Hello!!!

Rona Gellica P. Serenio

Teacher I
Manatad NHS
 Each group will be given a picture to analyze.

 You will be given 1 minute to discuss with your groupmates

the possible word/idea that you can connect or relate with

the given picture.

__ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___
1. What word/idea came into your mind
while looking at the picture given to
you?
MARGINALIZED
2. Why do you say so?
3. How is it related to our lives as
educators?
LISTING DOWN
1. How did you come up with your
given answers?
2. Did you agree with your group on
what to include in the list?
3. Why did you decide to list them
down?
Look Back-Pair-
Share
1. Have you already encountered them in
your years of service as an educator? If
yes, how did you manage them?
2. Were these group/s of learners easy
to deal with? Why or why not?
3. What did you do to cater to their
extra special needs?
TEACHING STRATEGIES
FOR MARGINALIZED
LEARNERS IN BLENDED
LEARNING APPROACH
 #1 Identify marginalized
learners

#2 Employ teaching strategies

for marginalized learners in

OBJECTIVES a blended learning approach

Value the necessity to make

#3 learners feel less outsiders and
more like insiders
 INTRODUCT
ION
Marginality is an experience that affects millions of people throughout
the world. People who are marginalized have relatively little control over
their lives, and the resources available to them. This results in making them
handicapped in delving into a contribution to society. A vicious circle is set
up whereby their lack of positive and supportive relationships means that
they are prevented from participating in local life, which in turn leads to
further isolation. This has a tremendous impact on the development of
human beings, as well as on society at large. As the objective of
development is to create an enabling environment for people to enjoy a
productive, healthy, and creative life, it is important to address the issue of
marginalization. Development is always broadly conceived in terms of
mass participation. Marginalization deprives a large majority of people
across the globe from participating in the development. It is a complex
problem, and there are many factors that cause marginalization.
 CHARACTERISTICS OF
MARGINALIZED GROUPS:
Usually, a minority group has the following
characteristics:
1) They suffer from discrimination and subordination.
2) They have physical and/or cultural traits that set them
apart, and which are disapproved of, by a dominant group.
3) They share a sense of collective identity and common
burdens.
4) They have shared social rules about who belongs, and
who does not.
5) They have a tendency to marry within the group.
How to Better Support
Marginalized Students?
Many marginalized students share a similar experience entering a
new classroom; they walk in, scan their surroundings, cautiously
interact with new people, and assess if you and your room are a
safe space. Whether it’s from their own personal experiences
and/or societal norms, some students feel their identity is not
welcome in your art room. As student populations shift in our
country at a much more rapid rate than the teaching population,
understanding marginalized identities, and implementing teaching
strategies to support them in the classroom is critical to being a
good teacher.
 How to Support these Marginalized
Learners?

The first step to supporting students is understanding

your marginalized students.
A student’s identity is made up of several factors and has
many layers. The extent to which a student is impacted by
each of their identities also varies based on their lived
experience.
 SO, WHAT IS A MARGINALIZED
IDENTITY?

According to Charter For Compassion, a

marginalized identity is anyone who feels or is,
“underserved, disregarded, ostracized,
harassed, persecuted, or sidelined in the
community.”
 POSSIBLE GROUPS INCLUDE
BUT ARE NOT LIMITED TO:

immigrants, refugees, and migrants women and girls victims of human trafficking

people of differing sexual orientation people of differing religions

people struggling with mental illness
(LGBT+ community)
 POSSIBLE GROUPS INCLUDE
BUT ARE NOT LIMITED TO:

people with developmental delays those with a physical disability incarcerated people

unemployed people people of a particular

people of low socioeconomic status
ethnicity/country of origin
 SO WHAT CAN TEACHERS
Being nice isn’t enough.DO?
Students deserve a teacher who is actively honoring
their identity in the classroom.

Maslow’s Hierarchy of Needs illustrates the

importance of students feeling safe, physiologically
and physically, before they can learn and reach their
potential.
 SO WHAT CAN TEACHERS
DO?
What’s required for personal safety is dependent on
the person. But to get you started, here is a list of
common approaches you can immediately implement
in your classroom.
STRATEGIES
Hanging Classroom Visuals

One of the easiest and most technical approaches is to fill your

space with imagery and messaging supportive of the identities
of your students, particularly your marginalized students.
Students develop their first impression as they look around
your classroom and wait for you to begin class. Before you
even have a chance to speak to the class, students are
internalizing the messaging in your room.
STRATEGIES
Hanging Classroom Visuals
STRATEGIES
Use Supportive Language
Words matter. The words you use and don’t use with students play a
critical role in supporting their identity. While you might initially
think about direct conversations with students, marginalized students
can be equally impacted when they overhear a teacher’s comment to
another student. Or, if they observe no action by the teacher for
student comments. Help students by being aware and informed of the
various sub-groups students can represent. Be able to identify
stereotypical or biased imagery in student work or reference materials
and address them accordingly. Have an understanding of their culture,
so you use appropriate language and terminology.
STRATEGIES
Use Supportive Language
STRATEGIES
Providing a Culturally Relevant Curriculum

Use your curriculum to help all students see themselves in art by

introducing them to a diverse group of artists and artwork. Provide
choice and options for prompts with all of your projects to increase
engagement and help all students connect with their art. When you
limit students to one prompt, you’re assuming every student has a
positive connection, and you might be unaware of potential triggers.
For example, the concept of memories can sound positive, but not for
students with trauma.
STRATEGIES
Providing a Culturally Relevant Curriculum
STRATEGIES
Removing Existing Barriers
Rather than focusing on the students in your room, consider who is
missing and try to identify potential barriers blocking their access.
One approach is to compare how your art student population aligns
with the rest of the building and identify any gaps. You could also
review any policies or practices to see how those could be
unintentionally blocking access for students. For example, lab or
material fees could be impacting your students with financial
struggles. Or if art is scheduled at the same time as reading or a
support class, those students are now prevented access. Once you have
recognized a potential barrier, strategize the best approach for change,
including supporting data and support from your administration.
STRATEGIES
Removing Existing Barriers
STRATEGIES Make the Art Room Fully
Accessible
Proactively making your classroom accessible and inclusive for
students with special needs can send a more welcoming message
to a whole population of students. Start by making sure your
physical space is open and free of clutter to help students with
physical challenges better navigate your room.
The art room should be a safe and inclusive space for all
students. As you implement these new ideas, continue to seek
out additional resources and opportunities to learn about the
cultures of the various sub-groups represented in your room to
help you be a better teacher for your students.
STRATEGIES
Make the Art Room Fully
Accessible
The best way you can help end exclusion and
isolation is to work on being a strong
ally. That means educating yourself on the
privileges your own group enjoys to better
understand the perspectives of members of
marginalized communities.
1. Aside from the strategies presented a while ago, what
other strategies have you done?
2. Will you consider teaching and guiding appropriately
the marginalized learners as something that can be
proud of? Why or why not?
3. How important it is for you to properly address the needs
of our marginalized learners? What do you think they will
feel about this?
Differentiated Activities:

Develop a creative presentation on your chosen

strategies in teaching our marginalized students
through:

i. Slogan Writing
ii. Singing an inspirational song
iii.Role Playing
Caring adults always plays a pivotal role in creating the safe and welcoming environment
that all students deserve. It’s up to us to ensure that all students feel as though they
belong and know that they have our support.
Thankyou!