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Presented by Group 3

Student
Diversity
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MEET THE GROUP

lesson 1 lesson 2 lesson 3-4 lesson 5

Bea Plotado Donna Iñigo Christel Cunanan Ajenth Jacel Aro

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MEET THE GROUP

son 7-8
lesson 6 les

Jolo Maglalang Joyce Ann valdez

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LESSON OUTCOME

) ) ) ) ) ) )
Show understanding about
Formulate your own
Individual Differences and the
concepts behind it pedagogy in managing
learners coming from
Discuss the three domains of
diverse background
individual differences
Tackle the different
List the factors affecting
aspects of Student
individual differences
Diversity
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TABLE OF CONTENTS
Contents

01 02
INDIVIDUAL DIFFERENCES FACTORS AFFECTING
IN LEARNING INDIVIDUAL
DIFFERENCES

04
03 TEACHER’S STRATEGIES IN
BENEFITS OF INDIVIDUAL HANDLING INDIVIDUAL
DIFFERENCES DIFFERENCES
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TABLE OF CONTENTS
Contents

05 06
LEARNING AND THINKING MULTIPLE INTELLIGENCES
STYLES

07 LEARNERS WITH
08 DIVERSITY IN DESIGNING
AND ASSESSING
EXCEPTIONALITIES
LEARNING ACTIVITIES
) ) ) ) ) ) ) ) )
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TABLE OF CONTENTS
Contents

05 06
LEARNING AND THINKING MULTIPLE INTELLIGENCES
STYLES

07 LEARNERS WITH
08 DIVERSITY IN DESIGNING
AND ASSESSING
EXCEPTIONALITIES
LEARNING ACTIVITIES
BEA S. PLOTADO
LESSON OUTCOMES:
At the end of this Module, the learners are
expected to:
• Show understanding about Individual Differences
and the concepts behind it
• Discuss the three domains of individual
differences
• List the factors affecting individual differences
• Formulate your own pedagogy in managing
learners coming from diverse
background
• Tackle the different aspects of Student Diversity
LESSON 1:
INDIVIDUAL
DIFFERENCES
Individual differences can be defined as personal
characteristics that distinguish learners from
each other in the teaching and learning
processes. Learners are unique individuals who
bring a critical set of variables to each learning
situation, including delicate traits as indicators of
their potential and the history of achievement as
signs of previous accomplishments and
predictors of future performance.
THREE DOMAINS OF
INDIVIDUAL DIFFERENCES
1. INTELLECTUAL DIFFERENCES
Intellect refers to the ability to both
understand and provide reasoning for
ideas in an objective manner. People who
possess a high level of intellect tend to
make decisions based on sound
reasoning that is connected with facts
and relevant history.
 2. PERSONALITY
DIFFERENCES
Every single person is unique in the
combination of their personality traits
and how they behave individually in
social situations.
 3.CONATIVE
DIFFERENCES
Behavioral (or conative)
component: the way the attitude
we have influences how we act or
behave.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Lesson 2:
Factors Affecting Individual
Differences
) ) ) ) ) ) ) ) )
Some factors which are identified as
) ) ) ) ) ) ) ) )

Spring Of Individual Differences

1.Race
2.sexual Orientation
3.Socio Economic Status
) ) ) ) ) ) ) ) )
Race
) ) ) ) ) ) ) ) )

refers to physical differences

that groups and cultures
consider socially significant.
) ) ) ) ) ) ) ) )
Race or racial identity
) ) ) ) ) ) ) ) )

simply describes the

physical features that a
group of persons might
have in common.
 This can include but aren't limited to:
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

-Skin color
-Facial structure
-Eye color
-Hair color
-Other physical characteristics
 Sexual Orientation
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Sexual orientation is about who you’re

attracted to and want to have relationships
with. Sexual orientations include gay, lesbian,
straight, bisexual, and asexual.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

McNemar and Terman discovered

the following differences between
men and women, on the basis of
some studies:
) ) ) ) ) ) ) ) ) • Women have greater skill in memory while men have greater motor ability.
) ) ) ) ) ) ) ) )
• Handwriting of women is superior while men excel in mathematics and logic.
• Women show greater skill in making sensory distinctions of taste, touch and smell etc.,
while men show greater reaction and conscious of size- weight illusion.
• Women are superior to men in languages, while men are superior in physics and chemistry.
• Women are better than men in mirror drawing. Faults of speech etc. in men were found to
be three times of such fau.lts in women.
• Women are more susceptible to suggestion while there are three times as many colour blind
men as there are women.
• Young girls take interest in stories of love, fairy tales, stories of the school and home and
day-dreaming and show various levels in their play. On the other hand boys take interest in
stories of bravery, science, war, scouting, stories of games and sports, stories and games of
occupation and skill.
 Socio-Economic status
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Social Economic Status (SES) acts as a

composite of the economic status of a
family or individual on the basis of
occupation, education attainment and
income.
 Socio-Economic status
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

People who are into child

development have always been
interested in socio-economic status
as one of the known causative of
Individual differences.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
According to Brooks-Gun & Duncan(1997) as cited by
Bradley and Corwyn(2002) this interest derives from a
belief that high SES (Socio-Economic Status) families
afford their children an array of services, goods, parental
actions and social connections that potentially redound to
the benefit of children and a concern that many SES
family lack access to those same resources and
experiences, thus putting them at risk for developmental
problems
Lesson: 3

BENEFITS OF INDIVIDUAL
DIFFERENCES
what does the student diversity:
individual difference mean?

2
3 BENEFITS OF INDIVIDUAL DIFFERENCES
1. It foster collaboration

-Lee(2018) stated that diverse classrooms

prepare students for careers in job markets
with less and less concern for national or
community boundaries.

3
2. Academic achievement

-As Brown v. Board of Education held cited by

Lee(2018), separate schools for black and white
students are inherently unequal, the
Coleman Report suggests that socioeconomic
school integration could increase
academic achievement even more.

4
3. Creativity and confidence

-According to Lee(2018)Contrary to feelings of

danger or discomfort, a study in the journal
“Child Development” has illustrated that
students feel safer in life and school when
they are educated in a diverse
environment.

5
Lesson: 4

TEACHER’S STRATEGIES IN
HANDLING INDIVIDUAL
DIFFERENCES

2
 4 TYPES OF TEACHING STRATEGIES IN HANDLING INDIVIDUAL DIFFERENCES

1. Take the time to learn about your students' background, interests, and learning
style.
2. Allow time for the students to learn about each other and gain an appreciation for
the diversity they bring to the classroom.
3.Bring in different people to the class as resources that students might be able to
connect with.

4. Never tolerate bullying, teasing, and other put-down behavior at any time in the
classroom.

6
Thank you
for listening
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

LESSON 5:
LEARNING AND
L

THINKING STYLES
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

"If a child can't learn the way

we teach, maybe we should
teach the way they learn."
-Ignacio Estrada
 INDIVIDUAL
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

LEARNING
All of us, including our
students, have preferred
ways of learning.
 LEARNING
STYLES
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
 The VARK model
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
Identifying your students as visual, auditory,
) ) ) ) ) ) ) ) )

reading/writing or kinesthetic learners, and

aligning your overall curriculum with these
learning styles, will prove to be beneficial for
your entire classroom. Allowing students to
access information in terms they are
comfortable with will increase their academic
confidence.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

ACTIVITY
VISUAL LEARNING STYLE
AUDITORY LEARNING STYLE
READ AND WRITE LEARNING STYLE
KINESTHETIC LEARNING STYLE
) ) ) ) ) ) ) ) )
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 FIVE
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

THINKING
STYLES
) ) ) ) ) ) ) ) ) SYNTHESISTS:
) ) ) ) ) ) ) ) )

The creative thinkers

stand out with their
creativity and curiosity;
they like to consider
different ideas, views,
and possibilities.
) ) ) ) ) ) ) ) ) IDEALISTS:
) ) ) ) ) ) ) ) )

The Goal-setters
always setting and
working toward big
goals—they set the bar
high and expect others
to do the same.
) ) ) ) ) ) ) ) ) PRAGMATISTS:
) ) ) ) ) ) ) ) )

The logical thinkers

take a logical approach
to problem-solving; they
focus on immediate
results, as opposed the
long-term effects.
) ) ) ) ) ) ) ) ) ANALYSTS:
) ) ) ) ) ) ) ) )

The rational intellectuals

work methodically. They
are interested in the facts
and data points—they
have a clear procedure for
doing all things.
 REALISTS:
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

The perfect problem-solvers

they tackle problems
head-on and don’t feel
challenged by your
everyday conundrum.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
"Understanding each child's
LEARNING AND THINKING STYLES
make it easier to teach more
effectively."

THANK YOU FOR LISTENING!

) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Lesson 6:
MULTIPLE
INTELLIGENCE
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

In 1983 an American
developmental psychologist
Howard Gardener described
9 types of intelligence.
) ) ) ) ) ) ) ) ) 9 TYPES OF INTELLIGENCE
) ) ) ) ) ) ) ) )
1. Naturalist (nature smart)
2. Musical (sound smart)
3. Logical-mathematical (number/reasoning smart)
4. Existential (life smart)
5. Interpersonal (people smart)
6. Bodily-kinesthetic (body smart)
7. Linguistic (word smart)
8. Intra-personal (self-smart)
9. Spatial (picture smart)
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

LESSON 7:
LEARNERS WITH
EXCEPTIONALITIES
) ) ) ) ) ) ) ) ) LEARNERS WITH
) ) ) ) ) ) ) ) )
EXCEPTIONALITIES
One significant factor that highlights individual differences and diversity in
learning is the presence of exceptionalities. We commonly refer to learners with
exceptionalities as persons who are different in some way from the normal"
or "average". The term "exceptional learners" includes those with special
needs related to cognitive abilities, behavior, social functioning, physical and
sensory impairments, emotional disturbances, and giftedness. Most of
these learners require a lot of understanding and patience as well as special
education and related services if they are to reach their full potential of
development.
) ) ) ) ) ) ) ) ) COMMUNICATION
) ) ) ) ) ) ) ) )
DISORDERS

an impairment in the ability to receive, send,

process, and comprehend concepts or verbal,
nonverbal and graphic symbol systems. A
communication disorder may be evident in the
processes of hearing, language, and/or speech. A
communication disorder may range in severity
from mild to profound.
) ) ) ) ) ) ) ) ) MENTAL
) ) ) ) ) ) ) ) )
RETARDATION

Intellectual disability or mental retardation is one of the most

common disabilities, and has been recognized for longer than the
other forms of modern exceptionality.
The Greeks generally regarded mental retardation as a sign of the
gods’ displeasure and advocated infanticide: exposure was
mandatory in Sparta, where children belonged to the state and not
the parents
) ) ) ) ) ) ) ) ) ATTENTION DEFICIT
) ) ) ) ) ) ) ) )
HYPERACTIVITY
DISORDER
Attention Deficit Hyperactivity Disorder (ADHD) was
recognized in ancient times
ADHD currently affects about 3.5 per cent of the
population, with a male preponderance of 6:1.
Contributing factors include genetics, prenatal toxic
exposure, single-parent upbringing, a chaotic home
environment and insufficient social support.
) ) ) ) ) ) ) ) ) EMOTIONAL AND
) ) ) ) ) ) ) ) )
BEHAVIORAL DISORDERS

Emotional and behavioral disorders are specific mental health

disorders that cause extreme difficulties with both emotions and
behaviors. They affect a child’s functioning in most or all areas of
their life.
An emotional and behavioral disorder negatively impacts a
child’s ability to be successful in school, control feelings and
actions, and generally be happy in life. These disorders affect the
whole child— feelings, behaviors, social development, and
cognitive functioning.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
AUTISTIC SPECTRUM

Autism spectrum disorder (ASD) is a developmental disability

caused by differences in the brain. People with ASD often have
problems with social communication and interaction, and
restricted or repetitive behaviors or interests.
People with ASD may also have different ways of learning,
moving, or paying attention. It is important to note that some
people without ASD might also have some of these symptoms.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )
AUTISTIC SPECTRUM

Does not respond

01 Avoids or does not
keep eye contact 03 to name by 9
months of age

Does not show facial Does not show facial

expressions like expressions like happy,
02 happy, sad, angry, and
surprised by 9 months
04 sad, angry, and
surprised by 9 months
of age of age
) ) ) ) ) ) ) ) ) GIFTED AND
) ) ) ) ) ) ) ) )
TALENTED

Gifted children are born with natural abilities well above the
average for their age. If your child is gifted, you might notice
these natural abilities in the way they’re learning and developing.
Children can be gifted in any area of ability, and they can also be
gifted in more than one area. For example, a child might be gifted
creatively and intellectually. Or they might have above-average
physical coordination and memory, or more social and emotional
maturity than other children their age.
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

LESSON 8:
DIVERSITY IN DESIGNING
AND ASSESSING LEARNING
ACTIVITIES
) ) ) ) ) ) ) ) ) SETTING CLASSROOM
) ) ) ) ) ) ) ) )
EXPECTATIONS

Classroom expectations are guidelines put in place to assist students

and teachers in maintaining structure. These guidelines are developed
for students to understand what types of behaviors are expected of
them throughout the duration of the school day. It also allows teachers
to focus more heavily on academics. Giving students the opportunity to
participate in establishing the set of expectations they will be required
to adhere to is an essential part of this process, as it will aid in building
buy-in and make it more likely that students will practice each
behavior appropriately..
) ) ) ) ) ) ) ) ) MAINTAINING A
) ) ) ) ) ) ) ) )
POSITIVE ATTITUDE

Addressing diverse learning styles can be a struggle, especially

for new teachers. Teachers know their attitudes greatly impact
the class’ beliefs and actions. Teachers should not waver from
their positive approaches and different techniques in teaching.
If an activity is not going well and students are not learning the
material, it is acceptable to change the format without changing
the topic
) ) ) ) ) ) ) ) )
) ) ) ) ) ) ) ) )

Thank You
By Group 3