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Republic of the Philippines

OCCIDENTAL MINDORO STATE C0LLEGE
Sablayan, Occidental Mindoro

ANDREW KIM SAMSON AMBID
Instructor

INDIVIDUAL
DIFFERENCES

DIFFERENCES IN ABILITIES
VERBAL COMPREHENSION
It refers to our ability to understand words,
sentences,
paragraphs
or
long
compositions such as stories, novels,
essays, plays.

DIFFERENCES IN ABILITIES SENSITIVITY TO PROBLEMS It refers to our ability to devise approaches and ways of solving a problem. .

DIFFERENCES IN ABILITIES SYLLOGISTIC REASONING Accounts for our ability to draw conclusions and inferences. .

.DIFFERENCES IN ABILITIES NUMBER FACILITY Deals with our capacity to use arithmetic operations.

.DIFFERENCES IN ABILITIES INDUCTION It is our ability to perceive relations.

DIFFERENCES IN ABILITIES GENERAL REASONING It is the use of our cognitive tasks to find solution to algebraic operations. .

DIFFERENCES IN ABILITIES ASSOCIATIVE MEMORY Pertains to our ability to recall previous experiences in relation to new ones’. .

DIFFERENCES IN ABILITIES SPAN MEMORY Accounts for our ability to recall a set of elements after one presentation. .

DIFFERENCES IN ABILITIES EXPRESSIONAL FLUENCY Deals with our ability to produce different ways of saying the same words and phrases. .

.DIFFERENCES IN ABILITIES SPONTANEOUS FLEXIBILITY Refers to our ability to produce diverse functions and classifications for an object.

.DIFFERENCES IN ABILITIES PERCEPTUAL SPEED Deals with our cognitive task that determines patterns under certain conditions.

.DIFFERENCES IN ABILITIES VISUALIZATION Is another cognitive task that manipulates forms of images for us to see how they appear.

.DIFFERENCES IN ABILITIES SPATIAL ORIENTATION It refers to our ability to imagine parts that are arranged in space.

.DIFFERENCES IN ABILITIES LENGTH ESTIMATION Accounts for our ability to calculate lengths or distances between points.

DIFFERENCES IN COGNITIVE STYLES Can you work out how many faces are hidden in the tree? .

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.Let us connect all the nine dots by using only four straight lines without lifting or dropping your pen.

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auditory.FIELD INDEPENDENCE FIELD INDEPENDENCE Area where individuals show differences in their abilities to discriminate events or visual. or tactile cues from their surrounding environments .

It refers the extent in which the child delays response in the course of searching for the correct alternative in a context of response uncertainty. .COGNITIVE TEMPO Otherwise known as cognitive tempo. reflectivity or impulsivity cognitive style.

And so.The students postpone decisions and examine the possible consequences of any choices made. they commit errors due to a hasty decision.The students give the decisions quickly. They think several times before they make a decision. . They give their answers in the spur of the moment.COGNITIVE CATEGORIES DESCRIPTIONS COGNITIVE TEMPO REFLECTIVE. Cognitive ctaegories IMPULSIVE.

. They want a very little interaction. They accomplish the task in groups. They seek the help of various elements in the environment. They are people-oriented.COGNITIVE CATEGORIES DESCRIPTIONS FIELD INDEPENDENCE The students are global. They want to accomplish the task alone. FIELD DEPENDENCE The students are analytical.

FACTORS THAT BRING OUT STUDENT DIVERSITY SOCIOECONOMIC STATUS THINKING/LEARNING STYLE EXCEPTIONALITIES .

HOW STUDENT DIVERSITY ENRICHES THE LEARNING ENVIRONMENT Students’ self-awareness enhanced by diversity. is Student diversity contributes to cognitive development. .

. Student diversity can promote harmony.HOW STUDENT DIVERSITY ENRICHES THE LEARNING ENVIRONMENT Student diversity prepares learners for their role as responsible members of society.

Integrate learning experiences and activities which promote students’ multicultural and cross-cultural awareness.TIPS ON STUDENT DIVERSITY Encourage learners to share their personal history and experiences. .

TIPS ON STUDENT DIVERSITY Aside from highlighting diversity. identify patterns of unity that transcend group differences. . Communicate high expectations to students from all sub-groups.

Vary examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students from diverse backgrounds. .TIPS ON STUDENT DIVERSITY Use varied instructional methods to accommodate student diversity in learning styles.

.TIPS ON STUDENT DIVERSITY Adapt to the students’ diverse backgrounds and learning styles by allowing them personal choice and decision-making opportunities concerning what they will learn and how they will learn it.

Purposely. etc. . You can from groups of students with different learning styles. form small-discussion groups of students from diverse backgrounds.TIPS ON STUDENT DIVERSITY Diversify your methods of assessing and evaluating student learning. different cultural backgrounds.

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