CATERING CHALLENGE LEARNER, LEARNER VARIATIONS

DEFINITION LEARNER VARIATIONS

Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy-level, friendship patterns and parent-child attachment (Bonch & Tomburi ,1997)

LANGUAGE EMOTION

PHYSICAL

MENTAL

CULTURE

ASPECTS OF VARIATION
LOCATION

HEALTH
GENDER COGNITIVE STYLE ENVIROMENT

INTELLIGENCE

DEFINITION OF INTELLIGENCE
Problems-solving skills and the ability to adapt to and learn from experiences.

INDIVIDUAL TEST
BINET TEST WECHSLER Scales

1. Binet and Simon develop the first intelligence test. 2. Binet developed the concept of mental age (MA), and Stern created the concept of intelligence quotient (IQ) = MA/CA X 100

1. The Wechsler Scales also are widely used to assess intelligence . 2. The Wechsler Scales not only provide an overall IQ score and score on a number of subtest but also yield several composite indexes ; 3. For example: the Verbal Comprehension Index the Working Memory Index and the Processing Speed Index

3. Normal Distribution : A symmetrical distribution Majority of score falling in the middle Few scores in the extremes

NORMAL CURVE

GROUP TEST
More convenient and economical than individual test but group tests have a number of drawbacks. Disadvantages
Examiner cannot:
establish rapport determine students level of anxiety

Student:
might not understand instructions might be distracted by other students

STERNBERGS THEORY
1) Analytical
Involve the ability to analyze, judge, evaluate, compare, and contrast.

2)

Creative

Consists of the ability to create,design, invent, originate and imagine.

3)

Practical

Focuses on the ability to use, apply, implement, and put into practice

GARDNERS THEORY

EMOTIONAL INTELLIGENCE
Initially developed by Peter Salovey and John Meyer (1990) they conceptualize EQ as:
The ability to perceive and express emotion accurately and adaptively. To understand emotion and emotional knowledge. to use felling to facilitate thought to manage emotion in one self and others

Individuals preferences in how they use their abilities

Impulsive/ Reflective Styles

Deep/Surface Styles

 Involve a students tendency either to act quickly and impulsively or to take more time to respond and reflect on the accuracy of an answer (Kagan, 1965).

 Involve whether students approach learning materials in away that helps them understand the meaning of the materials (deep style) or to learn only what needs to be learned (surface style) (Marton, Hounsell & Entwistle, 1984)

Distinctive thoughts, emotions, and behaviors that characterize the way an individual adapts to the world.

THE BIG FIVE PERSONALITY FACTORS

penness

Imaginative or practical Interested in variety or routine Independent or confirming

xtraversion Social or retiring Fun-loving or somber Affectionate or reserved greeableness Softhearted or ruthless Trusting or suspicious Helpful or uncooperative

euroticism (emotional Stability) Calm or anxious Secure or insecure Self-satisfied or self-pitying

onscientiousness Organized or disorganized Careful or careless Disciplined or impulsive

(Eagler, 2009; Olson & Hergenhahn, 2011)

The best way to

chara

cterize an

individuals

sonality is not only in terms of

per personal traits or characteristics, but also in terms of the situation involved. (Cervon & Pervin, 2010; Schultz & Shulz,2009)

Temperament:
A persons behavioral style and characteristic way of responding Some are active, some are calm , respond warmly to people; fuss and fret

Alexander Chess and Stella Thomas (Chess & Thomas, 1977; Thomas & Chess, 1991)

An easy child is generally in a positive mood, quickly establishes regular routines in infancy, and adapts easily to new experiences A difficult child reacts negatively and cries frequently, engages in irregular daily routines, and is slow to accept change A slow-to-warm-up child has a low activity level, is somewhat negative, and displays a low intensity of mood

 Children with disabilities rather than disabled children to emphasize the person, not the disability. 8 types of disabilities and disorder
(Santrock, 2011)

Learning Disabilities

Attention Deficit Hyperactivity Disorder

Mental Retardation

Physical Disorder

Sensory Disorder

Speech and Language Disorders

Autism Spectrum Disorder

Emotional and Behavioral Disorders

Has difficulty in learning that involves understanding or using spoken or written language and the difficulty can appear in listening, thinking, reading, writing, and spelling.
Dyslexia A severe impairment in the ability to read and spell. Dysgraphia A learning disability that involves difficulty in handwriting Dyscalculia A learning disability that involves difficulty in math computation

A disability in which children consistently show one or more of the following characteristics over a period of time. Inattention Hyperactive impulsivity

Inattention
Has difficulty keeping attention during task or play May get bored at a task after only a few minute

Hyperactive
Show high level of physical activity, almost always seeming to be in motion Has difficulty playing quietly

Impulsivity
Blurt out answers before question have been completed Has difficulty awaiting turn

A condition with an onset before age 18 that involves low intelligence (usually below 70 on a traditional individually administered intelligence test) and difficulty in adapting to everyday life.

TYPE OF MENTAL RETARDATION

Mild

IQ RANGE
55-70

Moderate
Severe Profound

40-54
25-39 Below 25

FIGURE 1 Classification of Mental Retardation Based on IQ

DETERMINANT OF MENTAL RETARDATION

GENETIC FACTORS Down Syndrome BRAIN DAMAGE Can result from many infections ENVIRONMENTAL HAZARDS

Blows to head, malnutrition, Pregnant mother-toA genetically poisoning, birth be : rubella, syphilis, transmitted from injury, alcoholism or herpes, AIDS mental retardation heavy drinking on th) due to an extra (47 Childhood : the part of the chromosome Meningitis, pregnant woman encephalities

Credit: google

www.medicine-science.com

PHYSICAL DISORDER
ORTHOPEDIC IMPAIRMENT Restricted movements or lack of control of movements due to muscle, bone or joint problems. Eg: celebral palsy SEIZURE DISORDERS Most common , epilepsy: A neurological disorder characterized by recurring sensorimotor attacks or movement convulsions

SENSORY DISORDER
VISUAL IMPAIRMENT
Having low vision Educationally blind

HEARING IMPAIRMENT
Oral approaches Manual approaches

Articulation disorder

Language disorder

SPEECH AND LANGUAGE DISORDER

Voice disorder

Fluency disorder

AUTISM SPECTRUM DISORDER (ASD)

Children with these disorders are characterized by problems in social interaction , verbal and nonverbal communication, and repetitive behaviors Autistic Disorder Aspengers Sindrome

EMOTIONAL DAN BEHAVIORAL DISORDERS

Serious, persistent problems that involve relationships, aggression, depression, fears associated with personal or school matters and other inappropriate socioemotional characteristics Aggressive, out-of-control behaviors Depression, anxiety, fears

Field Efficiency Student Participation in Teaching

Variety in Teaching Method

Enthusiasm

Arrange and Clear

Teachers should have knowledge and skills in their field, hereby teacher will: 1. Teach with confidence 2. Well control class 3. Teaching well Teachers learn things that he/she is less skilled.

 Teachers applying various methods in the delivery of teaching Methods in teaching theory subjects are different from teaching skills subjects Teachers should be skilled in a variety of teaching methods

Group method method is carried out because student abilities is differ. Teacher prepare exercises and resource materials

Enrichment and recovery program This activity was carried out after the teaching and learning
Planned teaching / modules / multimedia materials E-learning software in the computer in accordance with the abilities of students Positive reinforcement While teaching and learning teacher provide reinforcement to shape behavior Cooperative teaching Cooperative learning refers to teaching methods that require the students of different abilities work together in small groups to achieve a common goal (Slavin, 1982)

 Distribution of tasks according to interests and

abilities These assignments are given according to the student's ability. Teaching and learning of the individual Individual guidance to students who are weak Diversify the forms of assessment Teachers can assess students during the teaching and learning Effective and attractive strategies teaching and learning Interesting teaching aids to stimulate the minds of students

 Teachers need to think how to involve students Involvement of students help motivate students to learn Examples of participation: questioning, involving the increase of students in activities, games Teachers need to be aware and concerned with students' needs.

 Demonstrate confidence in the matter to be taught. Show enthusiasm when teaching through tone of voice and gesture. Looks energetic and happy when teaching

 Provided with clear teaching objectives Lesson content and teaching activities are arranged according to the objectives The content is presented in order of Teacher Information is clear and understandable.