Learning and Individual Differences
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Transcript of Learning and Individual Differences
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Learning and Individual
Differences
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The psychology of individual differences is concernedwith the systematic study of intelligence and abilitiesassociated with personality of learner, learning styles
and needs and interests of learner.
Learning is most effective when differences in learnerslanguage, cultural, and social behavior are taken intoaccount.
Although basic principles of learning, motivation andeffective instructions may apply to all learners, it isnecessary to pay attention to
language,
intelligence,
ethnic group, race,
belief and
socioeconomic status
of the students which can influence learning.
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When learners see that their individual
differences in abilities, background, and
cultures are valued and respected, thenthe motivation for learning enhances.
A teacher should be sensitive to
individual differences keep in mind multipleintelligences and different cultures,
be sensitive to students cultural attitudes,
respond to them in a sensitive way, and
view students positively regardless of their
cultural backgrounds
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Activity One
Think of the an incident that made yourealize that a student having problem
in class is due to his background
Group Activity
langua
ge,
intelligence,
ethnic
group,
race,
Belief
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Nature of Individual Differences
Inter-personal differences
differences among the people
Intra-personal differences differences within an individual
Inter-group differences
differences among the groups Intra-group differences
differences within a group
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Factors Effecting Individual
DifferencesIndividual differences in learning are the function of
heredity and environment.
Heredity (What occurs naturally as a function of the
genes) involves intelligence, physical traits, mentaltraits and abilities.
Environment (What is learned and communicated indifferent cultures or other social groups) includes:
Family (Parenting style, sibling rivalry, Joint/Nuclear family), Socio-economic status (Family income, Parents education,Parents occupation, Social status),
Culture (Nationality, Ethnicity, Race),
Previous knowledge, experience, and gender differences.
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1. Demonstrate their knowledge of the following individualdifferences in their teaching: Multiple Intelligence
Learning styles Personality differences
2. Know the concept of individual differences
3. Know the concept of multiple intelligences.
4. Apply their knowledge of multiple intelligences to
involving students in projects which would be accordingto students abilities.
5. Prepare students for different professions following themultiple intelligence theory
6. Know the importance of learning styles in teaching
7. Assign work to their students according to their learningstyles
8. Know Jungs and Myer and Briggs personality types
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Multiple Intelligences
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Sternbergs Theory of
Intelligence (2000)According to him, intelligence comes into threeforms that are analytical, creative, and practical.
Analytical ability: The ability to analyze,
evaluate, judge, compare, and contrast conventional schooling
Creative ability: The ability to create, design,invent, and originate
not on the top in class
Practical ability: the ability to use, apply,manipulate, and implement
social skills
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Gardeners Theory of Multiple
Intelligence1. Verbal skills--------authors, journalists, speaker2. Mathematical skills------scientists, engineers, accountants
3. Spatial ability---------three dimensional thinking, architects,sailors
4. Bodily-kinesthetic skills----manipulate objects, surgeons,dancers, athletes
5. Musical skills------sensitivity to pitch, melody, composers,sensitive listeners
6. Intrapersonal-------understand oneself, psychologists,
theologians7. Interpersonal-------interact with others
8. Naturalistic skills-----understand nature and human madesystems, farmers, ecologists, landscapers
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Intelligence is often defined as our intellectual potential; something we areborn with, something that can be measured and a capacity that is difficult tochange. In recent years, however, other views of intelligence haveemerged. One such conception is the theory of multiple intelligences
proposed by Harvard psychologist Howard Gardner. This theory suggests that traditional psychometric views of intelligence aretoo limited. Gardner first outlined his theory in his 1983 book Frames ofMind: The Theory of Multiple Intelligences, where he suggested that allpeople have different kinds of "intelligences."1 Gardner proposed that thereare eight intelligences, and has suggested the possible addition of a ninthknown as existentialist intelligence2.
In order to capture the full range of abilities and talents that people possess,Gardner suggests that people do not have just one intellectual capacity, buthave many different intelligences including musical, interpersonal, spatial-visual and linguistic intelligences3
Gardners theory has come under criticism from both psychologists andeducators. These critics argue that Gardners definition of intelligence is toobroad, and that his eight different "intelligences" simply represent talents,personality traits and abilities. Gardners theory also suffers from a lack of
supporting empirical research4. Despite this, the theory of multiple intelligences enjoys considerable
popularity with educators. Many teachers utilize multiple intelligences intheir teaching philosophy and work to integrate Gardners theory into theclassroom.
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Visual-Spatial Intelligence
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Strengths: Visual and Spatial Judgment
People who are strong in visual-spatial intelligence aregood a visualizing things. These individuals are often
good with directions as well as maps, charts, videos andpictures.
Characteristics ofVisual-Spatial Intelligence
Enjoys reading and writing
Good at putting puzzles together Good at interpreting pictures, graphs and charts
Enjoys drawing, painting and the visual arts
Recognizes patterns easily
Potential Career Choices Architect
Artist
Engineer
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Linguistic-
Verbal Intelligence
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Strengths: Words, Language and Writing
People who are strong in linguistic-verbal intelligence are able touse words well, both when writing and speaking. These individualsare typically very good at writing stories, memorizing information andreading.
Characteristics of Linguistic-Verbal Intelligence
Good at remembering written and spoken information
Enjoys reading and writing
Good at debating or giving persuasive speeches Able to explain things well
Often uses humor when telling stories
Potential Career Choices
Writer / Journalist
Lawyer Teacher
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Logical - Mathematical
Intelligence
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Strengths: Analyzing Problems and Mathematical Operations
People who are strong in logical-mathematical intelligence are goodat reasoning, recognizing patterns and logically analyze problems.These individuals tend to think conceptually about numbers,relationships and patterns.
Characteristics of Logical-Mathematical Intelligence
Excellent problem-solving skills
Enjoys thinking about abstract ideas
Likes conducting scientific experiments Good and solving complex computations
Potential Career Choices
Scientist
Mathematician
Computer programmer Engineer
Accountant
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Bodily-
Kinesthetic Intelligence
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Strengths: Physical Movement, Motor Control
Those who have high bodily-kinesthetic intelligence aresaid to be good at body movement, performing actions
and physical control. People who are strong in this areatend to have excellent hand-eye coordination anddexterity.
Characteristics ofBodily-Kinesthetic Intelligence
Good at dancing and sports
Enjoy creating things with their hands Excellent physical coordination
Tends to remember by doing, rather than hearing orseeing
Potential Career Choices
Dancer Builder
Sculptor
Actor
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Musical Intelligence
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Strengths: Rhythm and Music
People who have strong musical intelligence are goodand thinking in patterns, rhythms and sounds. They have
a strong appreciation for music and are often good atmusical composition and performance.
Characteristics of Musical Intelligence
Enjoy singing and playing musical instruments
Recognizes musical patterns and tones easily
Good at remembering songs and melodies Rich understanding of musical structure, rhythm and
notes
Potential Career Choices
Musician
Composer Singer
Music Teacher
Conductor
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Interpersonal Intelligence
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Strengths: Understanding and Relating to OtherPeople
Those who have strong interpersonal intelligence are goodunderstanding and interacting with other people. These individualsare skilled at assessing the emotions, motivations, desires and
intentions of those around them.
Characteristics of Interpersonal Intelligence
Good at communicating verbally
Skilled nonverbal communicators
See situations from different perspectives
Create positive relationships with others
Good at resolving conflict in groups
Potential Career Choices
Psychologist
Philosopher Counselor
Sales person
Politician
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Intrapersonal Intelligence
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Strengths: Introspection and Self-Reflection
Individuals who are strong in intrapersonal intelligenceare good at being aware of their own emotional states,
feelings and motivations. They tend to enjoy self-reflection and analysis, including day-dreaming,exploring relationships with others and assessing theirpersonal strengths.
Characteristics of Intrapersonal Intelligence
Good at analyzing their strengths and weaknesses
Enjoys analyzing theories and ideas
Excellent self-awareness
Clearly understands the basis for their own motivationsand feelings
Potential Career Choices Philosopher
Writer
Theorist
Scientist
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Naturalistic Intelligence
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Strengths: Finding Patters and Relationships to Nature
Naturalistic is the most recent addition to Gardners theory 5 andhas been met with more resistance than his original sevenintelligences. According to Gardner, individuals who are high in this
type of intelligence are more in tune with nature and are ofteninteresting in nurturing, exploring the environment and learningabout other species. These individuals are said to be highly awareof even subtle changes to their environments.
Characteristics ofNaturalistic Intelligence
Interested in subjects such as botany, biology and zoology
Good at categorizing and cataloguing information easily May enjoy camping, gardening, hiking and exploring the outdoors
Doesnt enjoy learning unfamiliar topics that have no connection tonature
Potential Career Choices Biologist
Conservationist Gardener
Farmer
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Activity
Group activity
Handouts related to assessmentof self on MI
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Learning styles
are various approaches or ways of
learning
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The concept of learning style is importantin education because it incorporates all
those human attributes which help todetermine and characterize a personspreferred approaches to learning.
Style is the manner of doing some thing.
Cognitive styles involve thosecharacteristic patterns of perceiving andthinking which an individual exhibits in
problem solving. These patterns are sometimes referred to
as learning or thinking styles.
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Activity
http://www.engr.ncsu.edu/learningstyles/ils
web.html
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
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1-3, you are fairly well balanced on the two dimensions of that scale.
5-7, you have a moderate preference for one dimension of the scale and will learn more easily in a
teaching environment which favors that dimension.
9-11, you have a very strong preference for one dimension of the scale. You may have real difficultylearning in an environment which does not support that preference.
Active learner
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Witkin (1977)
Field Dependent
tend to perceive a pattern as awhole, not separating oneelement from the total visualfield.
They have difficulty focusingon one aspect of situation,picking out important detail,analyzing a pattern intodifferent parts, or monitoringtheir use of strategies to solveproblems.
They tend to work well ingroups, have a good memoryfor social information, andprefer subjects such asliterature and history.
Field Independent
are more likely to monitor their
information processing.
They perceive a separate partof a total pattern and able to
analyze a pattern according toits components.
They are not as attuned tosocial relationship
They do well in mathematicsand science, where their
analytical abilities pay off. Have self-sufficiency, areassertive, and encourageimpendence of thoughts.
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Kagan (1994)
Impulsive
Students work very
quickly but make many
mistakes Decision making is
based on hunches
Trial and error method
gets them through
Success rate is 50%
Reflective
Work slowly but make
fewer errors.
Pause and reflect on The nature of a question
and the accuracy of the
answer.
They have an analyticalstyle of problem solving
and make few error
Students can learn to be more reflective if they are taught specific strategies,
such as self-instruction and scanning strategies.
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Surface Styles
approach focus on
memorizing the learningmaterial without
understanding them.
These students tend to
be motivated by rewards
and grades, externalstandards and the desire
to be evaluated positively
by others.
Individuals havetendencies to approach
learning situations in
characteristic ways.
Deep Processing
see learning material or
activities as a means forunderstanding some
underlying concept or
meanings.
These students tend to
learn for the sake of
learning and less
concerned about how
their performance is
evaluated motivation plays a role
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Concrete Experience - CE (feeling) ---V---Abstract Conceptualization - AC (thinking)Active Experimentation - AE (doing)-----V----- Reflective Observation - RO (watching)
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Personality
To be discussed in next session