Individual
Differences in
Intelligence
TOPIC CONTENT
HOMOGENOUS & HETEROGENOUS
01 GROUP LEARNING
02 SLOW LEARNER
03 GIFTED LEARNER
LEARNING STYLES &
04 PREFERENCES
We Have Grade 7 Students Who Could Hardly Read
We have Grade 7 students who could hardly
• It defines placing students of similar instructional
read
levels together to work on materials best suited to
their particular strengths and areas for growth.
• These ability levels are determined by
assessment and teacher observation.
Homogeneous groups are also known as ability or
ability-level groups. TABUK CITY, KALINGA: Based on current realities, the “Every Child
a Reader by Grade 1” agenda of the Department of Education (DepEd)
will remain a pipe dream unless drastic changes are made in the program.
• Homogeneous groups allow for lesson plans • One reason is the treatment of students with
that are tailored to abilities and save teachers mental, physical, or emotional needs almost
time addressing individual needs. always placed in lower groups.
• When students are grouped by skill, they tend to • Some studies showed that
have similar questions and areas of difficulty low expectations placed on such groups by
that can all addressed at once. teachers were a self-fulfilling prophecy, and
these students did not end up receiving high-
• Students tend to feel comfortable and quality instruction.
sufficiently challenged when they work with
students that learn at about the same pace as • When poorly implemented, homogeneous
themselves. groups fail to challenge students because they
provide goals that students can easily meet and
• Homogeneous groups mitigate students' issues do not have to stretch
of feeling held back from moving on or trailing
far behind and struggling to keep up. • Finally, student ability levels vary by subject, and
many worries that grouping students too rigidly
• Ability groups can maximize student by their skills means that they will not receive
achievement when properly executed. appropriate assistance.
• Heterogeneous groups in
educational settings include
students from a wide range
of instructional levels.
• The practice of assigning mixed
groups of students to share
classrooms stems from the
education precept that positive
interdependence develops when
students of varying achievement
work together and help each other
reach educational goals.
• For students of lesser ability, being included in a • Students, parents, and teachers may prefer to work in
heterogeneous group rather than pigeonholed into a a homogeneous group or be part of a homogeneous
homogeneous group reduces their risk of being classroom. They may see an educational advantage or
stigmatized. just feel more comfortable working with peers of similar
ability.
• Labels that classify academic skill can become self-
fulfilling prophecies as teachers may lower • Advanced students in a heterogeneous group may at
expectations for students in special-needs times feel forced into a leadership role they do not
classrooms. want.
• Students tend to feel comfortable and sufficiently • Rather than learning new concepts at their own speed, they
challenged when they work with students that learn at must slow down to assist other students or curtail their own
about the same pace as themselves. study to proceed at the rate of the whole class.
• In a heterogeneous grouping, advanced students may take
• They may not challenge those students to perform the role of co-teacher, rather than advancing their own skills.
well and may rely on limited curriculum that restricts
exposure to concepts some students could, in fact, • Students of lesser abilities may fall behind in a
learn. heterogeneous group and may be criticized for slowing
the rate of the whole class or group.
• A heterogeneous group gives advanced students a
chance to mentor their peers. All members of the • In a study or work group, unmotivated or academically
group may interact more to help each other challenged students may be ignored rather than
understand the concepts being taught. assisted by their peers.
Management of a Heterogeneous Classroom
• Teachers need to remain aware and recognize
when a heterogeneous grouping does not
function properly for a student at any level.
• Teachers should support advanced students by
supplying additional academic challenges and
help students who fall behind receive the
assistance they need to catch up.
• Students in the middle of a heterogeneous
group face the risk of getting lost in the shuffle
as the teacher concentrates on the special
needs of students at either end of the spectrum.
STUDENT LEARNING GROUPS: According to Marzano, Pickering and Pollock,
HOMOGENEOUS OR HETEROGENEOUS? effective learning in groups must have at least
the following elements:.
✓ Identifying Purposes
If the purpose of the group learning activity is to help ❑ The work must involve every member of the
struggling students, the research shows that group.
heterogeneous groups may help most. On the other
❑ Each person has a valid job to perform with
hand, if the purpose is to encourage medium ability
a known standard of completion.
groups to learn at high levels, homogeneous grouping
would be better. ❑ Each member is invested in completing the
task or learning goal.
✓ Deciding Which Is Best
If given a choice, students prefer to learning in groups ❑ Each member is accountable individually
of their peers and friends (homogeneous groups), but and collectively.
they also appreciate getting to know and learn from
other members of the classroom. This requires that we ❑ Remember that the desks are not attached
trust students to make good decisions and hold them to the floor—we can mix things up in
accountable for following the norms of learning in heterogeneous and homogeneous groups
groups. in interesting and creative ways
A Breakdown of IQ Scores
The average score on an IQ test is 100.
These labels are often given for IQ scores:
1 to 24: Profound mental disability
25 to 39: Severe mental disability
40 to 54: Moderate mental disability
55 to 69: Mild mental disability
70 to 84: Borderline mental disability
85 to 114: Average intelligence
115 to 129: Above average or bright
130 to 144: Moderately gifted
145 to 159: Highly gifted
160 to 179: Exceptionally gifted
180 and up: Profoundly gifted
SLOW
GIFTED
“As a teacher-adviser who is
designated to handle the last section in
the fifth
grade, I realized that handling slow
learners is challenging. Since
homogeneous group
are practiced in the school I am
affiliated with, most of my pupils
perform low in
academics. However, I believe this is
calls for dedication and passion on my
part.”
It is a term that most people used to
describe a pupil who has the ability to
learn necessary academic skills but at rate
below the average of the same age peers.
They need more time, more resources and
even more repetition from their teachers to
grasp new concepts.
The following are the remedial measures that constitute
SLOW LEARNER’S the educational programs for slow learners. These are
CHARACTERISTICS listed in the International Journal of Multidisciplinary
Research Vol.1 Issue 8, published in December 2011.
1. Developmental - may have immature
language patterns or speech problems ✓ MOTIVATION
• Slow learners usually show an attitude of
2. Social-poor judgement, immature social
behavior, prefers company of younger children. avoidance resulting from previous experience of
failure or dislike of a subject. When the teacher
3. Personal - frustration, aggression, anxiety succeeds in motivating the students, his
instructions will be effective, and the educational
4. Academic-may show proficiency with
objectives can be achieved.
particular tasks rather than a subject area, poor
memory, difficulties understanding several steps
in a task. ✓ INDIVIDUAL ATTENTION
• The teacher should make a positive effort to
5. Learning- needs to have new information ascertain the specific disability of the slow learners
linked to old, difficulties transferring information and devise remedial instructional strategy
learned in one situation to other situations. according to each slow learner needs.
✓ RESTORATION AND DEVELOPMENT OF SELF- ✓ SPECIAL METHODS OF TEACHING
CONFIDENCE • Special methods such as audio and visual instructions,
• Constant lack of academic success, rejection by other mastery learning strategy with extra corrective instruction,
children, faulty instruction, and parents' mismanagement modular instruction, and computer-assisted instruction will
lead to emotional disturbance, feelings of inadequacy and
be very effective for slow learners.
personality, and conduct disorders. The teacher should
take all possible effort and use all opportunities to restore
and develop self-confidence in slow learners, which will ✓ LEARNING CONTRACTS AND PEER
ultimately guide them into manifesting better attainment. TUTORING
• A learning contract is an agreement between the
✓ ELASTIC CURRICULUM teacher and the student to study and share
• Slow learners can understand in a better way and
information about a specific topic. It helps the
enhance their learning capacity and learning rate to a
considerable extent when the curriculum is modified. classroom teacher organize the instructional
program for some exceptional students.
✓ REMEDIAL INSTRUCTION
✓
• the remedial teaching classes or special PEER TUTORING
• There are two types of peer tutoring: cross-age tutoring, where
classes should be conducted systematically the tutor is several years older than the student being taught, and
based on laid down guidelines. same-age peer tutoring, where one student tutors a classmate.
When implementing peer tutoring, tutors' rules must be quite
explicit in telling or showing their students what to do, then
✓ HEALTHY ENVIRONMENT
watching as the students perform. They repeat the demonstration
• The school environment should be healthy or instruction if they make an error and then praise the student
and reasonably free for slow learners. when the response is correct.
A Breakdown of IQ Scores
The average score on an IQ test is 100.
These labels are often given for IQ scores:
1 to 24: Profound mental disability
25 to 39: Severe mental disability
40 to 54: Moderate mental disability
55 to 69: Mild mental disability
70 to 84: Borderline mental disability
85 to 114: Average intelligence
115 to 129: Above average or bright
130 to 144: Moderately gifted
145 to 159: Highly gifted
160 to 179: Exceptionally gifted
180 and up: Profoundly gifted
How is giftedness defined?
• Most people understand that giftedness entails being bright and having high potential, and existing definitions of giftedness
typically focus on capability and achievement as identifiers of giftedness.
• The federal definition of giftedness, originally developed in 1971 and called the Marland report
(http://files.eric.ed.gov/fulltext/ED056243.pdf), revolves around “high achievement capability”:
• "The term 'gifted and talented,' when used with respect to students, children or youth, means students, children or youth
who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or
in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully
develop those capabilities." (Marland,1971)
• "Gifted individuals are those who demonstrate outstanding levels of aptitude (defined as an exceptional ability to reason
and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains.
Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or
set of sensorimotor skills (e.g., painting, dance, sports)."
What are the unique characteristics of gifted individuals?
• Above-average general intellectual ability
• Ability to see connections, relationships, and
• Ability to find and solve difficult and unusual problems
multiple perspectives
• Ability to process and learn information quickly
The study concludes that the home environment has a
positive impact in the development of
the gifted. The study shows that the selected Filipino
gifted are products of a positive home
environment. Parents who are loving and supportive
nurtured them, and equally loving and
supportive siblings provided support in the
development of their giftedness. These enabled the
An Excerpt gifted to develop their self-esteem, social
competence, intellectual ability, positive behavior,
Home Environment of Selected Filipino Gifted
and high motivation. Furthermore, the study
Individuals
concludes that there is a need to strengthen the
Greg Tabios Pawilen
family support for gifted students. Educational
University of the Philippines, Los Banos, the Philippine
institutions and professional organizations may
This study investigated the home environment of selected need to reach out to parents and families of gifted
Filipino gifted individuals. It aims individuals to help them understand the
to answer two research questions: (1) what is the giftedness giftedness of their children and develop ways how to
profile of the selected Filipino support them. Love, support, and
gifted?; (2) what types of home environments do Filipino understanding from the family could be the best gifts
gifted have? that a family could give to a gifted person
LEARNING STYLES: UNDERSTANDING VARK
1. Visual learners rely on what they see. They benefit from illustrations and visual
presentations. They are usually good readers and take lots of notes. They learn best from
reading, making flashcards and using different colors to create study guides. They also learn
by watching what others do.
2. Auditory learners learn by absorbing information they hear. They remember best by
reciting new information and reading aloud, and they can learn in a noisy environment. They
benefit from instruction that is based on discussion and questions. Making up songs or poems
is an excellent study method for auditory learners.
3. Tactile learners like to write things down or take notes when learning. They also like to doodle
and draw. They tend to enjoy reading books, writing stories, and illustrating what they have learned.
4. Kinesthetic learners learn best by doing. Hands-on instruction, manipulatives, role-playing or
building things helps them to lay down learning. Touch and movement are critical to their process
and having them each you is essential for them to learn
Multiple Intelligence (MI) – Howard Gardner
Gardner defined the first seven intelligences in Frames of Mind in
1983. He added the last two in Intelligence Reframed in 1999.
Theory Behind the Model
Gardner's MI Theory challenged traditional beliefs in the fields of
education and cognitive science. According to a traditional definition,
intelligence is a uniform cognitive capacity people are born with. This
capacity can be easily measured by short-answer tests. According
to Gardner, intelligence is:
❖ The ability to create an effective product or offer a service that is
valued in a culture
❖ A set of skills that make it possible for a person to solve problems in
life
❖ The potential for finding or creating solutions for problems, which
involves gathering new knowledge
In addition, Gardner claims that: VISUAL/SPATIAL - children who learn best visually
§ All human beings possess all and organizing things spatially. They like to see what
intelligences in varying amounts you are talking about in order to understand. They
enjoy charts, graphs, maps, tables, illustrations, art,
§ Each person has a different puzzles, costumes - anything eye catching.
intellectual composition
VERBAL/LINGUISTIC - children who demonstrate
§ We can improve education by strength in the language arts: speaking, writing,
addressing the multiple intelligences of reading, listening. These students have always been
our students successful in traditional classrooms because their
§ These intelligences are located in intelligence lends itself to traditional teaching.
different areas of the brain and can MATHEMATICAL/LOGICAL - children who display an
either work independently or together aptitude for numbers, reasoning and problem solving.
§ These intelligences may define the This is the other half of the children who typically do
human species well in traditional classrooms where teaching is logically
sequenced and students are asked to conform.
§ Multiple intelligences can be nurtured
and strengthened, or ignored and BODILY/KINESTHETIC - children who experience
weakened learning best through activity: games, movement,
hands-on tasks, building. These children were often
§ Each individual has nine intelligences labeled "overly active" in traditional classrooms where
(and maybe more to be discovered) they were told to sit and be still!
MUSICAL/RHYTHMIC - children who learn well through songs, patterns, rhythms,
instruments and musical expression. It is easy to overlook children with this
intelligence in traditional education.
INTRAPERSONAL - children who are especially in touch with their own feelings,
values and ideas. They may tend to be more reserved, but they are actually quite
intuitive about what they learn and how it relates to themselves.
INTERPERSONAL - children who are noticeably people oriented and outgoing, and
do their learning cooperatively in groups or with a partner. These children may
have typically been identified as "talkative" or " too concerned about being social"
in a traditional setting.
NATURALIST - children who love the outdoors, animals, field trips. More than this,
though, these students love to pick up on subtle differences in meanings. The
traditional classroom has not been accommodating to these children.
EXISTENTIALIST - children who learn in the context of where humankind stands in
the "big picture" of existence. They ask "Why are we here?" and "What is our role in
the world?" This intelligence is seen in the discipline of philosophy.
Dunn and Dunn’s learning style model looks at five different preferences including Environmental
Influences, Emotional Influences, Sociological Influences, Physiological Influence and Psychological
Influences
Environmental
• Environmental refers to the immediate instructional environment. Does the student prefer to
learn in quiet, with music or noise? How much light do they need? What temperature is the
environment and even the seating preference?
Emotional
• Emotional attributes are related to the motivation, persistence and even the responsibility of the
student. Is the student willing to conform to the learning task or more associated with non-
conformity? What about patience and structure?
Sociological - Sociological influences impact the social preferences of the learning environment. Is the
student an independent or social learner? Do they prefer to learn in pairs with peers or even in small
groups? Students may even enjoy working in a variety of these options.
Physiological - Physiological concerns how the student physically engages their learning environment.
What are their perceptual preferences (visual, audio, kinesthetic, read/write)? What time of the day are
they most effective as learners? Do they need to be moving to learn? Hands-on learner? Or maybe they
are a passive learner who simply prefers to observe.
Psychological- How the learner processes and responds to information and ideas is related to the
psychological influences. Are they detail oriented? Global oriented? Reflective?
David Kolb published his “Learning is the process
learning styles model in 1984 whereby knowledge is
from which he developed his created through the
learning style inventory. transformation of experience”
(Kolb, 1984, p. 38).
INCLUSIVE CLASSROOMS
support the abilities and
recognize the possibilities
of all students.
THANK YOU!
