Lesson Proper for Week 1 4.

1 Objective As the term suggests, field studies are learning experiences

outside of the classroom. Field studies allow students to gather their own (primary) data, provide
opportunities to extend classroom learning through direct observation and experience, and allow for
scientific research through field experiments. Field study trips can range from short walks in the
schoolyard or nearby neighborhood to vehicle excursions over some distance for several hours to a full
day. Whatever the destination, the purpose of the field study trip should be to address specific
outcomes in the curriculum. Field studies should be designed as learning experiences that are integral
parts of a unit or theme being studied in the classroom. From the pedagogical perspective, field study
trips should be viewed as any effective learning experience that includes Activating, Acquiring, and
Applying Strategies. Thus, students should be involved as active participants in learning rather than as
passive spectators on a trip. An effective field study requires careful planning for meaningful learning
experiences before, during, and after the field study trip. Preparation: Teachers must plan the
educational rationale and objectives as well as the logistics of the field study trip well in advance. As
stated, the field study should complement the learning in the classroom and should be undertaken to
address specific outcomes. Teachers should prepare questions to be answered and/or develop specific
guidelines on what students should observe or what information should be gathered during the field
study. Specific expectations and active student participation will result in effective learning while on the
field study trip. Logistics involve scheduling; administrative and parent consultation and permission;
organizing the means of transportation; planning the route; preparing materials and equipment;
contacting landowners or arranging guides if applicable; planning safety and emergency procedures; and
addressing matters related to student expectations during the field study trip. Teachers should ensure
that all school division policies and procedures relating to field excursions are followed. During the Field
Study: The field study trip should focus on the activities prepared in advance, and students may need
prompting to begin making observations or to gather information. Working with a partner or in small
groups gives students opportunities for interactive learning. Scheduling should allow adequate time for
expected tasks as well as for dealing with questions students may have during the field work.
Photographing students in action in the field may provide additional motivation. More importantly,
photos are relevant components of field work as they provide a visual record that can be included in
follow-up discussions and reporting in the classroom. Follow-up: Since field studies are planned as parts
of units or themes studied in the classroom, immediate follow-up is critical for maximizing the learning
experience. Observations made and information collected should be discussed, processed, and
incorporated into the broader learning experience. Student experiences should be discussed, and
connections made to prior knowledge or related experiences. Field studies may provide opportunities
for extending learning and shaping future investigations that students undertake as part of the inquiry
process. Teaching and learning is a process that includes many variables. These variables interact as
learners work toward their goals and incorporate new knowledge, behaviors, and skills that add to their
range of learning experiences. Over the past century, various perspectives on learning have emerged,
among them —cognitive (learning as a mental operation); and constructivist (knowledge as a
constructed element resulting from the learning process). Rather than considering these theories
separately, it is best to think of them together as a range of possibilities that can be integrated into the
learning experience. During the integration process, it is also important to consider a few other factors
— cognitive style, learning style, the multiple natures of our intelligences, and learning as it relates to
those who have special needs and are from diverse cultural backgrounds. 4.2 Objective 2 Field Study 1 is
the first in a series of sequential studies in the Bachelor of Elementary Education and the Bachelor of
Secondary Education Programs (BEED and BSED) offered by the Teacher Education institutions. Field
study is lined the professional education subject is the prerogative of the Teacher to match with an
appropriate subject such as child and adolescent Development Principles of Teaching or Facilitating
learning. The focus of Field Study 1 is observation of the learner, school structure and the community.
Since this is the first time the student teachers have been exposed to the school environment, they are
expected to take note of the school and classroom facilities and the organizational set, up of the school!
The PSTs shall observe the behavior of the learners in the actual learning environment! Based on their
observations of learners PSTs shall develop their understanding on feasible approaches to facilitate
learning considering the various phases of growth and development. To assist their transition the
students will be paired with a -buddy. Included in FS 1 is the enhancement of the students/
communication skills with his/her buddy since they are expected to be adequate in the language, they
will be using during their hands on teaching in the remaining field studies. Teachers are the backbone of
the education industry. For educators looking to step up their responsibilities and branch out, there are
many paths available to take on leadership roles. These opportunities will help them develop their
leadership skills and strengthen their school’s community. Administrators One way to become a teacher
leader is to investigate school administration jobs, which create the opportunity to implement changes,
motivate students and faculty and strengthen a school from within. By pursuing an MA in Educational
Leadership, which is required for most administration roles, a teacher can become an assistant principal
or take on principal training to oversee an entire school. Returning to the classroom and earning a
master’s degree will help develop strong leadership skills through mentoring and practical experience.
Facilitators A facilitator is another important role teachers looking to step up to leadership may want to
consider. Facilitators serve as team leaders for different grade level teams, working closely with teachers
and their students to gather and analyze data about teacher practices and student performance to
promote the best student learning outcomes throughout our professional learning communities, we are
constantly evaluating and aligning our teaching to our learning to better student achievement.” Mentors
Students need mentors and mentoring them is an essential part of becoming a teacher leader. This
includes advising students about colleges and curriculums or helping them with problems ranging from
the mundane to the deeply personal. Teacher leaders also mentor their fellow teachers. Read more
about the impact of mentorship in developing new school leaders. Clubs and Organization Chairs Social
and educational clubs are important in schools. They often need leaders and organizers to make them
successful. This is a role based on educational leadership that the teacher leader admirably fills, whether
it involves chairing the National Honor Society or heading a team for improvement. Coaches Similarly,
sports are vital in schools. They emphasize the importance of team spirit and collaboration. Many
teachers double as coaches for their school's sports teams. This fosters a sense of camaraderie with the
students as well. Being active through sports and engaging with likeminded peers can significantly
improve a student’s performance, in addition to providing necessary experience for college
transcriptions and applications. Curriculum Creators A good school and a successful student body both
depend on strong curriculum development. In this instance, a teacher leader helps other teachers come
up with new strategies and interesting course material to better engage students. If the current
curriculum lacks something essential, such as more math classes or a better history syllabus, the teacher
leader spots the gap and seeks to fill it. Specialty Instructors Teacher leaders work across the board in
varying roles. If students in a chemistry class draft poorly structured reports, then a teacher leader in
English will step in and help the chemistry teacher advise the students on how to become better writers.
Again, helping both students and teachers is essential and a key role for teacher leaders. Community
Builders If a teacher leader learns about a new technique or resource, even if it's not in one’s discipline,
the individual will immediately share it. In this way, every teacher constantly improves. The idea of
paying it forward creates a much more successful learning environment; it creates a community. The
community building course within Queens’ online MA in Educational Leadership curriculum pushes the
idea of turning the school environment into a helpful community of educators. Learners A true teacher
leader never stops learning. He or she attends lectures, seminars, and classes to become a better
teacher and a better leader. Sometimes that even involves going back to school

Module 2

Lesson Proper for Week 2 What kind of school environments optimize the way students learn, teachers
teach, and communities interact? Schools that take a whole child approach to education are conscious
of the intersection between physical space and the cognitive, social, and emotional development of
students, rather than focusing on one element in isolation. The learning environments we create—the
physical along with school climate—can either help or hinder learning, development, teaching, and
collaboration. Beyond our school building, the ways we set up classrooms and cafeterias, use school
buildings after the bell, create learning opportunities outside the classroom, and display student work in
halls and on walls speak volumes about our learning cultures. Educators with limited or no financial
resources who are committed to transforming the learning culture can use student input, research,
creativity, and ingenuity to guide the re-creation of learning spaces. Although some communities have
the luxury of building new schools, many others have had to retain design elements from the first half of
the last century. And most of us remember design fads that have come and gone because they weren't
effective. All students and staff need a safe and supportive school environment to succeed. A safe school
is one where teaching and learning are not distracted; disruptions are minimized; violence, drugs,
bullying, and fear are not present; students are not discriminated against; expectations for behavior are
clearly communicated; and consequences for infractions are consistently and fairly applied. The most
effective approach to creating safe and supportive school environments requires a comprehensive,
coordinated effort including schoolwide, districtwide, and communitywide strategies. School Safety
Bullying Discipline/Suspension & Expulsion Mental Health Chronic Absence Drop Out Prevention A
school environment is negatively impacted when one or more of the domains are lacking, negative, or
harmful. For example, if a school’s community is burdened with racial tensions and biases among
students and teaching personnel, students and teachers may lose their sense of belonging in their own
school environment. The feeling of not belonging or being welcomed into their school can negatively
impact attendance and graduation rates. School environment can also be negatively impacted through
increased fortifying practices in schools (e.g., armed security, metal detectors). In a time when schools
are targeted in attempts of mass violence, school boards and administrators have altered and expanded
their security measures to make schools ‘safer’. However, the expansion of digital surveillance, metal
detectors, accesscontrolled doors, and armed security alters students’ perceptions regarding school
disorder, safety, and themselves. Further, previous research revealed the expansion of fortification
security protocols had the opposite impact of its intentions, resulting in increased violence and disorder.
A social environment that lacks inclusivity can foster racial, socioeconomic, and gender disparities. The
accumulation of negative interactions, such as acts of violence, stereotypes, and biases from teachers
due to identity differences, primarily affects perceptions and experiences of students of color, males,
students from low socioeconomic backgrounds, and students with disabilities or emotional/behavioral
disorders. For a school environment to cater to all of its students, teachers and administrators need to
acknowledge the historical setbacks, marginalization, and systemic or tangible barriers that students of
various identities face. In addition, staff must provide support for students to be comfortable in and
express their marginalized identities and must act in ways that do not further oppress those identities.
Example Interventions to Improve School Environment If schools are truly interested in improving their
environment, there are various interventions that can promote mental wellbeing, improve school safety
while ingraining school order, and help mitigate any divides or tensions that exist among students and
staff. Below are some examples of interventions to improve school environment: 1: Culturally
Responsive School Leadership Training Training for school administrators and teachers should be
interminable as they are dealing with children who are still growing and developing. Cultural
responsivity and competency training is essential because not all children derive from the same
environments and backgrounds. As leaders, role models, and mentors, teachers and administrators play
critical roles in improving school environment. To properly address disparity and diversity issues,
administrators and teachers participate in professional development courses online or the district could
host these opportunities. From these courses, they receive multicultural training and are given time to
reflect on interactions with students. Courses include material on properly addressing disparities and
tensions among students and how to be more supportive of students who systemically lack support.
These courses can foster more effective classroom and school management, which is linked to reduced
suspension rates. Of the five domains of school environment, cultural responsivity and competency
training addresses Shared Vision, Safety, and Community. With teachers and school administrators
becoming more culturally aware and competent, a share vision to reduce disparities and properly
support all students may emerge. The school’s culture, therefore, reflects those aspirations, which will
foster equity and an overall positive school environment. The training can also enhance students’ and
staff’s sense of community. As tensions and biases lessen, interactions and interpersonal relationships
can strengthen. Consequently, the overall school’s safety (especially emotional safety) can be enhanced
because of increased support, inclusivity, and sense of belonging from both students and staff. 2:
Promoting School Attachment/Sense of Belonging Schools can offer activities and programs to promote
student-school connectedness, including sports teams, interest-based clubs, societies, and school-wide
events that firmly establish a school’s culture. Promoting connectedness through school-based activities
provides students with the opportunity to gain a better sense of self, leadership skills, physical activity,
and healthier habits. Research has shown that students who participated in extracurricular or school-
based activities had higher grades, more positive attitudes and perceptions toward their schools, and
higher academic aspirations (5). In addition, school-based activities promote stronger interpersonal
relationships with peers, coaches/mentors, and teachers. In sum, when students form a connectedness
with their school environment, it relates to academic and personal success. Promoting school
attachment fosters the Community, Safety, Academics, and Shared Vision domains. As students become
more involved in school-based activities, they gain a stronger sense of self and community alongside
their peers and staff mentors that can contribute to a sense of shared vision. Increased participation also
increases school pride and skill building. Students learn more about their academic and non-academic
capabilities and push themselves toward success in life. Simultaneously, their mental and physical health
improves, which can result in a more positive and safer school environment. 3: Positive Behavior
Intervention and Support (PBIS) Positive Behavior Intervention and Support (PBIS) is another program
that can be used to help establish a strong, positive school culture, promote school connectedness, and
successfully reduce violence and misbehavior. PBIS is a method that teaches and encourages students to
meet a school’s expectations and engage in preferred behavior. To reduce misbehavior and promote a
positive school environment, a support-focused plan is created and implemented by school personnel,
family, and community members to encourage positive expected social skills and character developing
behaviors from students.

Module 3

Lesson Proper for Week 3

Learner Diversity
Learning is effective to the extent to which it engages with learner identities. These are
deeply diverse, complex and multilayered. Learner differences should be measured and
taken into account both in terms of the dimensions of ‘gross demographics’ and the
more subtle and variable ‘lifeworld attributes.
These dimensions not only shape how students feel about being in school, but “these
larger group trends shape learning and student development” (National School Climate
Center, 2013).
Learning is a journey away from the learner’s comfort zone, leaving the relative
narrowness and limitations of the life world. As much as learning needs to affirm identity
and create a sense of belonging, it is also a process of travelling away from the familiar,
everyday world of experience. This journey is one of personal and cultural
transformation.
The two conditions of learning in a context of deep and multifaceted diversity:
Condition 1: Effective learning engages the learner’s identity. It builds on the learner’s
knowledge, experiences, interests and motivation. In any learning community, there is a
great deal of diversity, and this is because the everyday lifeworld’s from which students
come are always varied. A pedagogy of BELONGING brings this diversity into the
classroom, values it and uses it as a resource for learning.
Condition 2: Effective learning takes the learner on a journey into new and unfamiliar
terrains. However, for learning to occur the journey into the unfamiliar needs to stay with
a zone of intelligibility and safety. At each step, it needs to travel just the right distance
from the learner’s lifeworld starting point. A pedagogy of TRANSFORMATION takes
learners out of their comfort zones, because of which they form new frames of
understanding, ways of meaning, capacities to act and expressions of identity.
How the Learning by Design Approach Addresses Learner Diversity
The Learning by Design project addresses learner diversity in several ways, including:
·       The Learner Resource side of the Learning Element is designed for self-paced
individual learning, or self-managed group learning. All learners do not have to be on
the same page at the same time.
·       Entry points: The Learning Element asks the question of prior learning on the
assumption that the answer will not be the same for all.
·       The Knowledge Processes bring diversity into the learning experience:
- Experiencing the Known: bringing in students’ diverse experiences.
- Experiencing the New: always at a carefully measured distance from what students
already know (intelligibility).
- Analyzing Critically: measuring human interests is always against your own
perspective.
- Applying Appropriately: taking what you have learnt back to your own world of
everyday experience.
- Applying Creatively: bring the multiple perspectives and experiences of your life
together in a creative way.
·       The mix of Knowledge Processes allows different emphases and activity types as
appropriate to students’ different ‘learning orientations.
·       All the Knowledge Processes also change direction of the knowledge flows and the
balance of responsibility for learning toward a more active view of learning-as-
engagement—in this context, learner identities and subjectivities become more
manifest.
·       Learning is conceived as a journey, in a transformational (rather than static) view
of diversity. The learner, for instance, may travel from everyday Experiencing the
Known, to depth and breadth perspectives (Conceptualizing, Analyzing), and back to
the everyday world by Applying Appropriately or Creatively—by which time neither the
world nor the learner are quite the same as they were when the journey began.
·       Learning Outcomes: Assessment is not of the right/same answers or one correct
way to do things, but comparable performance in relation to standards. You don’t have
to do the same work to be doing equivalent work.
·       Exit points: The Learning Pathways question at the end of the Learning Element
assumes that this may be answered in different ways for different learners.
HOW DO YOU MANAGE DIVERSITY IN THE CLASSROOM?
There are several ways teachers and administrators, such as principals and coaches,
can ensure that both the classroom environment and curriculum are responsive to the
increasing cultural diversity of our society. These strategies will encourage all students’
cultural awareness, enhancing each student’s sense of identity, and foster inclusion in
the classroom community.
 
Get to Know Your Students
Ensuring that cultural awareness is promoted in the classroom starts with the teacher
understanding each individual student. Take the time to learn about each student’s
cultural background, hobbies, learning styles, and what makes them unique.
Demonstrating a genuine interest in learning about each student and their culture will
help establish trust and allow you to form a bond with them so they feel valued. If
students feel appreciated by and comfortable with the teacher, there’s a better chance
they’ll feel comfortable talking with and respect their peers in the class – and
communication is the core to a culturally aware and inclusive classroom.
Maintain Consistent Communication
Aside from getting to know your students, teachers should also continue to maintain
ongoing communication throughout the semester or school year. Scheduling 1-on-1
meetings with students to “check in” every so often will allow you to consistently
improve how accessible the classroom is to everyone. Students can talk about whether
they felt included in the classroom culture. This can help identify issues or ways to
improve the overall experience. It’s also an opportunity to discuss their progress in the
class and offer guidance on how they can improve, based on their individual needs as a
student.
Acknowledge and Respect Every Student
It’s also important for students to celebrate and respect their own diverse backgrounds,
as well as each other’s. When appropriate, teachers should encourage students to
research and learn about their own ethnic and cultural backgrounds. This allows them to
better understand their own culture as well as the differences and nuances with their
peers. As a bonus, this can be a great ice breaker assignment, allowing students to give
presentations about their family traditions and culture to help expose the class to
concepts outside of their own familiar comfort zone. Acknowledging these differences
and creating a safe space for discussion helps promote understanding in the classroom
and beyond. Also, as you encourage students to learn about their diverse backgrounds,
remember to take the time to highlight what’s offensive and the distinction between
cultural celebration and appropriation. Learning how to talk about other cultures in a
respectful, mature way is essential for success in life outside the classroom.
Practice Cultural Sensitivity
While it’s important to keep an open dialogue amongst students, it’s equally as
important to make sure you’re being sensitive to everyone’s culture, beliefs, and
language concerns. Take the time to understand each student’s cultural nuances – from
learning styles to the language they use – and use these insights to design your lesson
plans. For example, provide English language learners with appropriate and relevant
resources that help them improve their English comprehension skills. Rather than teach
with a traditional lecture style, create learning experiences that are more interactive and
require collaboration. These considerations will help ensure that every student feels
included, is given the space to learn in their own way and is given a chance to succeed.
Incorporate Diversity in the Lesson Plan
The classroom environment is important for fostering cultural awareness, but you also
should ensure diversity is represented in your actual lesson plan. For example, broaden
history lessons so that they encompass the world beyond United States history and
culture. Or use references and analogies to other cultures in your lessons and
assignments to help students with diverse backgrounds personally connect. Another
great strategy is bringing in diverse speakers to add varying points of view and real-life
context to different subjects. There are several ways you can ingrain cultural awareness
and diversity into your lesson plan, and it will vary depending on the cultures
represented in your classroom and the course you’re teaching. Regardless of the
subject, always try to present and connect lessons to real-world issues. It’s easier to
promote cultural awareness within your lessons when there’s a real example for
students to relate to.
Give Students Freedom and Flexibility
Teachers often feel like they need to take on a strict, authoritative approach when it
comes to managing their classroom. The most valuable lessons are often learned
through a student’s own experiences, so giving them some freedom in the course
encourages more connection to the curriculum. Allow students to read and present their
own materials that relate to the fundamental lesson so they can approach the topic from
their own perspective. As a teacher, you can act as a facilitator and encourage
conversation and healthy debate between diverse opinions. Group assignments are
also a great way to expose students to diverse perspectives, allowing them to work
together to explore and solve a problem. This will also help prepare them for a diverse
workforce where they’ll have to partner with a range of people to accomplish their
professional goals.

Module 4

Lesson Proper for Week 4

1.1   Objective 1
The Diverse Learners
In the early years, the learners seemed to be homogeneous because of simplicity in
needs and way of life. Education is served to the learners in simple and traditional ways.
In the 21ST century, the learners have become more diverse. Teachers must address
this diversity not because it is their responsibility, but it is their professional teaching
needs. Teachers nowadays are served with trainings and other forms of professional
development to eventually walk their talk to effectively handle various groups of diverse
learners.
In the Philippines the diversity of people with diverse culture were being addressed
during the 6TH International Conference on Teacher Education (2010) that social class,
ethnicity, indigenous origin, religion, gender, language, and other socially mediated
attributes have increased the diversity in local educational agencies and schools around
the world. Learners brought with them their socio-economic, linguistic, cultural, and
regional identities, a range of knowledge, skills, and dispositions they need
in their occupations, families, communities, and other civic responsibilities.
In the Philippine Professional Standard for Teachers (PPST), learners may be grouped
in terms of the following:
1. Learners’ gender, needs, strengths, interests, and experiences
2. Learners’ linguistic, cultural, socio-economic, and religious background
3. Learners with disabilities, giftedness, and talents
4. Learners in difficult circumstances
5. Learners from indigenous group
6. Learners’ gender, needs, strengths, interests, and experiences
Today’s learners are indeed more diverse than before. Embracing the diversity of these
learners would pave a way of producing better quality results. Teachers then need to
profile their learners and be knowledgeable in every single learner that gets inside the
classroom in terms gender, needs, strengths, interests, experiences, and others.
Gender as defined refers to social attributes and opportunities associated with being
male and female and the relationships between women and men and girls and boys, as
well as the relations between women and those between men. These attributes,
opportunities, and relationships are socially constructed and are learned through
socialization process.
Although there are many exceptions, boys and girls do differ on average in ways that
parallel conventional gender stereotypes and that affect how the sexes behave at
school and in class. The differences have to do with physical behaviors, styles of social
interaction, academic motivations, behaviors, and choices. They have a variety of
sources—primarily parents, peers, and the media. Teachers are certainly not the
primary cause of gender role differences, but sometimes teachers influence them by
their responses to and choices made on behalf of students. It is always then necessary
that teachers at all levels and be gender sensitive and be able to address the needs of
the learners. One important fact about diversity of learners is that every student learns.
Although no two students come to school with the same culture, learning strengths,
background knowledge, or experiences, and no two students learn in the same way,
every student’s unique personal history enriches classrooms, schools, and the
community. This diversity is our greatest education asset.
The Philippines is very rich in terms of linguistic and cultural diversity. A single region or
province alone has a lot of spoken languages. In this instance, the challenge is in the
early grades particularly in the K-3. It is where learners of diverse languages come into
school bringing with them their mother tongue. Classrooms are also a melting pot of
various cultures which include differing worldviews, religious beliefs, values, abilities,
languages, and family backgrounds of students. No matter how school administrators
and teachers strive for homogeneity in 8 the classroom, differences are inevitable and
thus must be dealt with appropriately as this diversity may increase or impede students’
learning success. In most cases, schools have socioeconomic diversity having a mix of
students from different income levels, social backgrounds, and in some cases, racial
and ethnic backgrounds.
 Learners with disabilities, giftedness, and talents Learners with disability, according to
Individuals with Disabilities Education Act (IDEA) (P. L. 101-476), means learners with
mental retardation, hearing impairments (including deafness), speech or language
impairments, visual impairments (including blindness), serious emotional disturbance,
orthopedic impairments, autism, traumatic brain injury, other health impairments, or
specific learning disabilities; and who, by reason thereof, needs special education and
related services (Knoblauch, B. S. , 1998). UNICEF (2007) also states that the term also
refers to those who have long-term physical, mental, intellectual, or sensory
impairments, which in interaction with various barriers may hinder their full and effective
participation in society on an equal basis with others. Gifted and talented learners are
learners who exhibit intensity and curiosity sooner than the average child. They are
usually recognized after being subjected to evaluation by professionals. Being aware of
these learning disabilities or giftedness is a big factor in planning for relevant learning
opportunities.
Learners in difficult circumstances Learners in difficult circumstances are those learners
who are in places of geographic isolation, chronic illness, displaced due to armed
conflict, urban resettlement or disasters, victims of child abuse and child labor practices.
These are the set of learners that requires extra care and attention for these are the
learners who are affected, physically, psychologically, emotionally, mentally or even
spiritually.
 Learners from indigenous groups The Philippines is a culturally diverse country with an
estimated 14- 17 million Indigenous Peoples (IPs) belonging to 110 ethno-linguistic
groups. They are mainly concentrated in Northern Luzon (Cordillera Administrative
Region, 33%) and Mindanao (61%), with some groups in the Visayas area. The
Philippine Constitution, in recognition of this diversity and under the framework of
national unity and development, mandates state recognition, protection, promotion, and
fulfillment of the rights of Indigenous Peoples.3 In our present educational system,
diversity brought about different indigenous group are addressed through the
implementation Indigenous Peoples Education (IPED) Program. In this program, IP
learners are provided with an education that is sensitive to, and reflective of their
cultural context, aspirations, and concerns. It also strives to 3
http://www.ph.undp.org/content/philippines/en/home/library/democratic_governance/
FastF acts-IPs.html 9 provide education to IP learners without losing their cultural
identity thus preserving their customs and traditions which they value the most.
DIVERSE LEARNERS AND THEIR LEARNING NEEDS Learners do not come from the
same past experiences, economic status, cultural background, and the like. Regardless
of these, each learner deserves equal opportunity to learn in school. The challenge of
giving them learning opportunities now depends on the skills and know-how as a
teacher. It is then important that teacher need to know the needs of learners as well
how they learn. Learning needs represent the gap between what the learner wants to
get out of the learning experience and his or her current state of knowledge, skill, and
enthusiasm (http://www.pcrest3.com/fgb/efgb4/3/3_2_6.htm). Diversity is an essential
factor for teachers to consider in facilitating the learning process. The learners’ diverse
needs should be addressed in school to provide a child friendly, culture and gender-
sensitive atmosphere as stated in the DepEd Vision and Mission. To prepare students
to be productive in pluralistic diverse societies, there is a need to expand ways to create
new innovative knowledge and technologies. The enriching nature of diversity and
transformative innovations are needed to live in a complex challenging world and to
create a socially-just multicultural, global learning environment (6TH International
Conference on Teacher Education, 2010). Hughes (2017) added that the most
important thing you can do to help educate your students is to learn as much about
them as possible. You can achieve this in a wide variety of ways, either by spending
time talking to the students, giving them questionnaires to fill out, or engaging them in
activities that reveal information about them. Using a combination of all the above
methods can help give you a clear picture of what each student needs and how they
learn best. For example, talking to students can give you a clear picture of their verbal
skills and personality. A questionnaire can target specific information about the student
and help you learn about their interests and passions. Different icebreaker activities can
allow you to observe students socializing so you can learn how they act in groups.
Another key component for learning about your students is communicating with parents
and families. This will give you background information, such as their cultural identity or
personal history. Knowing about your student's cultural backgrounds, for example, can
help you create a more culturally sensitive classroom environment, so every student
feels welcome and safe. It is important for educational practices to be flexible and
responsive to the strengths, needs and learning preferences of individual students. This
helps create inclusive learning experiences that ensure all students are successful. All
children can learn and reach their full potential when they are given opportunities,
effective teaching, and appropriate resources. Decisions related to the placement of
students are best made on an individual basis in a way that maximizes their opportunity
to participate fully in the experience of schooling (Alberta Education, 2017). 1. Learners’
gender, needs, strengths, interests, and experiences Dealing with learners of varied
gender, needs, strengths, interests, and experiences pose a great challenge for
teachers. Teachers need to make learning relevant, authentic, and valuable. 10 All
schools share the mission of helping every student reach his or her full potential.
However, teachers often find students in a class showing much diversity in their needs
and interests. Students differ a lot in their motivation, prior knowledge, and skills,
learning styles, multiple intelligences, interests, and backgrounds. To tap each student’s
potential, teachers need to value each student as an individual capable of making
progress. Embracing learner diversity is therefore an important direction in school-
based curriculum development. Nevertheless, schools must realize that there can
hardly be a one-size-fits-all approach to addressing learner diversity. To ensure
effective learning for all students in the classroom, teachers need to develop sensitivity
to individual students’ needs and respond to them by flexibly adapting their teaching
strategies and content. Teachers can develop such sensitivity through analyzing
different sources of information (classroom observations, assessments, portfolios,
learner profiles, etc.) to find out how each student learns and design an appropriate
curriculum for them. With a good grasp of students’ characteristics, teachers can turn
learner diversity into an asset by capitalizing on their different talents, interests and
backgrounds brought to the classroom setting. For instance, students can make unique
contributions by playing different roles or doing different tasks inside and outside the
classroom. Teachers can then give their students opportunities to develop their potential
Why is diversity in the classroom important?
Children go to school to be prepared for the workforce, so teaching must effectively
address and embrace the realities that come with living and working in a diverse school,
community, and country.
1.      Diversity in the classroom builds better thinkers
Students are no exception to this rule. Diversity in the classroom teaches students to
appreciate different perspectives and draw stronger conclusions. Challenging students
to consider different perspectives can also teach them how to interact with their peers
on a social level and equip them with skills they’ll use for the rest of their life.
2.      It improves academic outcome
Diversity in the classroom doesn’t just improve social skills, it can also have an impact
on academic results. It improves critical thinking skills and encourages academic
confidence.
According to a case study from The Century Foundation, students who attended a
magnet school in Hartford, Connecticut that was required to meet racial integration
standards through a lottery system outperformed students at suburban school that had
a higher percentage of affluent, white students on standardized test scores.
The same report also found that effectively integrated schools had less misbehavior,
lower dropout levels and noticed that students were more likely to want to pursue post-
secondary education.
3.      It involves more student
When schools take inclusive and responsive approaches to diversity, students are more
likely to see their identify represented in classroom materials or other students. When
diversity is not a priority and these students don’t feel included, they’re more likely to not
participate and feel inferior to their peers.
A study from the University of California, Los Angeles looked at diverse classrooms to
assess the emotional gains of students and found encouraging results. According to the
study, students in the most diverse classrooms were more likely to feel safer, less
lonely, and less bullied at school.
 

Module 5

Lesson Proper for Week 5

4.1 Objective 1
Developing a positive learning environment isn’t just a nice idea, it’s a prerequisite to effective
learning. Get it right and learners will be better able to focus, take control of their learning, and
be more willing to experiment and take risks with language.
·       How you look and sound
Teacher enthusiasm has a huge impact upon learner motivation, which increases active
participation and therefore learning.
Our tone of voice and facial expressions play a key role so it’s worth finding out if you look and
sound as you expect (lesson recordings revealed how grumpy I look when thinking). If that’s an
issue for you too, then a note by your webcam or on your lesson plan reminding you to smile,
may help.
Don’t feel you have to be someone you’re not though – your students will see through that
anyway. Just be conscious of how you come across and do your best to present an encouraging,
positive you. That’s easier if you feel good, so make time for things that put you in the right
frame of mind, whether that’s music, exercise, or tea and a chat.
·       Be prepared – and kind to yourself
Before trying out something new in class, test it out with a few colleagues beforehand. You’ll be
more confident and reassuring when introducing it to learners – and able to overcome
problems that may come up.
From time-to-time things won’t go to plan; the tech may fail, or you’ll forget something. While
that can be a pain, it’s often more of a problem for students if their teacher appears distracted
or upset as a result. So, give yourself a break and avoid lingering on things that don’t go well.
Above all, remember that you’re working to create a safe space were taking risks and making
mistakes are encouraged – and that’s something we can model through our responses to
setbacks.
·       Responding
Challenge learners while showing you believe in them; Thank and praise students for their
contributions. Acknowledging that something scary has been overcome provides a real sense of
achievement.
Respond to what’s said before giving feedback on language – and then ensure it’s balanced.
Drawing attention to good language use (as well as errors) is useful for all.
Help students respond to each other more effectively by modelling and teaching active listening
strategies in class.
 
·       Sense of progress
A positive learning environment is often one where learners feel they are learning and making
progress. Help enable this by regularly prompting students to reflect upon what they’ve learnt,
and where possible linking it to real-world uses. For example, using appropriate words and
phrases to message a friend in English, being able to quickly find key information in an
academic text, or politely asking a stranger for directions.
Displaying learner work in classrooms, encouraging students to keep portfolios – or learner
diaries, can be nice ways of prompting this reflection.
·       Less is more
Decorating 50% – 80% of wall-space with student work, learning aids and inspiring images helps
provide a good balance of visual stimulation. However more than that can reduce students’
ability to focus, so remember – less is more.
With the additional cognitive load associated with navigating a platform, the same applies to
teaching online.  Help students by limiting on-screen text and not being afraid of silence:
thinking time and a break from your voice are important.
·       Their class
Help students feel invested in their class, rather than a place where learning happens to them.
Seeking input from learners about what happens in their classroom can instill a greater sense of
ownership and trust. This can range from selecting background music, to identifying topics and
getting feedback on activities and texts. When you find yourself making a choice, stop and ask
yourself if learners could benefit from making it instead.
 
Six Tips for Creating a Positive Learning Environment in Your Classroom
 
Tip 1 –
Always build classroom rules and procedures collaboratively and in the positive. I cringe when I
visit classrooms and see “No Talking” as classroom rule #1. I suggest beginning by have a
discussion with your students about how they learn best and then fashion your rules
accordingly. If some students say they need a quiet area to work in at times, try a sign like,
“Quiet Area, Brains at Work.” Also, if your classroom rule says “We don’t use cellphones in
class.” the students shouldn’t see their teacher texting someone. Classroom rules should apply
to everyone equally.
 
Tip 2 –
Continually let your students know you believe in them. Saying “I know you can get this” rather
than “You need to try harder” for example is an indication of your belief in them rather than an
accusatory statement. Saying, “We talked about this yesterday. Did you forget?” is laying blame
on the student. Instead, a statement like, “You had this so well yesterday. I know you can get it
today.” reminds the student of their past success. These are both subtle differences in language
that can make a big difference in your students’ perception of your faith in their as learners.
Think about Carol Dweck’s work on fixed and growth mindsets.
 
Tip 3 –
Speaking of mindsets, examine your own mindset. Do you believe in your own ability to learn
and grow? Do you believe it is your obligation as a teacher to model learning and growing? Look
at this graphic on an educator’s mindset and do a little self-reflection.
 
Tip 4 –
Use your language to show students that they are learning for their own benefit, not yours. I
can’t begin to count the number of times I have heard teachers begin an instruction or direction
by saying, “What I need you to do for me…”. This tells the student they are doing a task for the
benefit and approval of the teacher. Just eliminate that part of the direction and begin with,
“The first thing you need to do to learn this is…” The learning has to be for the benefit of the
learner, not the teacher.
 
Tip 5 –
Be honest in your feedback. Good feedback tells the learner what they did correctly, where
they may have missed the mark, and what specifically they need to do next. I remember being a
7th grade student art class. I have a number of talents, but drawing isn’t one of them. The
teacher wrote, “nice job” on my sketch of an orange. I knew very well that my smudged mess of
an orange wasn’t a nice job. It wasn’t even a decent representation of any fruit known to man. I
would have benefited by her telling me one thing I could do to make it better. Maybe
something like “We are learning about perspective. Try adding a shadow behind your sketch.”
Her “nice job” told me little about how to improve. Knowing I received undeserved praise
lessens the impact or praise when it is truly earned.
 
Tip 6 –
When dealing with a student conflict or behavioral issue, be objective rather than accusatory.
For example, rather than say, “Why did you take Jacob’s pencil?” begin by asking what
happened. Asking why a student did something will likely provoke a defensive comment. “I took
is pencil because he called me a name.” This leads to the inevitable “No I didn’t, yes you did”
cycle. Asking what happened will allow both students to tell their story, moderated by the
teacher. Give prompts like, “How did you think that make Jacob feel?” – “How else do you think
you might have reacted?” – “What might you try next time?”
 
Students are more likely to learn in a safe learning environment – one in which they feel valued
and protected. As you build and cultivate this environment, also be sure to use research-based
instructional strategies to be sure students clearly know what they are expected to know,
understand, and be able to demonstrate. Building a strong learning environment and using
research-proven instructional strategies makes it more likely that students can answer “yes” to
the questions, “Can I do the work?” and “Will I be accepted here?”
 
Classroom setup is an important component in a learning environment because it is an essential
piece of classroom management to support both teaching and learning. The physical
atmosphere of the classroom can help prevent behavior issues as well as promote and improve
learning. The structuring of the learning environment is essential for teachers and students. The
physical arrangement of the classroom can affect both student and teacher behavior, and a
well-structured classroom management plan of design can improve learning and behavior. To
create an inviting, safe, supportive learning environment, using classroom management for the
way you arrange your desks matters. A supportive learning environment can mean the
difference between having a good day and a bad day.
Your classroom arrangement is the physical foundation of where your students will learn. This
means that every square foot of it needs to be used for activities that support learning. The
spatial structure of the classroom, where students will be seated, how the students will move
about the classroom, and the whole classroom atmosphere needs to be considered, as well as
how the classroom will be structured to address the academic, social, and emotional needs of
the students. The physical arrangement of the classroom should also be reflective of the
student body and must be consistent with the needs of all learners.
In addition to the way your classroom is physically arranged, the classroom environment needs
to be considered: what you put on your walls, the classroom materials you will use, and where
and how you will set up your activities. All attributes of a structured learning environment need
to be considered when setting up your classroom.
 
Benefits of a Well-Designed Classroom
 
·       Students learn to respect boundaries. For example, there are “teacher only” areas as well
as the boundaries of space a student has around his/her personal desk.
·       The organization of classroom materials allows students to retrieve them quickly, which
helps to decrease unwanted behavior.
·       Proper room arrangement provides predictably, which is essential for students because
students thrive when they are in a comfortable learning environment.
·       Students will learn which behaviors are acceptable and expected in each specific location in
the classroom. For example, when in the classroom library, students need to be quiet, but while
in the classroom play area, students are allowed to talk.
·       Students will learn to anticipate which activities will occur in specific areas of the
classroom. This helps students be mindful of how they need to behave for each specific area
they are in.
Arranging Your Classroom
Before you set out to arrange your classroom, consider asking yourself the following questions:
 
·       How do I need to structure the desks? Teacher-focused activities mean desks will be in
rows or small clusters facing the front of the classroom, while student-focused activities mean
desks will be put into groups or semicircles so students can easily collaborate with one another.
·       Do any of my students have specific medical needs? A food allergy, wheelchair, etc.
·       What furniture is available? Desks, tables, bookcases, shelves, etc.
·       What information do my students need to know? They need to know the date, assignment,
classroom procedures, etc.
·       What will inspire my students every day? Quotes, posters, classroom awards, everyday
heroes, etc.
·       What education artifacts do they need? Word walls, literacy resources, purposeful posters
and bulletin boards, etc.
Have I considered a flexible seating classroom? Standing desks, bean bags, stability balls, etc.
The answers to these questions will help guide you to structure an effective learning
environment for your students. Depending upon what furniture is readily available, you will also
need to structure your classroom so that every student has a home base (or an individual
learning area like their own desk), a whole group instruction area, a dedicated teacher area, as
well as a transition area where students can wait for the next activity or lesson to begin, or at
least have your space arranged so students can move about easily and comfortably without
bumping into one another.
 
·       Essential Areas
As mentioned above, there are a few required areas that you must have in your classroom: a
home base, group instruction area, teacher workstation, and transition space. Here we will take
a closer look at how you can arrange each of these specific areas.
 
·       Dedicated Teacher Area
Teachers need a place to call their own too. This space should be near an outlet where you can
have access to a computer, as well as out of the way but also easily accessible for students to
get to you. Ideally, your space should be near the window with your desk or small table situated
sideways, in the corner of the classroom. This way you will get the light from the window to
help you see, you are out of the way but also easily accessible to students and are able to scan
the whole classroom right from your seat.
 
·       Home Base
Each student needs a space to call their own. Have it been an individual desk or their own space
at the table, they need something to call their home base. This space is a place where students
can do their independent work or go to when you are transitioning in between lessons.
Two factors need to be considered when deciding where students’ home base will be: if the
student has any behavior issues and the size of your classroom. Once you factor in these issues,
then you are ready to clearly assign each student a home base.
 
·       Transition Area
The transition area can be a specific location, like the carpet, that students go to while waiting
for the next activity. What this space looks like and where it is located will depend upon your
students’ needs as well as their ages. No matter where the space is, it is important that your
students know where to go during transition periods.