SCRIPT NG REPORT KO SA PSYCHO-PHILO

1. Let me start my report by showing this illustration.

Now, can anyone tell me your thoughts about the illustration?

2. One must mention (school, teacher, assessment, fairness, individual differences, and more
so our educational system).
3. The sad thing is According to one of the best if not the best scientists of all time, Albert
Einstein.
Everybody is a genius. But if you judge the fish by its ability to climb a tree, it will live its whole
life believing that it is stupid.
4. We are all educators here, I know that we dont want for our students to think that way
(we dont want our students to believe that what we are doing and what they are doing is
a stupid thing.
5. So for today, my report is IMPLICATIONS OF INDIVIDUAL DIFFERENCES FOR
ORGANIZING EDUCATIONAL PROGRAMMES (Classroom Instruction).
6. Based from the title, my report is about the applications of the concept of individual
difference to our classroom instruction. What are we going to do to all of these learnings
that we got? How are we going to use those concepts to our duty as classroom teachers
so that our students can develop their fullest potentials?
So more or less, my report will be about suggestions and strategies But of course, these
are all ideals and it depends on your needs, depends on your assessments of your
students It depends whether these will be applicable to you or not. These are only
suggestions. The decisions to choose and what to choose depends on you because you
are the boss inside the classroom, you know more about your students, but hopefully you
can at least get some if not all.
7. Okay so let us start. According to J. Cecil Parker & David H. Russell from their Article
Ways of Providing for Individual Differences, the secret is CHERISHING INDIVIDUAL
DIFFERENCES. What does it mean when we say that us teachers first and foremost cherish
the difference of our students?
It means that the secret depends on our attitude first, on how we face this reality. When
we say cherish that means we should embrace the fact that our students are different
from each other, take care and love them despite their differences. And when we say love
them, we should see to it that they can develop their fullest potentials.
8. Okay, let us review first the
FACTS ABOUT INDIVIDUAL DIFFERENCES:
There are 3 basic ideas that we learned from the past reporters about individual
difference. According to
Marion Diamond.
a. No two children are alike.
b. No two children learn in identical ways.
c. An enriched environment for one student is not necessarily enriched for another.

9. First,
No two children are alike.
The childhood pastime of cutting look alike paper dolls connected to one another in
a row is a skill that is easily acquired. A pair of scissors, properly folded paper and the
small motor skills is all that are necessary. Given time, even a beginner can produce an
assembly line of look-alike figures. If people were like paper dolls, schooling would be
simple, and the results could be absolutely guaranteed. In the real classroom situation,
the teacher meets students who, like the dolls in the row, are connected because of age
and years in school. But when students interact, their individuality comes through. No two
exactly are alike even twins. There is variability found in learners emotional, social, and
physical as well as their intellectual readiness to learn specific concepts or skills. It is very
wrong to expect uniformity in gaining proficiency or success from a group of students.
10.Second,
No two children learn in identical ways.
Always remember that same objectives and activities may appeal to different
students therefore produce different outcomes when used with different students.
In any classroom, there will be students performing below average, there will be
performing above average and exceptional. There will also be students performing
exceptional in one subject but may be performing below average in another.
There will always be students who lag behind in one or the other area of
achievement.
11.Third,
An enriched environment for one student is not necessarily enriched for
another.
Each child is born in a unique life space. His/her potential for development is
influenced not only by his/her potential but of course by the total environment (parents, siblings,
friends, physical environment and social conditions). The hungry child of poverty views the world
with a different set of eyes than the child of wealth. Each is vulnerable to surrounding
opportunities. Book smart and Street smart are not synonyms. One does not prepare a
person for the other.
12.Since we already know these facts, that learners have individual differences, we teachers
must find a way to deal with this. Actually the concept of individual differences calls for an
individualized instruction simply because if you have 50 students, you are dealing with 50
different individuals but of course it is somewhat idealistic for the Philippine educational
system so I rather consider a second option and that is DIFFERENTIATED INSTRUCTION.
We should provide a different instruction; therefore we should differentiate the instruction.
13.How do we differentiate the Instruction?
14.There are 3 ways:
Ways to Differentiate the Instruction:
a. Differentiating the Content/Topic
Content can be described as knowledge, skills and attitudes we want our
students to learn.
-Differentiating content requires that students are pre-tested so the teacher can identify
the students who do not require direct instruction. (This strategy is called compacting the
curriculum).
What does it mean?
It means students who already know the basic can skip the instruction and proceed to
apply the concepts to the task of solving a problem.
They can also work ahead independently some projects (when they cover the content
faster than their peers.)
Students who have some misconceptions, will need more guidance.
THEREFORE AS TEACHERS, WE HAVE TO FIND OUT FIRST WHAT THEY KNOW!
b. Differentiating the Process/Activities
- Differentiating the processes means varying learning activities or strategies to provide
appropriate methods for students to explore the concepts.

Just like in getting to places, it is important to give students alternative or multiple paths
to manipulate the ideas embedded within the concept.
Example:
Students may use graphic organizers, maps, diagrams or charts to display their
comprehension of concepts covered. Varying the complexity of graphic organizer can be
done to cater the different cognitive levels of students.
c. Differentiating the Product
-Differentiating the product means varying the complexity of the product that students
create to demonstrate mastery of the concepts.
Example:
Students with below average level may have reduced performance expectations, while
students above average may be asked to produce work that requires more complex or
more advanced thinking.
Students can also choose what product/output to produce based from their interest (ex.
Kinesthetic, visual, music etc.)
There are many alternative ideas for teachers.
15.Now that you already know the ways that you can differentiate the instruction, let us talk
about how to plan.
Planning is very important since this is somewhat challenging for us especially with the
educational system that we have right now.
Planning for Differentiated Instruction
1. Know your students. The first step in making provisions for individual differences is
knowing your students. Every teacher should try to have the desired knowledge of the
abilities, capacities, interests, attitudes, aptitudes and other personality traits of his pupils
and this knowledge should serve as guidance for the maximum utilization of childrens
potentials.
a. ALL differentiation of learning begins with student assessment.
You can:
Look at student records
Do a pre-test
Survey student interests in topics
Survey student learning styles (ways they prefer to learn) and multiple
intelligences (ways in which they are smart).
In the light of the results derived from various assessments for knowing individual
differences, the students in a class can be divided into groupings such as:
Interest grouping
special needs grouping
team grouping
tutorial grouping
research grouping
full class grouping
Such division can prove beneficial in adjusting instruction.
b. Clarify the concept of fairness with them.
When we say fairness, first, we are talking about a humane environment. We should
provide an atmosphere wherein each learner is accepted and valued as an individual.
Second, Students often get hung up on the idea that it isnt fair for the teacher to have
different expectations for different students. They often feel that all students should be
doing the same thing or else it isnt fair. It is important for the teacher to establish
the fact that each student is a unique individual and has different learning needs. So
therefore, they will be working at different tasks much of the time.
2. Have a repertoire of teaching strategies.
When we say repertoire, it means range/collection. Because students have diverse
learning styles, consider using variety of instructional approaches.

a. Direct instruction Traditional and teacher-centered, used to cover information fast.

c. Inquiry Problem-solving in nature develops thinking skills. It is student-centered. It can
be independent or guided by the teacher.
d. Cooperative Learning Heterogeneous groups of students use a specific strategy to
accomplish a task.
e. Information Processing Helps students learn to organize, store, retrieve, and apply
information.
3. Identify a variety of instructional activities.
a. Activities should motivate and challenge students.
b. To know what these activities are, you have to know your students (learning
preferences, multiple intelligences, ability levels, interests, languages, etc.).
c. Good activities give students the opportunity to develop and then apply their knowledge
in meaningful and relevant.
4. Identify ways to assess student progress.
a. Students are best able to demonstrate their knowledge in as many different ways as
they achieve that knowledge.
b. Authentic or alternative assessment means that students are given the opportunity
to demonstrate what theyve actually learned.
c. Assessment instruments are designed to test what was taught and what was learned,
and that may mean that the assessments arent traditional.
Other Strategies for Differentiating Instruction:
1. Adjusting questions teachers direct the higher level questions to the students who can
handle them and adjust questions accordingly to students with greater needs. All students
are answering important questions that require them to think but the questions are
targeted towards the students ability or readiness level.
(Art of Questioning is a skill that the teacher must be good at)
2. Compacting curriculum- skipping the instruction (was mentioned earlier)
3. Tiered assignments series of related activities with varying complexity.
4. Flexible grouping students must be open to different groupings
5. Peer teaching occasionally a student may have personal needs that require one-on-one
instruction that go beyond the needs of his or her peers. One student from the can be
given extra instruction to become the resident expert for that concept or skill and can be
given the opportunity to re-teach the concept to peers.
6. Learning profiles/styles teachers must apply appropriate strategies (students who
learns best by using concrete examples or may be moving around while learning, learns
best by seeing pictures or charts etc.)
7. Independent studies research works/projects
8. Study buddies It permits 2 or 3 students to work together on a project but although
they share the research, each must complete an individual output to show that learning
took place.
9. Learning contracts a written agreement between teacher and student that will results
in student working independently. It helps the teacher to keep tracks because of the daily
and weekly goals reported by students.
10.Learning centers have been used for a long time. This will not be effective unless the
tasks are varied. Students are informed about what is expected and they should manage
their time.
11.Anchoring activities enrichment activities or seatworks. These activities must be
worthy of students time and appropriate to their learning needs.
12.Vary the classroom size. the smaller, the better since individual difference calls for
individualized instruction.
13.Project Method or Use Programmed Learning Material students learn their own
individual pace. (Modular)
14.Create a support system Some students need additional help if they are to succeed.
And of course, it is difficult to give each child a face-to-face situation which he sometimes
need. (Effective if class size is small.) Online group or tutorials can help. Snatching free
time of teachers to give at least individual attention.
15.
The school must provide adequate schooling for every learner no matter
how much he differs from every other learner. Crow and Crow
THE BOTTOM LINE:
Establish an effective management structure. The teacher must create a classroom
with order and discipline. Activities can be simultaneously done. Members should know
their roles so that there will be no interfering between each group or else it will be a
disaster.

 Use teaching strategies that connect with the students learning strategies.
Teachers are like doctors. Teachers must be very good in addressing the needs/interests of
the students.
Match teaching and learning strategies with varied materials. grouping in a class
is usually not effective unless it is accompanied by the use of varied materials suited to
the needs and interests of different groups.
Be flexible. learn to adjust
Take risks. Experience is the best teacher.
Challenge, motivate, and make it meaningful!
Teach this requires the teacher to be consistent in applying the principles of learning,
diagnosis, prescription, and evaluation.
Teach
with a