ACTIVITY #2 (FTC 3)

I. Give at least two situational examples of the following experiences and approaches.
1-5. Structured Learning Experience, written signed individual student training plan that identifies learning
activities as well as prohibitions, and identification of assessment results, graded activity, quizzes etc.
6-10. Naturalistic Experience, example of this is the instruction that we gave to the number 1, we will
observe our students, what they do to the activity, the result of it is the naturalistic results
11-15. Informal Learning Experience, for the example that encouraging growth to both mentor and mentee
through shared knowledge and experiences, and Quizzes are a quick and easy way to check if learning is
retained and understood which is usually done after formal training.
16-20. Process Approach, give some performance tasks to the students, and give some experimental activity
to our students
21-25. Inquiry Approach, give some experimental activity to our students it requires higher-order thinking
skills and critical thinking to make conclusions. Research paper helps students build their knowledge and
understanding through research and exploration activities based on existing knowledge. 

26-30. Discovery Approach, it depends to our objectives in the subjects matter, examples understanding the
self, this approach student finding things out for themselves, looking into problems, and asking questions.
Doon papasok yong understanding the self/ or discovery that they need to understand ,another is the
objectives na dapat maattain ng student natin after natin mag turo.

II. Answer the following questions and explain.

31-40. What are the challenges of teaching a culturally diverse learner? First is hard to teach, second you
need to be careful to your words,
41-55. How technology acts as cognitive support? Internet search engines can have an impact on how long it
takes for people to search the web. Technology is assisting in the development of cognitive abilities such as
memory, learning, and information processing. Internet search engines are helping to free up room for these
processes by providing instant access to information.
56-65. What Instructional Strategies in Promoting Multicultural Education?
Teachers can use a range of techniques to understand how to approach multicultural education in the most
effective way. English language learners in some educational systems may be covered by laws from the
federal and state levels. Teachers can enroll in a variety of worthwhile courses to better understand
multiculturalism in the classroom. Teachers should be knowledgeable of the difficulties that multicultural
pupils encounter in addition to the special guidelines and norms relevant to multicultural education.
Teachers ought to gain knowledge of the various cultures that ESL students represent.
66-75. Give at least 3 instructional strategies in Promoting Multicultural Education
 Educate and immerse yourself in cultures outside of your own
Schools and communities are becoming more diverse by the day. In order to truly understand students,
educators must take the time to inform themselves on the unique backgrounds of their students. Educators
will not likely relate to or identify with every students’ personal experiences on every level, which is OK,
but being aware of a world outside of your own is half the battle.
 Be willing to have uncomfortable conversations
These conversations have the ability to spark knowledge, create change, and build safe places where all
students can thrive.
To ease any stress or anxiety that comes with having uncomfortable conversations, role playing is a good
tool. Facilitate mock conversations with a trusted co-worker, family, or friend. This is a safe platform to
brainstorm and decide what you want to say before engaging in a real conversation with students.
 Incorporating multicultural education strategies begins with self-reflection. Teachers should
question their expectations for students of different identities and reflect on how those expectations
affect how they engage in the pedagogy.
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