Some instructional strategies for handling individual differences are as under:

1. Organization of instruction for the development of cognitive:

-Instruction should aim at developing student’s cognitive process beyond attainment of information alone. The focus should be on the development such cognitive processes as memory, visualization, reasoning and problem solving.

2. Using existing cognitive level as base:

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Student’s existing cognitive levy is the base for further cognitive development. We should observe the reason level of our students and identify which operations or activities they can perform and which they cannot. In this connection to see part-whole or cause-effect relationship is an essential indicator of their cognitive level.

3. Strengthening memory:

Learning or problem solving often require retaining fairly large amounts of information including vocabulary, concept principle, etc. in the memory system. Mnemonics or aiding the memory helps retain new information in the memory. For example mnemonic, VIBGYOR i.e. Violet, Indigo, Blue, Green, Yellow, Orange and Red is used to help recall the colours of the rainbow. Rehearsal is another strategy for remembering. It means actively repeating the ideas to be learned so that the ideas are registered well in the memory.

4. Formulate level specific instructional strategy:

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The instructional strategies which are deemed to be the best for one group are not necessarily the best for another. Gifted students require intellectually more demanding (higher order thinking) learning situations. Enriched learning experiences can be provided to them.

5. Use individual meeting:

This strategy provides us with insights into a student’s learning and cognitive processes, for example, a student has difficulty in comprehending passages. We can give him a series of passages with questions and observe the way the student answers in each passage. In this way we will! go in insights into the student’s difficulties and will be able to help him to overcome the difficulties.

6. Provide instructions to overcome learning disability:

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We should design structured instructions to meet the nature and level of learning disability.