IMPLICATIONS OF INDIVIDUAL

DIFFERENCES TO TEACHING &

LEARNING PROCESS
 Ability Grouping
Every teacher should try to have the desired
knowledge of the abilities, capacities,
interests, attitudes, aptitudes and other
personality traits of his pupils and in the light
of this knowledge should render individual
guidance to children for the maximum
utilization of their potentialities.
Proper knowledge of the individuals
potentialities
The first step in making provision for the
individual differences is to know about the
abilities, capacities, interests, aptitudes
and other personality traits of individual
pupils.
For this purpose, help from intelligence
test, cumulative record card, interest
inventories, attitude scales, aptitude tests
and measures for assessing personality
traits should be taken.
 Ability Grouping
In the light of the results derived from
various tests for knowing individual
differences in terms of individual
potentialities in various dimensions, the
students in a class or area of activity can
be divided into homogenous groups.

Such division can prove beneficial in

adjusting instruction to varying individual
differences.
 Adjusting the curriculum
The curriculum should be as flexible
and differentiated as possible.
It should have the provision for a
number of diversified courses and
co-curricular experiences.
It should provide adjustment suiting
the local requirements and
potentialities of the students in
different groups.
 Adjusting the method of
teaching
Every teacher should be somewhat free
to formulate his own plan and strategy
and adopt instructional procedure
which he finds most suited to the
particular types of pupils under him.
He should try to follow a different
procedure or method of instruction
suiting the requirements of varying
ability groups of his pupils.
 Create a support system
Some students need additional help
if they are to succeed. You can refer
them to student support services,
but also consider holding special
sessions or creating online tutorials
to address struggling students
special needs.
 The size of the class or section should be as small as
possible.
2. The teacher should try to pay individual attention
the group under instruction.
3. The teacher should keep in view the individual
differences of his students while engaging them in
drill or practice work in classroom or assigning home
task
4. In case ability grouping is not possible and more
specifically under the prevalent system of class
teaching, special coaching and guidance programe
for both the dull and gifted children is most helpful.