Introduction chapter knowledge of individual differences between learners

Content :

INTRODUCTION……………………………………………………………....2
CHAPTER 1.KNOWLEDGE OF INDIVIDUAL DIFFERENCES BETWEEN LEARNERS…………………………………………………….…4
1.1 Motivation and attitude……………………………………………………...4
1.2 Learning style and strategies……………………………………………..…9
CHATER 2.INDIVIDUAL DIFFERENCES IN ATTITUTE TO SCHOOL AND SOCIAL REPUTATUON AMONG PEERS……………………….…18
2.1 Short communication…………………………………………………….…18
2.2Characters among peers…………………………………………………….21
CONCLUSION………………………………………………………………...22
BIBLIOGRAPHY……………………………………………………………...23

INTRODUCTION
Our president Shavkat Mirziyoyev is also Carrying out major reforms in the field of education.For example, the name of the year refers to the field of education.Shavkat Mirziyoyev said that what if you bother me? “If you ask me,I will answer that it is the education and upbringing of our children.In the upper grades,children are formed as individuals and as groups.
At the same time, they should not be separated from the environment in which they are learning. This can have a negative impact on the morale, attendance and, ultimately, education of young people. Therefore, it is necessary to ensure the smoothness of the educational process and improve the curriculum.
It is important for teachers to know variables such as physical characteristics, intelligence, perception, gender, ability, learning styles, which are individual differences of the learners. An effective and productive learning-teaching process can be planned by considering these individual differences of the students. Since the learners' own learning speeds and interests vary, these characteristics should be taken into consideration by the teacher. The aim of this research is to determine how science teachers are bringing out the individual differences of students during the learning-teaching process. Qualitative research method is used in this research and case is designed according to phenomenology. According to research findings, half of interviewed science teachers stated that individual differences are important for determining the learning styles of students. Again, half of the teachers emphasized that students identify their individual differences with the help of tests, homeworks and activities during the teaching and learning process. Teachers also stated that in order to design the learning-teaching process appropriate to the individual differences of the learners, the learners would make active participation in the lesson and the individual differences could be supported by increasing the experiment and school trips.
In general, there are three different approaches for dealing with individual differences among students. First, you can develop events of instruction that take them into account as part of the instructional process. This is the approach used by Bernice McCarthy, developer of the 4MAT system. 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. 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. This is the approach used in mastery learning.
A final problem with between-class grouping is that students may begin to
lower their own expectations when they are placed in a lower-level class. This in turn impacts there achievement which in turn impacts their self-concepts with respect to academic achievement (particularly in that specific class) which consequently negatively impacts the teacher's expectations and so on. It is this cyclical nature of the impact of ability-grouping that may be most detrimental.
The object of this study .The most common differences of learners are gender,age,intelligence,ability,interest,locus of control,and epistemological beliefs.