University of People

Course Code – EDUC 5710-01

Course Name – Understanding Barriers to Learning

Instructor – Dr. Gokhan Serin

Introduction

It is true that the students I have encountered in my class come from a variety of backgrounds and possess a

range of required knowledge and abilities in STEM fields. Diversity in terms of background, aptitude for

learning, readiness for learning, culture, language, and experience is unavoidable for STEM teachers.

School Overview

I have worked as a middle school teacher. Middle school, which runs from sixth to ninth grade, is

characterised as being in between elementary and high school. Students in the aforementioned grades are

prepared for high school by the middle school, also known as junior high school in my nation. As a teacher, I

have worked with pupils in grades 6 and 7, with an average student population of 50. With each instructor

assigned to a single topic, the school had an adequate number of teachers. Furthermore, the school was fully

furnished with all the tools required for students to do research in various STEM subjects. Since the school

was a private one, the majority of its students—nearly all of them—came from middle-class backgrounds,

but there was diversity among them as well. Furthermore, with regards to the developmental stage, the

pupils were in the early stages of adolescence and exhibited many physical, mental, and social

transformations. According to Piaget's theory of development, middle school is concrete and operational,

requiring students to learn how to apply reasoning in real-world contexts (Khanacademymedicine, 2013).

Principal elements of diversity

In a classroom, diversity is both inevitable and attractive. I have encountered a variety of kinds at my school,

and this experience has helped me learn how to properly meet various student needs. To be diverse is to

embrace individual differences and to include individuals from different backgrounds. As a teacher, I

understand that diversity has a significant influence on a child's development; thus, it is important to raise

pupils' knowledge of the value of appreciating and embracing a variety of cultures and ideas. Cultural

diversity is one of the key facets of diversity that I have encountered at the school. Common cultural

differences seen at the school include those related to gender, since it is a mixed-gender school that

addresses LGBTQ issues. Since we as instructors realised that gender identification may be a source of

struggle in the lives of most pupils, the school welcomes students of many sexual orientations. Furthermore,
language plays a significant role in diversity since some of our pupils struggled to identify as English

speakers. As educators, we recognised each kid for who they are and worked to find strategies to support

their linguistic variety. Academic aptitude variety in a classroom or school is unavoidable, and our school

was not an exception. There were students in the school with varying levels of academic aptitude; some

were slow learners, while others were first learners. Because India is home to several states, each with its

own culture, schools often feature cultural variety. Finally, there was a noticeable variety in learning styles

within the institution. According to John Dewey's idea, people learn best when they use a hands-on approach

since reality has to be described (Learning Theories, n.d.). While some students learn best via theory, the

majority of pupils learnt most through experimentation.

Effects on Education

The kids' demonstration of variety in all its forms had an impact on both the teacher's and the students'

methods of instruction. Diversity has an impact on education because individuals from various origins and

cultures help pupils develop a thorough understanding of the material. Diversity promotes critical thinking

and cognitive abilities in the classroom. When teaching STEM, it's critical to prioritise diversity in

instructional design. When creating lesson plans, educators must take cultural diversity into account because

when students are exposed to many cultures, they feel secure and at ease with the disparities they face.

Additionally, teaching about many cultural facets in the classroom facilitates interaction between students

and a greater variety of social groups (Seifert & Sutton, 2009). In order to accommodate every student in the

classroom, it is equally vital to take their learning styles into account while creating the curriculum. In order

for the lesson plans created for the students to benefit all learners, the instructor must also take the students'

academic proficiency into consideration. When considering varied features, teachers might make various

unique adaptations depending on the variety they face in the classroom. The instructor must first think about

how to educate students. Because the students learn in different ways, the instructor may, for instance, utilise

various visual aids, provide practical exercises, have the class work in groups, and give more detailed

examples. Regarding the issue of gender diversity, educators should also think twice before perpetuating

myths. For example, implying that female students are less capable in STEM fields might discourage female

students. Rather, a teacher should encourage collaboration amongst all genders.

Effects on the Learning of Students

Diversity enhances student learning in many ways. In STEM, for example, it brings together different

viewpoints and creates a better experience, which leads to greater outcomes. Because students have diverse

learning styles, teachers must find creative methods to accommodate each student, which ensures that every

student receives a thorough education. Cultural variety in the classroom helps students learn because it

exposes them to problems from other cultures, which helps them become more self-aware. However, other

facets of diversity may pose difficulties for STEM education. For example, language variety has an impact

on STEM education. STEM courses can only be taught effectively in English, and it may be difficult for

teachers to convey ideas to pupils in a language they can comprehend when they don't understand or can't

communicate in English. Cultural diversity has an equal impact on STEM education since some cultures

discourage pupils from studying these disciplines (Seifert & Sutton, 2009).
References

Khanacademymedicine. (2013, December 21). Piaget’s stages of cognitive development: Processing the

environment MCAT Khan Academy [Video]. YouTube.

Learning Theories (n.d.). www.learning-theories.com

Seifert, K., & Sutton, R. (2009). Educational psychology (2nd ed.). The Saylor Foundation.

https://www.saylor.org/site/wp-content/uploads/2012/06/EducationalPsychology.pdf