It’s quite normal for individuals to be distinguished among themselves, likewise, students differ from each other at any educational institution. Students are evident in a vast array of individual differences (IDs), and unique qualities that influence their learning experiences, preferences, and outcomes. These differences encompass a range of factors such as cognitive abilities, learning styles, cultural backgrounds, and socio-economic circumstances. Senner (2015) indicated in his study that “this variation arises from various sources—genetic, parental and environmental—and may result in long-term or ephemeral inter-individual differences, individual differences arising in different ontogenetic stages have unique qualities; thus, each is referred to as a ‘type’ of individual difference. In the school environment, acknowledging and embracing these individual differences is crucial for educators to provide effective and equitable learning environments. Overall, the school system seeks to accommodate all students’ differences.
Furthermore, one of the most evident aspects of individual differences among students is their cognitive abilities. Not all students have the same level of understanding or possess the same intellectual abilities. Students who are strong in analytical thinking stand out, while others excel in creative thinking. This variation necessitates diverse teaching methods that accommodate varying learning speeds and intellectual capacities. Individualised instruction, such as differentiated learning plans, can help teachers address these differences and ensure that each student reaches their full potential. On the other hand, the learning styles of individuals have a notable impact on the distinctions between them. Visual learners benefit more from visual aids, whereas auditory and kinesthetic learners respond better to different methods. By being aware of these distinctions, teachers can engage students more effectively and facilitate better understanding. For instance, incorporating multimedia presentations, interactive discussions, and hands-on activities can be customised to fit different learning preferences, making the learning experience more comprehensive and enjoyable.
According to (Kubat, 2018), when planning to teach, it is more likely that a plan based on the learning style and speed of the students, rather than the collective instruction, will lead to a more efficient learning environment. In this process, it is very important to use the teaching methods and strategies that students can use for different abilities and skills. Therefore, when teaching activities are planned, students will be able to use methods that meet their differences, and needs, and develop their skills. Since the learners’ learning speed, interest, and ability include individual differences, these characteristics should be taken into consideration by the teacher, and activities should be selected according to the student’s level. Group projects, individualised assignments, and a multiplicity of extracurricular activities can provide for these disparate traits and interests, allowing students to explore their potential and discover their passions.
In conclusion, students’ differences extend to include, besides personality traits, intelligence, interests, aspirations physical characteristics, perception, gender, ability, and learning style. In the process of learning-teaching, it’s critical for the teacher to plan learning by taking these individual differences into consideration. Noting and embracing these disparities can facilitate a more inclusive growth of students. Considering these variations can promote more inclusive advancement of students.
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