Accommodating individual differences classroom
This is exemplified by the 4MAT system developed by Bernice Mc Carthy.
" He goes on to say, "At present, no one knows much about which students best achieve which goals with which experiences, but I would bet that the mere presence of several alternatives would result in educational gain." According to Dunn and Dunn, there are three basic learning styles — auditory, visual and kinesthetic. Some personality types benefit from having a close relationship with their instructors, while others are perfectly content gaining information by themselves. Retrieved [date], from are a variety of individual differences that must be of concern to classroom teachers.The second approach is to provide some sort of grouping, either between classes or within the classroom itself, in order to reduce or accomodate for the variability with respect to student background, achievement, ability or some other characteristic. Odds are, every student in your class has a different preferred learning style, which can make it difficult for you to be the most effective teacher.However, by trying to incorporate various methods into your teaching, you may be able to reach the majority of your students.Leveling or tracking, classroom grouping, cooperative learning, and individualized instruction are examples of this approach.
Third, you can modify the conditions within which instruction is taking place. Modifying Events of Instruction One strategy for dealing with individual differences is to develop or modify the events of instruction so that they specifically address individual differences.
These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert.
These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!
Some students prefer getting information by listening to lectures or tapes, some prefer seeing information displayed via visuals, and some prefer some kind of movement while they're learning. Some students work well in heterogeneous groups, while others thrive in homogeneous groups.
Instructors who use a variety of learning activities in their classes may be able to accommodate some of these individual differences in learning.
At the college level, it is expected that students have an idea of how to adapt to most teachers, although it cannot hurt to help them out a little!