Southern Baptist College

M’lang, Cotabato

College of Education

Module 1- PRELIM

Vision Statements:

An institution committed to quality CHRISTIAN EDUCATION responsive to the

needs of the nation and the world.

Mission Statements:

The mission of SBC is the development of the total person through relevant
programs in Instruction, Research and Community Extension based on the tenets of
Truth, Faith, and Service.

Course code: PRED 2032

Course Description: The Teacher and the Community, School Culture and Organizational
Leadership

Message to the students:

Good day students . Kindly answer all the activities in the given Activity Sheets and
pass it in our Google Classroom. Thank you

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 Time Frame: Week No. 2

Topic Title:

Chapter 4: Individual Differences

Activating Prior Knowledge: Type your answer in the given activity sheet/s and send it to
the Google Classroom. ANSWER THIS ACTIVITY ON THE GIVEN ACTIVITY SHEETS AT
THE END OF THE CHAPTER.

Task 1: Complete the statement. 5pts

Individual differences is

Individual Differences may be outlined as personal characteristics that distinguish learners

from one another within the teaching and learning processes. Learners are distinctive people
who bring a vital set of variables to every learning situation, together with delicate traits as
indicators of their potential and also the history of achievement as signs of previous
accomplishments and predictors of future performance.

Learning Competencies:

At the end of the chapter, the students should be able to:

- Identify the different factors that bring about diversity in the classroom
- Demonstrate a positive attitude towards diversity as an enriching element in the
learning environment
- Come up with teaching strategies that consider student diversity

Pre-Assessment: Type your answer in the given activity sheet/s and send it to the Google
Classroom. ANSWER THIS ACTIVITY ON THE GIVEN ACTIVITY SHEETS AT THE END OF
THE CHAPTER.

Task 2: Interview one (1) classmate in our class and ask to answer the following
information.

Name:
Age:
Gender:
Nationality:
Province:
Language/dialects spoken:
Hobbies/interests:
Favorite subjects:
Subject you are best in:
Subject you find difficult:
Ambition (what you want to be in the future):

Answer: 5pts each.

1. In what ways are you and your classmate similar?

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_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________.

2. In what ways are you and your classmate different?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________.

3. Are you glad you have similarities? Differences? Why?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________.

Individual
Differences
Factors

Concept Map:

Individual
Differences
(Student
Diversity)

Benefits of Classroom
Diversity in the Strategies for
Classroom Student
Diveristy

Learning Activity Sequence or Examples and Discussions:

Factors that Bring about Student Diversity

1. Socioeconomic status – the millionaires’ lifestyle differs from that of the middle income
or lower income group.

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 2. Thinking/learning style – some of you learn better by seeing something; others by just
listening; and still others by manipulating something.
3. Exceptionalities – in class there maybe one who has difficulty in spoken language
comprehension or in seeing, hearing, etc.

How Student Diversity Enriches the Learning Environment

1. Students’ self-awareness is enhanced by diversity: Exposing students to others with

diverse backgrounds and experiences also serves to help students focus on their
awareness of themselves.

2. Student diversity contributes to cognitive development: The opportunity to gain

access to the perspectives of peers and to learn from other students, rather than the
instructor only, may be especially important for promoting the cognitive development of
learners. Supreme Court Justice, William J. Brenman said: “The classroom is peculiarly
the ‘marketplace of ideas.’

As the German philosopher, Nietzsche, said over 100 years ago: “The more affects we
allow to speak about one thing, the more complete will our concept of this thing, our
objectivity, be.”

3. Student diversity prepares learners for their role as responsible members of society
Suzanne Morse stresses one competency that has strong implications for instructional
strategies that capitalize on diversity: “The capacity to imagine situations or problems
from all perspectives and to appreciate all aspects of diversity”. Furthermore, she
argues: “The classroom can provide more than just theory given by the teacher in a
lecture. With student diversity, the classroom becomes a ‘public place’ where
community can be practiced.

4. Student diversity can promote harmony: When student diversity is integrated into
the classroom teaching and learning process, it can become a vehicle for promoting
harmonious race relations.

Some Tips on Student Diversity

1. Encourage learners to share their personal history and experiences: Students will
be made to realize that they have something in common with the rest. They also offer
differ in several ways.

2. Integrate learning experiences and activities which promote students’ multicultural and
cross-cultural awareness:

 You can encourage or even initiate co-curricular experiences that are aimed at
promoting diversity awareness.
 Let students interview other students on campus who are from diverse background
(foreign students or students from other ethnic/racial groups).
 Invite students to Internet discussion groups or e-mail; have students “visit” foreign
countries and “talk” to natives of those countries.
 Ask students if they have ever been the personal target of prejudice or discrimination,
and have them share these experiences with other members of the class.

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 3. Aside from highlighting diversity, identify patterns of unity that transcend group
differences: Clyde Kluckholn, an early American anthropologist who spent a lifetime
studying human diversity across different cultures, concluded from his extensive
research that, “Every human is, at the same time, like all other humans, like some
humans, and like no other human.”

 Periodically place students in homogeneous groups on the basis of shared demographic

characteristics (ex: same-gender groups or same-race/ethnicity groups), and have them
share their personal views or experiences with respect to course issues.
 Try to form groups of students who are different with respect to one demographic
characteristic but similar with respect to another (ex: similar gender but different with
respect to race/ethnicity, or similar in age but different gender).
 After students have completed self-assessment instruments (ex: learning style
inventories or personality profiles), have them line up or move to a corner of the room
according to their individual scores or overall profile.

4. Communicate high expectations to students from all subgroups:

 Make a conscious attempt to call on, or draw in students from diverse groups by
using effective questioning techniques that reliably elicit student involvement. In
addition to consciously calling on them in class, other strategies for “drawing in” and
involving students include:

a. Assigning them the role of reporter in small-group discussions, the one who reports
back the group’s ideas to the class,
b. Having them engaged in paired discussions with another classmate with the stipulation
that each partner must take turns assuming the role of both listener and speaker
c. Scheduling instructor-student conferences with them outside the classroom.

 Learn the names of your students, especially the foreign names that you may have
difficulty pronouncing.

5. Use varied instructional methods to accommodate student diversity in learning styles.

 Diversify the sensory/perceptual modalities through which you deliver and present
information (eg., orally, in print, diagrammatic and pictorial representations, or
“hands on” experiences).
 Diversify the instructional formats or procedures you use in class:

- Use formats that are unstructured (eg., trial-and-error discovery learning) and
structured (eg., step-by-step instructions)
- Use procedures that involve both independent learning (eg., independently
completed projects, individual presentations) and interdependent learning (eg.,
collaborative learning in pairs or small groups).

6. Vary the examples you use to illustrate concepts in order to provide multiple contexts
that are relevant to students from diverse backgrounds.

 Have students complete personal information cards during the first week of class and
use this information to select examples or illustrations that are relevant to their
personal interests and life experiences.

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  Use ideas, comments and questions that students raise in class, or which they choose
to write about to help you think of examples and illustrations to use.
 Ask student to provide their own examples of concepts based on experiences drawn
from their personal lives.
 Have students apply concepts placing them in a situation or context that is relevant to
their lives. (eg., “How would you show respect to all persons in your home?”)

7. Adapt to the students’ diverse backgrounds and learning styles by allowing them
personal choice and decision-making opportunities concerning what they will learn and
how they will learn it: Giving the learner more decision-making opportunity with
respect to learning tasks;

a. Promotes positive student attitudes toward the subject matter

b. Fosters more positive interactions among students
c. Results in students working more consistently with lesser teacher intervention. Also,
when individuals are allowed to exert some control over a task, they tend to experience
less anxiety or stress while performing that task.

8. Diversify your methods of assessing and evaluating student learning: You can
accommodate student diversity not only by varying what you do with your teaching, but
also by varying what you ask students to do to demonstrate learning. In addition to the
traditional paper-and-pencil tests and written assignments, students can demonstrate
their learning in a variety of performance formats, such as:

a. Individually-delivered oral reports

b. Panel presentation
c. Group porjects
d. Visual presentation
e. Dramatic vignettes – presented live or videotape.

9. Purposely, form a small-discussion groups of students from diverse backgrounds. You

can form groups of students with different learning styles, different cultural
background, etc.

Small peer-learning groups may be effective for promoting student progress to a more
advanced stage of cognitive development. Peer-learning groups may promote this cognitive
advancement cause:

a. The instructor is removed from center stage, thereby reducing the likelihood that the
teacher is perceived as the ultimate or absolute authority
b. Students are exposed to the perspectives of other students, thus increasing their
appreciation of multiple viewpoints and different approaches to learning.

A. Learning Exercises (Formative Assessment): Type your answer in the given activity
sheet/s and send it to the Google Classroom. ANSWER THIS ACTIVITY ON THE
GIVEN ACTIVITY SHEETS AT THE END OF THE CHAPTER.

Task 3: Think of a slogan that celebrates diversity in the classroom and make a poster out of
it. 100pts (Be creative.)

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Application:

Let’s Apply. Type your answer in the given activity sheet/s and send it to the Google
Classroom. ANSWER THIS ACTIVITY ON THE GIVEN ACTIVITY SHEETS AT THE END OF
THE CHAPTER.

Task 4: Describe/present the concept on individual differences by means of the following:

(CHOOSE ONLY ONE) 100pts.

- Song
- Poem
- Jjingle
- Slide presentation
- Powerpoint presentation

Biblical Integration:

Acts 17:18

And also some of the Epicurean and Stoic philosophers were conversing with him. Some
were saying, “What would this idle babbler wish to say?” Others, “He seems to be a
proclaimer of strange deities,”—because he was preaching Jesus and the resurrection.

Evaluation:

FormsApp

References:

Lucas, Maria Rita D.PhD., et. Al. (2020). Facilitating Learner-Centered Teaching. LORIMAR PUBLISHING
INC: Cubao, Quezon City, Manila
https://bible.knowing-jesus.com/topics/Philosophy

CHAPTER 4- PRELIM
WORKSHEETS

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Name:____________________________________________________________________________

Course & Section:_____________________ Class Schedule:________________________

Activating Prior Knowledge: Type your answer in the given activity sheet/s and send it to
the Google Classroom. ANSWER THIS ACTIVITY ON THE GIVEN ACTIVITY SHEETS AT
THE END OF THE CHAPTER.

Task 1: Complete the statement. 5pts

Individual differences is
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________.

Pre-Assessment: Type your answer in the given activity sheet/s and send it to the Google
Classroom. ANSWER THIS ACTIVITY ON THE GIVEN ACTIVITY SHEETS AT THE END OF
THE CHAPTER.

Task 2: Interview one (1) classmate in our class and ask to answer the following
information.

Name:
Age:
Gender:
Nationality:
Province:
Language/dialects spoken:
Hobbies/interests:
Favorite subjects:
Subject you are best in:
Subject you find difficult:
Ambition (what you want to be in the future):

Answer: 5pts each.

1. In what ways are you and your classmate similar?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________.

2. In what ways are you and your classmate different?

8|FACILITATING LEARNER-CENTERED TEACHING-PRELIM

 __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
_________.

3. Are you glad you have similarities? Differences? Why?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_______________________________________________________________________________________.

B. Learning Exercises (Formative Assessment): Type your answer in the given activity
sheet/s and send it to the Google Classroom. ANSWER THIS ACTIVITY ON THE
GIVEN ACTIVITY SHEETS AT THE END OF THE CHAPTER.

Task 3: Think of a slogan that celebrates diversity in the classroom and make a poster out of
it. 100pts (Be creative.)

Application:

Let’s Apply. Type your answer in the given activity sheet/s and send it to the Google
Classroom. ANSWER THIS ACTIVITY ON THE GIVEN ACTIVITY SHEETS AT THE END OF
THE CHAPTER.

Task 4: Describe/present the concept on individual differences by means of the following:

(CHOOSE ONLY ONE) 100pts.

- Song
- Poem
- Jjingle
- Slide presentation
- Powerpoint presentation

Prepared by:

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 ______________________________
Saira G. Manarondong,Lpt

Checked and Approved by:

_____________________________________
Dr. Derbie Padojinog, EdD
Dean-College of Education

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