We humans, because of our cognitive potential, have tremendously changed the planet over the centuries. We have invented technical devices, institutions that regulate cooperation and competition, and symbol systems, such as script and mathematics, that serve as reasoning tools. This exceptional learning ability of us humans allows new-borns to adapt to the world that they are born into. Individual learning abilities however differ among humans that can be observed in school. Learning is a science in itself. School education is undergoing a transformation and with the emergence of international schools, the approach to administer education has become more scientific. The Dhruv Global School of the Malpani Group is an example of how this scientific approach is being implemented to dispense education.
Cognitive psychology has developed models of memory and information processing that attempt to explain how humans learn. Thebroad learning pattern may be seen to as the general perspective, while the variation among individuals may be seen as the differential perspective. This has been the focus of psychometric intelligence research. In theory, learning is commonly understood as the long-term change in mental representations and behaviour as a result of experience.learning is not merely a temporary use of information or a singular adaption to a particular situation. In fact, learning is associated with changes in mental representations that can manifest themselves in behavioural changes. Mental and behavioural changes that result from learning must be differentiated from changes that originate from internal processes, such as maturation or illness. Learning rather occurs as an interaction with the environment and is initiated to adapt personal needs to the external world.
Each individual student is unique, different in cognitive and affective development, social maturity, ability, motivation, aspiration, learning styles, needs, interests and potential. Other differentiating factors may include innate differences in intelligence, differences in social and economic background, variations in past learning experiences, and perhaps variations in the level of congruence between the learner and the curriculum. Recognizing and addressing these individual differences is key to bridge the gap between individuals in order to even out their abilities and performance. Mentoring should aim for understanding why students are able or unable to learn effectively and evolving appropriate methods to facilitate betterlearning.
Dhruv Global School has the conviction that all students can learn. To address the needs of students, teachers have been trained to provide them with a variety of learning tools and opportunities for effective learning.This involves the utilization of diversified resources instead of relying only on textbooks.Making use of a wide spectrum of intelligences and multi-sensory experiences is effective to tap the different potential of students. Schools need to adopt different modes of assessment to identify the strengths and weaknesses of students before deciding on the appropriate curriculum, and learning and tutoring strategies applicable.
The two main kinds of individual differencesare the quantitative and qualitative differences.Quantitative differences are those in the quantity, speed and depth of learning. Some students may understand a new concept after one lesson whereas others may need to re-examine an idea several times before being able to grasp it. After a series of lessons, the learning abilities are well understood. They vary greatly across students. Observations on cognitive development reveal that children move, in general, from associative, pre-logical thinking to more formalised, logical thinking. Across individualshowever,the transition occurs at a more or less early age and there are differences in the extent to which formal reasoning is achieved. in Cognitive abilities include information processing, memory, reasoning, abstraction ability, etc. there are conative differences between students. In addition,quantitative differences also include conative differences concerning personality traits, motivation, needs and interests. Students differon their level of personal autonomy, level of achievement motivation, tolerance of ambiguity, and test anxiety. Qualitative differences on the other hand inthe ways that students learn best. Some children focus on spelling rules. They correctly pronounce or spell new words that follow the rules but have trouble with exceptions. Othersdevelop specific associations for each word in order to remember how to pronounce and spell words. Some prefer to begin with tangible details and then arrive to a larger vision on a topic whereas othersare comfortable with the exactly opposite approach when beginning on a new topic. Some learn well when working alone whereas others do best in learning through small group situations. Thesedifferences are the cognitive orlearningstyles, which suggest the student’s approach to tasks in qualitatively different ways, if given the choice. In addition to the distinction between quantitative and qualitative differences, we can contrast inter-individual differences i.e. differences between peopleand intra-individual differences i.e. differences within a given person. These are the techniques to measure how students differ in a given knowledge domain, such as mathematics.We can also observe how an individual student differs across domains, such as math, reading, and writing. Some students show homogeneous profiles across tasks whereas others have strong points and weak points depending on the learning domain.