE VS. NURTURE MEANING NATURE refers to all the the genes and hereditary factors that influence who we are—from our physical appearance to our personality characteristics all of the genes and hereditary factors that influence who we are—from our physical appearance to our personality characteristics that we inherit from our parents.  MEANING NURTURE refers to all the environmental factors that influence us. Environmental factors include but aren’t limited to parenting style, birth order, peers, family size, culture, language, education, etc. The main argument for nurture is that the environment is what makes us who we are.

30. Behaviorism( John Watson), -is the theory that all behavior is a result of stimulation from the environment or a consequence of the individual’s previous conditioning. Behaviorism is a school of psychology that is on the side of nurture.

31. Social Learning Theory ( Albert Bandura) states that people learn by observing, imitating, and modeling behavior. In 1961, Bandura’s famous Bobo doll experiment’s findings support the argument for nurture in that our environment influences our behavior.

32. NATURE-NURTURE DEBATE

33. Plato and Descartes They suggested that certain things are inborn, or that they occur naturally regardless of environmental influences.

34. Nativists Nativists take the position that all or most behaviors and characteristics are the results of inheritance. Advocates of this point of view believe that all of our characteristics and behaviors are the result of evolution. Genetic traits handed down from parents influence the individual differences that make each person unique.

35. John Locke believed in what is known as  tabula rasa , which suggests that the mind begins as a  blank slate . According to this notion, everything that we are and all of our knowledge is determined by our experience.

36. Empiricists take the position that all or most behaviors and characteristics result from learning. Behaviorism is a good example of a theory rooted in empiricism. The behaviorists believe that all actions and behaviors are the results of conditioning.

37. John B. Watson believed that people could be trained to do and become anything, regardless of their genetic background.

38. Adjustments of Teaching-Learning Process to Suit Individual Differences Differentiate instruction. It’s important to recognize that “fairness” in education doesn’t mean that all children are taught in the exact same way. Instead it means accounting for the needs of individual students and adjusting the curriculum accordingly.

39. Differentiation allows you to provide individualized instruction by changing the pace, level, or style of teaching to engage student strengths and interests. Students with mental health and learning disorders are not the only children who benefit from this instructional philosophy—all children in your classroom can achieve at higher levels when you are conscientious about providing instruction that fits how they learn best.

40. Differentiation of instruction includes, when appropriate, reducing assignments or extending deadlines to accommodate a child’s time.

41. What is Differentiated Instruction? It is as set of unique decision that the educator makes to bring learning within the grasp of all students. This includes students who are working on grade level, below grade level, and for those students’ working above grade level.

42. Capitalize on learning styles   Visual learners  learn most effectively from visual information,   auditory learners  learn best from verbal or audio presentations.  Tactile-kinesthetic  learners do well when touching or moving in some way as they take in information (experiential learning).

43. While students can often learn to some degree in all of different ways, many excel in one area so that instruction based on a particular style is much more effective than that of another. Deficits in one or more areas of learning can be particularly common in students with learning disabilities.

44. Incorporate multiple intelligences into curriculum Students often have areas of learning in which they are particularly strong. learning strengths can be engaged to help students succeed in the classroom and reach their full potential. The multiple intelligences are a framework of strengths outlined by Harvard psychologist Howard Gardner. They are: linguistic, musical-rhythmic logical-mathematical, bodily- kinesthetic visual- spatial, intrapersonal interpersonal, intrapersonal, and naturalist

45. Capitalize on student interests Tying learning to interests is a potentially powerful way to reinforce core curriculum concepts . Involve students in educational goals Try to involve students in creating goals related to learning activities.

46. Use computerized instruction Most students enjoy working with computers, which can stimulate their interest in schoolwork . Group students effectively Group tasks provide great opportunities for you to put together the talents of students in complementary ways.

47. Consider outside placement options Some children may have needs you simply cannot meet in the regular classroom. At these times, work with your school’s specialists to ensure skills are developed in other settings. A child with a communication disorder might require intensive work with a speech language pathologist. An extremely disruptive student may need to spend part of the day in a program set up for children with serious emotional disorders.

48. "Every one of us is different in some way, but for those of us who are more different, we have to put more effort into convincing the less different that we can do the same thing they can, just differently." ~ Marlee Matlin

49. THANK YOU. And KEEP SAFE EVERYONE!