Individual Differences among Learners Questions and Answers

Answer: A

Both (A) and (R) are true and (R) is the correct explanation of (A).

Children reach milestones such as babbling and early word combinations at different ages. Developmental milestones give an average range, not a fixed timetable, and individual differences in the pace of development are normal.

The difference between children described in the Assertion is exactly what the Reason explains: milestones are only indicative and individuals vary.

Answer: C

The Assertion is true but the Reason is false.

Teachers should respect individual differences and adapt teaching so that all learners are served; this is the basis of inclusive and differentiated instruction.

The Reason is wrong. In a diverse class, collaboration, group work and interaction are especially valuable: learners support one another, share different perspectives and learn from peers at different levels. Avoiding them would work against the needs of diverse learners, so the Reason cannot explain or support the Assertion.

Answer: A

The average intelligence quotient is taken as 100, and the average range, as commonly given, is between 85 and 115. The ranges below that point to lower or borderline ability. The answer is option A.

IQ scores have a mean of 100 and a standard deviation of 15, so 85 to 115 is the range within one standard deviation and covers about two thirds of people. The other ranges listed fall in the mildly or more seriously below-average bands.

Answer: C

A learner's consistent way of responding to and using stimuli in the context of learning, the way in which he concentrates, processes and retains new information, is the definition of the learning style. The answer is learning style, option C.

Learning ability is the capacity to learn, a learning disability is a difficulty in learning and a learning method is the teacher's way of teaching, so only learning style names a learner's own consistent way of responding.

Answer: D

The correct matching is (a)-(ii), (b)-(iv), (c)-(i), (d)-(iii).

• Delayed milestones, such as late sitting or walking, point to the physical and motor domain (ii).
• Being quiet and aloof concerns relationships and feelings, the socio-emotional domain (iv).
• Frequently asking questions reflects curiosity and thinking, the cognitive domain (i).
• Repetitive behaviours like banging can involve several domains at once and call for assessment by specialists such as paediatricians (iii).