1

effort

ind iv idua l d i f fe rence

2

norm-referencing standard-referencing

n o r m a l

distribution

3

intelligence

ski l l s

4

p r i o r

knowledge

captial

intelligence

quotient, IQ

5Alfred Binet Francis Galton

genetics mental abilities

Binet Theodore Simon 20

IQ

ODonnell, Reeve, & Smith, 2007

IQ = 100mental age

chronological age

130

70

Wechsler Intelligence Scale for Children,

WISC

2 5 % 1 3 0 7 0 o p e r a t i o n

definition

100

100

100

50

Spearman

1923, 1927 factor analysis

general factor, g

individual specific

Thurstone 1938

verbal comprehension word

6f l u e n c y n u m b e r f a c i l i t y

spatial visualization associate memory

perceptual speed reasoning

Cattell 1963 fluid intelligence

crystallized intelligence

single trait

nature nurture

20 80

Gardner 1983

multiple intelligences theory

Sternberg 1985, 2000 triarchic theory

s u c c e s s f u l i n t e l l i g e n c e

Sternberg, 1997; Sternberg & Grigorenko, 2000

Gardner

identify

empirical support conceptualization

Smith, 2008 Gardner

paradigm shift

7Sternberg 1985, 2000

analytical creative practical

facets 1

metacomposition

cognitive resources

metacognition

2 performance components

3 k n o w l e d g e a c q u i s i t i o n

components new learning

generate

high order thinking skills

insight or novelty

automaticity

s t ree t

smarts Sternberg

1 2

3

4

IQ

8school-based

student-based

Shipman, 1985

9

20

60 70

10Apple 1993

The Politics of Official Knowledge:

Does a National Curriculum Make Sense?

2005

2007

learning traits

1 intellectual aptitude

2

cognitive style

field-dependent field-independent

3

11inventories

Dunn, Dunn, & Price 1989

Learning Styles Inventory, LSI Grasha &

Riechmann 1975 Student Learning

Style Scales, SLSS Gregorc 1982

learning style delineator 4

achievement

12Riding & Rayner, 1998; Sternberg & Grigorenko,

2001

Witkin

external referents

Witkin, Moore, Goodenough, & Cox, 1977;

Srivastava, 1997

Witkin et al., 1977

Srivastava, 1997

Srivastava, 1997

K a g a n 1 9 6 6 c o g n i t i v e

13impulsive cognitive reflective

Jonassen &

Grabowski, 1993

visual haptic

Jonassen & Grabowski, 1993

visualizer

verbalizer

14 Jonassen &Grabowski, 1993 Kirby, Moore, & Schofield 1988

serialist

holist Pask 1976

1 building descriptions

2 building operations

globetrotting

improvidence

1970

self-report

15

Gregorc, 1979

Dunn & Dunn 1979

18

Dunn 1983 3

21

6

6 14

Dunn, 1983

Kolb, Rubin, & McIntyre 1971

Dunn 1983

16concrete experience

abstract conceptualization

active experimentation

reflective observation

accommodator

diverger

converger

assimilator

Riechmann & Grasha 1974

participant /avoidant

collaborative/competitive independent/

dependent

pretest

structure knowledge

17

Kolb & Fry 1975

18

Dunn, 1983;

Dunn & Dunn, 1979; Jonassen & Grabowski, 1993; Witkin

et al., 1977

19

Silver, Strong, & Perini 2000

self-

regulated learning

20 learnedhelplessness

Eisner 1979 1

cognitive process

2 academic rationalism

3 personal relevance

214 social adaption and socialreconstruction

5 technology

technical process

20 50

5060% 21

10%

dominate Glatthorn & Jailall, 2000

2009

1535%

22

streaming

subject setting

small class size 25

mastery learning

cooperative learning

individualized programmed learning

graded exercises

multiple tasks

23co-teaching

enriched environment

individual education plan

stock-take

1

2

3

4

5

24 6

system level

school level subject group level

c lassroom level

group level individual level

label

25

26

40 41 80

40

standardized

27positive discrimination compensatorylearning

r i c h

input

labeling effect

282004

1

2 3

b lock t ime 4

5

2004

1

2

formative assessment

assessment for learning

Guskey, 1997

29

2002

Project Star Project Challenge

Project Sage

Class Size Reduction Peter

Blatchford Blatchford, 2003

Hanushek 1999

20

25

30

disengage

off-tasks

effect size

40 20

c o p y

31

32

33

run

direct instruction

34

special program

Carroll 1963

aptitude

Bloom 1968 20 60

35behaviorism

feedback

correct ive

diagnose

prescribe

Guskey, 1997

Guskey 1997

A

1

2

B

36

dec la ra t ive knowledge procedura l

knowledge fact rule

concept pattern

1993

37

20 60

social interdependence theory

Johnson &

Johnson, 1999

team rewards individual accountability

equal oppor tuni t ies of success

Slavin, 1995

38

Arends, 2004

39

40

graded task/exercise

extensive reading scheme

reading

tasks

41cues

r i c h s p e l l i n g

1

2

co-teaching or collaborative teaching

42

pedagogical content knowledge

instructional leader

PowerPoint PowerPoint

PowerPoint PowerPoint

PowerPoint

43

cognitive theories of learning

invitational education

44

dynamic

45

46

experiential learning

2 0 0 5

23

472 0 0 7

43

1 9 9 3

2004

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51Individual Learning Differences:

Theory and Practice

CHIU Chi-shing & HO Bik-yue

Abstract

How to cater for individual learning differences is the major

challenge for teachers when talking about teaching and learning

effectiveness. This article first tries to explain the concepts of

individual differences from different dimensions, with the aim to

provide an evidence base and discussion platform for teachers.

The article then analyzes the commonly used practical strategies

for catering for individual learning differences, and critically

reviews the probable, possible, and effective strategies and action

plans.