M O D U L E 4

I N D I V I D U A L
D I F F E R E N C E S
 LEARNING OUTCOMES

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
 As a facilitator of learning, the
teacher is tasked to consider the
"EVERYONE IS UNIQUE"
individual differences among the
students in planning for an
effective instruction
 Individual Differences

Individual Differences Benefits of Diversity in the Classroom Strategies for

Factors Classroom Student Diversity
FACTORS THAT BRING ABOUT STUDENT DIVERSITY

Socioeconomic Thinking/Lear Exceptionalities

Status ning Style
In class, there
The millioner's Some students maybe one who
lifestyle differs learn better by has difficulty in
from that of the seeing; others by spoken language
middle income or listening; others comprehension or
lower income by manipulating in seeing, hearing,
group someting etc.
HOW STUDENT DIVERSITY ENRICHES THE LEARNING
ENVIRONMENT

1. Student's self-awareness is enhanced by diversity

2. Student diversity contributes to cognitive development
3. Student diversity prepares learners for their role as responsible members of
society
4. Student diversity can promote harmony
SOME TIPS FOR STUDENT DIVERSITY

1. Encourage learners to share their personal history and experiences

2. Integrate learning experiences and activities which promote students'
multicultural and cross-cultural awareness.
Encourage/Initiate co-curricular activities that are aimed at promoting
diversity awareness
 Let students interview other students on campus who are from
diverse backgrounds
Invite students to internet discussion groups or email
Ask students if they have ever been the personal target of prejudice
or discrimination

3. Aside from highlighting diversity, identify patterns of unity

that transcend group differences
 An American anthropologist who
spent a life time studying human
diversity across different cultures.
"Every human is, at the same time,like
all other humans. like some humans,
and like no other woman"

Clyde Kluckholn
Kluckholn's observation suggests a paradoxin the human experience, namely:
We are all the same in different ways.

95% of human genes are in common, and less than 5% of human genes are
account for physical differences . When focusing on human differences, these
commonalities should not be overlooked. Otherwise, our repeated attempts to
promote students diversity may inadvertently promote student divisiveness.
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 reliability elicit student
involvement.
Learn the names of your students, especially the foreign names that you may
have difficulty in pronouncing.

5. Use varied instructional methods to accommodate student diversity in

learning styles
Diversify the sensory perceptual modalities
Diversify the instructional materials or procedures
Use formats that are student-centered
Use formats that are unstructured
Use procedures that involved both independent and interdependent
learning
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 teh first week of
class
Use ideas, comments and questions students raised in class
Ask students to provide thier own examples of concepts based on
experiences drawn from their personal lives
Have students apply concepts by placing them in a situation

7. Adapt the student's 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
 M O D U L E 5

L E A R N I N G / T H I N K I N G
S T Y L E S A N D M U L T I P L E
I N T E L L I G E N C E S
 LEARNING OUTCOMES:

Describe the different learning/thinking styles and

multiple intelligence
Pinpoint your own learning/ thinking style/s and
multiple intelligence
Plan learning activities that match learner's
learning/thinking styles and multiple intelligence
 INTRODUCTION
Individuals learn and think in a distinct ways. Some would absorb the
lessons better when they work with their hands than when they just
listen. Others would prefer to watch a video about a topic. Students
have preferred ways of expressing their thoughts, feelings and ideas.
Some would prefer to write, others would draw, or even dance and
sing.

These preferences involve thinking/learning styles and multiple

intelligence.
 Student Diversity

Learning/thinking styles Multiple Intelligences

Virtual/Spatial
Sensory Preferences Brain Hemisphere
Verbal/
Linguistics

Iconic Logico-
Mathematical
Virtual learners
Left brain Bodily/Kinesthetic
Symbolic
(Analytic)
Musical

Talkers Right brain Interpersonal

Auditory learners (Global)
Listeners Intrapersonal

Tactile/ kinesthetic
Naturalistic
learners

Existential
LEARNING/THINKING STYLES

The preffered way an individual processes information.

There are several perspectives about learning/thinking styles:

SENSORY PREFERENCES
GLOBAL-ANALYTIC CONTINUUM
SENSORY PREFERENCES
Individuals tend to gravitate toward one or two types of sensory input and
maintain a dominance in one of the following types:

Visual Iconic
Visual Symbolic

Visual Learners
SENSORY PREFERENCES

Talkers
Listeners

Auditory Learners
GLOBAL-ANALYTIC CONTINUUM
Analytic - analytic thinkers tend toward the linear, step-by-step processes
of learning

Global - global thinkers lean towards non-linear thought and tend to see
the whole pattern rather than particle elements

Several theorists have tied the global-analytic continuum to the left-

brain'right -brain continuum.
MULTIPLE INTELLIGENCE

The theory of Multiple Intelligence

(MI) was first described by Howard
Gardner
He defines intelligence as "an
ability or set of abilities that
allows a person to solve or
fashion a product that is valued
HOWARD in one or more cultures"
GARDNER
 M O D U L E 6

L E A R N E R S W I T H
E X C E P T I O N A L I T I E S
 LEARNING OUTCOMES:

Describe the basic categories of exceptional learners.

Define and distinguish the terms disability and
handicap.
Demonstrate "people first" language when referring
to exceptional learners and advocate for its use.
 INTRODUCTION
One significant factor that highlights individual differences and diversity.
learners with exceptionalities as persons who are different in some way
from "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.
 DISABILITY

Measurable impairment or limitation that interferes

with a person's ability. it may refer to a physical,
sensory, or mental condition. (Schiefelbusch)
 HANDICAP

A disadvantage that occurs as a result of a

disability or impairment.
 CATEGORIES OF
EXCEPTIONALITIES
 SPECIFIC COGNITIVE OR ACADEMIC
DIFFICULTIES

Learning Disabilities

Involves difficulties in specific cognitive processes.

like dyslexia (reading), dyscalculia (number
operations), and dysgraphia (writing)
 Attention-deficit hyperactivity disorder (ADHD)

1. Difficulty in focusing and maintaining attention

2. Recurrent hyperactive and impulsive behavior

Speech and communication disorder

Difficulties in spoken language like voice disorder,
inability to produce the sounds correctly, stuttering.
 SOCIAL/EMOTIONAL AND BEHAVIORAL
DIFFICULTIES

AUTISM

- It is a condiition manifestated by different levels of impaired

social interaction and communication, repetitive behaviors and
limited interest

Mental Retardation

- It refers to significant sub-average intelligence and deficits

in adaptive behavior.
Emotional/Conduct Disorders.

- This involves the presence of emotional states.

PHYSICAL DISABLITIES AND

HEALTH IMPAIRMENTS
Physical and Health Impairments

- This involves physical or medical condition including one

or more of these,
1. Limited energy and strength
2. Reduced mental alertness
3. Little muscle control
Severe and Multiple Disabilities

- This refer to the presence of two or more different types

of disability, at times at a profound level.

Sensory Impairment

-Visual Impairments
These involves malfunction of the eyes
 -Hearing Impairments
These involves malfuction of the ear.

Giftedness

- This involves a siignificantly high level of of cognitive

development
 PEOPLE- FIRST LANGUAGE

- Putting the person first, not the disability

Example:
Person with disability not disabled person .
"Person with AIDS", rather than "AIDS
Victim"
 Avoiding Generic Labels
-People with mental retardation is preferable to mentally retarded.

Emphasizing abilities, not limitations

- Uses a wheelchair is preferable to confined to a
wheelchair
Avoiding Euphemism
- Physically- Challenged

Avoiding Implying illness or suffering

- Had Polio is preferable to is polio victim and multiple
sclerosis is peferable to suffers from multiple sclerosis