Coursework A: Individual Assignment

Title: Select and discuss about the appropriate teaching and learning strategies and
methods to achieve the aims of KSSR, applying the knowledge of individual
differences, learning styles and motivation.
1.0.

Introduction
The Standard Curriculum for Primary School (KSSR) was introduced since
2011. KSSR is an effort in restructuring and improving the existing curriculum. Its aim
is to enrich the teachers as well as pupils capabilities in creative thinking
(AisyahSulaiman, 2013). Moreover, KSSR aims to increase pupils language
proficiency, to strengthen pupils level of information communication technology (ICT)
and to develop their socio, spiritual, physical, cognitive, attitudes and values (My
Malaysia Education, n.d.). In order to ensure that the aims of KSSR are met,
teachers are required to apply the knowledge of individual differences, learning styles
and motivation for appropriate teaching and learning strategies and methods.
Therefore, this essay will be expounding on how these knowledge affect a teachers
choices of teaching and learning strategies and methods.

2.0.

Individual Differences
Individual difference can be defined as the variations from one person to another

on variables such as self-esteem, rate of cognitive development or degree of

agreeableness (Fraser, n.d.). God created every individual differently. Even identical
twins are different in almost every aspect although their outward appearances look
similar. There are two main factors which influence individual differences: genes and
environment. There are several aspects in which an individual may be different from.
However, only two aspects of individual differences will be discussed in this essay which
are physical and personality aspects.
2.1. Aspects of Individual Differences
2.1.1. Physical Aspect
Pupils sharing the same classroom are usually of the same age but they
may differ in body size and physical skills. Boys tend to be more active than
girls but at the same time, they may get restless easily if they were told to sit for
long. According to Seifert and Sutton (2009) during the first two or three years of
elementary school, gross motor skills develop at almost the same average rate
for boys and girls. They can participate in activities such as running, skipping or
dancing with both genders in the same group. Most boys show greater interest
and are better in gross motor skills whereas girls develop in fine motor skills.

Based on a study, The Stavanger Project (Halsan, 2014) claimed that girls do
better in fine motor skill than boys.
2.1.2. Personality Aspect
Personality can be defined as a pattern of relatively permanent traits and
unique characteristics that give both consistency and individuality to a person's
behaviour (Cherry, n.d.). Although there are several types of personality
discovered by different psychologists but only two personality traits will be
further explained which are introvert and extrovert. According to many theories
of personality, everyone has some degree of both introversion and extraversion.
However, people often tend to lean one way or the other (Cherry, n.d.). Pupils
who are introverted may manifest some common traits such as thoughtful, quiet
and enjoy solitude. Whereas pupils who are extroverted have the opposite traits
such as talkative, amiable and action oriented. Thus in order for teachers to
identify the types of strategies used, they should first realize the aspects of
individual differences.
3.0.

Learning Styles
A. Y. Kolb and D. A.Kolb (2005) posited that learning is a holistic process of
adaptation to the world. It is not just the result of cognition but involves the integrated
functioning of the total personthinking, feeling, perceiving, and behaving.An
attentive teacher should be able to take notice of his/ her pupils learning style and
carry out appropriate activities for them. However, Sarabdeen (2013) postulated that
naturally, there will be some flexibility between the styles of learning since it is
generally presumed that not every learner learns in the same way or that one style is
preferable to another. Therefore, teachers are responsible to teach according to
pupils learning preference. The three learning styles which will be explained are
activist, reflectivist and dependent learning.

3.1. Activist
Pupils categorised as an activist are those who involve actively and
aggressively in learning activities. Peter Murnford and Alan Honey stated that these
pupils learn by doing (Mobbs, n.d.). Other than that, these pupils are rather flexible,
open-minded and possess strong inquisitive instinct (Mok, 2008). However, they may
feel bored if repetitious tasks are given to them. For instance, they may learn through
playing games but feel tiresome if the games are overly repeated. Due to their strong
inquisitive instinct, they tend to act without further thinking of the consequences and
taking unnecessary risks (Honey& Mumford, 2006). When teachers deal with pupils
as such, they should be creative in planning their lessons and guide the pupils in
making the right decision.
2

3.2. Reflectivist
Reflectivist is abstracted from the word reflect which can mean to think seriously.
Reflectivist, also known as reflector are pupils who are able to think deeply and they
learn through observations. Thus, they may be good in conducting research.
Nevertheless, they almost have the opposite characteristics of activist because pupils
who are reflectivist will think twice before acting. Furthermore, they prefer to search for
universal truth and learn in a systematic way (Mok, 2008). Although reflectivist might be
good in observing, attribute to their personality of pondering, they tend to be slow in
giving responses. Therefore, teachers should provide enough time for pupils with such
learning style.
3.3. Dependent Learning
Dependent is defined as relying on someone or something else for aid or
support (Dictionary.com, n.d.). Pupils with dependent learning style prefer to rely on
teachings and motivations from teachers or from respective figures such as parents
or older siblings. Slavin described pupils with such learning style are able to accept
general opinion and are sensitive with opinions from others (cited in Mok, 2008).
Moreover, dependent pupils show little intellectual curiosity and learn only what is
required (Student Learning Styles Scales Grasha-Reichmann, n.d.).As they rely
much on others, they have problems in learning alone and cannot handle uncertain
situations. Other than that, dependent pupils learn without questioning thus they are
considered as rather passive learners.
4.0.

Motivation
Harmer (2001) described motivation as some kind of internal drive which pushes

someone to do things in order to achieve something.Ryan and Deci (2000) commented

that a person who is motivated is someone who is energized and activated toward an
end. This is to say that the person does things until it is accomplished. Motivations are
important as it is what keeps a pupil to progress and improve.There are two types of
motivation, namely intrinsic and extrinsic motivation. Intrinsic motivation is driven
inwardly whereas extrinsic motivation is determined by external factors.
4.1. Intrinsic Motivation
Coon and Mitterer (2010) explained that intrinsic motivation occurs when a
person acts without any obvious reward. A person enjoys an activity or sees it as an
opportunity to explore, learn and actualize their potentials. Usually, individuals with
intrinsic motivation do things rather voluntarily, without being persuaded by others or
through external forces. Pupils who are intrinsically motivated would try to improve
their performance. Ingram (n.d.) stated that they thrive on personal accomplishment
3

and educational development is more likely to make valuable, innovative

contributions to strategic initiatives simply for the satisfaction of accomplishing
something meaningful in school.
4.2. Extrinsic Motivation
On the contrary, extrinsic motivation comes from external factor such as
rewards, incentives or praises. Instead of doing something because it is fun, people
who are extrinsically motivated act based on what they receive as a result (Williams,
n.d.). Thus, pupils who are extrinsically motivated may not do things on a long term
basis as once they get tired of the external reward, they might stop doing it. On the
other hand, teachers who use extrinsic motivation are able to inculcate hard-work in
their pupils. Frederick Taylor (cited in Ryan, n.d.) proclaimed that if pupils were not
compensated, they would be lazy and not be hard working. Therefore, teachers
should be able to recognize pupils type of motivation.
5.0.

Teaching and Learning Strategies and Methods

Mok (2008) defined strategy as an art of planning with the aim of gaining success

in a particular activity. On the other hand, method is defined as a procedure, technique,

or way of doing something, especially in accordance with a definite plan (Dictionary.com,
n.d.). Although there are many teaching strategies and methods which can be used in a
classroom but only teacher-centred and pupil-centred strategy will be further explained in
this essay.
5.1. Teacher-Centred Strategy
In this strategy, teachers are the main authoritative figure that pupils should
always obey to whereas pupils act as passive learners in this strategy. Furthermore
their learning is measured through objectively scored tests and assessments
(Teaching Method, n.d.). This strategy usually can be adapted by introverted pupils,
dependent learning style pupils and prefer to be motivated extrinsically. Since
teacher plays a major role in this strategy thus it is essential that the teacher is able
to motivated pupils who have strong extrinsic motivation. Two methods chosen are
demonstration and storytelling.
5.1.1. Teaching and Learning Methods for Teacher-Centred Strategy
Vanaja and Rao (2004) claimed that demonstration is a superior method
of teaching compare to lecture. In this method, teachers will show how
something is done while imparting information to the pupils. Pupils are required
to observe how something is carried out by a teacher who uses actual tools or
materials. Thus, it is rather effective for Science subject where experiments are
demonstrated by the teacher for the whole class to learn. Pupils who learn
dependently may prefer this method as they learn through depending on what
4

input is demonstrated by the teacher. The other method suggested is

storytelling. This method is rather effective for introverted pupils as they prefer
listening compare to talking. The lessons can be lively if the teacher is able to
narrate the story through the medium of speech clear, vivid, interesting and
ordered of event (Kochhar, 2009).
5.2. Pupil-Centred Strategy
Unlike teacher-centred strategy, pupil-centred strategy shifts the focus
towards the pupils rather than merely having teachers to lecture and give
instructions. Felder and Bret (2009) explained that active learning is anything
course-related that all pupils in a class session are called upon to do other than
simply watching, listening and taking notes. Teachers primary roles in this strategy
are to facilitate and guide the pupils. This strategy is rather appropriate for pupils
with similar characteristics of an extrovert, activist, reflectivist and can be intrinsically
motivated.
5.2.1. Teaching and Learning Methods for Pupil-Centred Strategy
Some teaching methods for pupil-centred strategy include group activity,
problem solving and individual learning (Mok, 2008). Group activity requires
pupils to participate actively in discussion through suggestions and comments.
Extroverted and activist pupils are able to express themselves verbally and
enjoy studying in groups. Freshers (2008) stated that extroverted pupils
participate heavily in group work. Furthermore, problem-solving method is
mostly suitable for reflectivist as pupils with this learning style are able to solve
problem through deep thoughts. Other than that, pupils who are intrinsically
motivated can learn through individual learning because they learn based on
their interest thus they are able to do it voluntarily.
6.0.

Conclusion
As a conclusion, teachers should understand their pupils individual differences

regardless any aspect, their learning styles and types of motivations the pupils are more
inclined to. When teachers have the prior knowledge of their pupils, they could teach
more effectively based on appropriate teaching strategy and method which in turn can
contribute to the aims of KSSR.

References
Coon, D. & Mitterer, J. O. (2010). Introduction to psychology: Gateways to mind and
behavior with concept maps. Belmont, CA: Wadsworth.
Harmer, J. (2001). The Practice of English Language Teaching. Malaysia: Pearson
Education.
Honey, P. & Mumford, A. (Eds). (2006).Learning Styles Questionnaire. Maidenhead: Peter
Honey Publications.
Kochhar, S.K. (2009). The Teaching of Social Studies. New Delhi: Sterling Publishers Private
Limited.
Mok, S.S. (2008). Learner and Learning Environment. Ipoh: Penerbitan Multimedia Sdn.
Bhd.
Seifert, K. & Sutton, R. (2009). Global Text: Educational Psychology.Switzerland: The Saylor
Foundation.
Vanaja, M & Rao, D. B. (2004). Methods of Teaching Physics. Delhi: Discovery Publishing
House

Felder, R. M. & Brent, R. (2009). Active Learning: An Introduction. ASQ Higher Education
Brief, 2 (4), 1-4.

Ryan, R. M. & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and
New Directions. Contemporary Educational Psychology, 25 (1), 54-67.
Swailes, S. & Senior, B. (1999). The Dimensionality of Honey and Mumford's Learning Styles
Questionnaire. Honey and Mumfords Learning Styles Questionnaire, 7 (1), 1-2.
Jawahitha Sarabdeen (2013). Learning Styles and Training Methods. Communications of
the IBIMA, 2013 (2013), 1-9. doi: 10.5171/2013.311167

AisyahSulaiman. (2013). Making Our Children World-Class. Retrieved February 15, 2015,
from http://www2.nst.com.my/nation/general/making-our-children-world-class
Cherry,

K.

(n.d.).

What

Is

Personality?Retrieved

February

17,

2015,

from

http://psychology.about.com/od/overviewofpersonality/a/persondef.htm
Dictionary.com

(n.d.).

Dependent.

Retrieved

February

17,

2015,

from

http://dictionary.reference.com/browse/dependent
Fraser,

R.

(n.d.).

Individual

Difference.

Retrieved

February

15,

2015,

from

http://tweenparenting.about.com/od/physicalemotionalgrowth/a/IndividualDifferences.
htm
Freshers, S. (2008). Introvert/ Extrovert 2 Ways You Focus Your Study. Retrieved February
20, 2015, from http://theuniversityblog.co.uk/2008/02/05/introvertextrovert-2-waysyou-focus-your-study/
Ingram, D. (n.d.). The Advantages of Intrinsic & Extrinsic Motivation. Retrieved February, 17,
2015 from http://smallbusiness.chron.com/advantages-intrinsic-extrinsic-motivation11246.html
Mobbs,

R.

(n.d.).

Honey

and

Mumford.

Retrieved

February

15,

2015,

from

http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/h
oney-mumford
My Malaysia Education. (n.d.). Standard Curriculum for Primary Schools (SCPS):KSSR.
Retrieved

February

24,

2015,

from

http://mymalaysiaeducation.blogspot.com/2013/06/standard-curriculum-for-primaryschools.html
Ryan, J. (n.d.). There Is A Major Discrepancy With Extrinsic AndIntrinsic Motivation Today.
Retrieved

February,

20,

2015

from

http://www.academia.edu/1323999/The_Difference_Between_Extrinsic_and_Intrinsic
_Motivation
Student Learning Styles Scales Grasha-Reichmann. (n.d.). Theory Behind the Model.
Retrieved

February

20,

2015,

from

http://web.cortland.edu/andersmd/learning/Grasha.htm
Teaching Methods (n.d.). Teach, Make A Difference. Retrieved February 21, 2015, from
http://teach.com/what/teachers-teach/teaching-methods
Williams, Y. (n.d.). Extrinsic Motivation in Psychology: Definition, Examples & Types.
Retrieved

February

20,

2015,

from

http://education-

portal.com/academy/lesson/extrinsic-motivation-in-psychology-definition-examplestypes.html

Kolb, A. Y.&Kolb, D. A. (May 15, 2005). Conceptual Foundation: Experiential Learning and
Individual Learning Style. The Kolb Learning Style InventoryVersion 3.1 2005
Technical Specifications. Retrieved February 15, 2015, from http://www.whitewaterrescue.com/support/pagepics/lsitechmanual.pdf