DIVERSITY OF

LEARNERS, CURRICULUM
and PLANNING,
ASSESSMENT AND
REPORTING
(PPST Domains 3.3.2 )
DIVERSITY OF LEARNERS
 “Diversity includes students from various cultures; with
varied abilities, disabilities, interests, experiential
backgrounds, and even language use” (Basham,
Meyer, and Perry, 2010).
 Diversity encompasses different elements, such as
“socio-economic, world-view, race, age, cultural,
gender, sexual orientation, physical abilities, cognitive
abilities, life experiences, and developmental stage”
(Haring-Smith, 2012, p. 8; Mirriam-Webster’s Collegiate
Dictionary, 2013; Volckmann, 2012, pp. 1 -2).
 includes different area that teachers must be aware of and be sensitive if they want
to cater each learner’s needs and interest. (It is important to consider how diverse
learners are especially in planning for effective instructions ).
DivDiversity of Learners, Differentiated Instruction, and e-Lf Learners,
Differentiated Instruction, and e-Learning

 differentiated instruction as the process of

attending to students’ learning
preferences.
 we should consider multi-media
technology tools to deliver and receive
differentiated instruction (Gardner, 1993;
Kingsley, 2007; Moreno, 2010; Tomlinson,
2001)
Connecting Diversity, e-Learning, and
Technology

 The potential for meaningful learning that is learner-

centered may exist when diversity is acknowledged,
and the needs of diverse learners are accommodated
(American Psychological Association Work Group,
1997; Jones and McLean, 2012).
 E-Learning design and instructional practices are
always adjusting to keep pace with constantly
changing technology and to serve and support
diverse learners situated across geographical
boundaries.
Connecting Diversity, e-Learning, and
Technology
 learning experiences and instructional practices are multiple ways of presenting course curriculum using a
variety of technologies such as:

 Graphics

 Audio

 Video

 Animation

 Learner choice to match learner needs

 Class discussions

 Collaboration

 Problem-solving

 Flexible curriculum (International Society for Technology in Education, 2012; McCombs and Vakili, 2005).
How to Teach a Child With Learning
Disabilities
Learning disabilities are surprisingly common. They are a result of
differences in brain structure but do not relate to intelligence, behavior,
or focus. 1

What Are Learning Disabilities?

 Auditory and visual processing disorders: "Sensory disabilities in which a
person has difficulty understanding language despite normal hearing and
vision."
 Dyscalculia: A mathematical disability
 Dysgraphia: A writing disability
 Dyslexia: A reading disorder
 Nonverbal learning disabilities: A neurological disorder that causes
problems with "visual-spatial, intuitive, organizational, evaluative and holistic
processing functions."
Helping Children Succeed in School
 Ask for a scoring guide.
 Clearly outline the instructions.
 Create models of quality work that students can see
and analyze.
 Define classroom expectations for work and behavior.
 Have the student repeat back the instructions.
 Set the stage for learning.
 Use graphic organizers. Help students understand the
relationships between ideas.
 Use specific language. Instead of saying, "do quality work,"
state the specific expectations.
Education of the Indigenous Children
 Indigenous Peoples are social and cultural groups that
have shared ancestral ties to the lands and natural
resources they live on, occupy, or have been displaced
from.
 About 14-17 million Indigenous people belong to 110
ethnolinguistic groups.
 The Philippines is also considered a culturally varied
country. The majority of the indigenous people are located
in Mindanao, followed by Northern Luzon in the
Cordillera Administrative Region and lastly in the Visayas
Region.
 DepEd Order No. 62, s. 2011 :Providing indigenous people
quality education that is responsive and aligned to their
needs.
Education of the Indigenous Children
in the PHILIPPINES
 DepEd order No. 62, s 2011 (Adopting the National Indigenous Peoples (IP) Education
Policy Framework).
 The policy takes a rights-based approach and directs the implementation of social
and culturally relevant education for IP students.
 The IPEd program provides the indigenous people to learn through an
education system that is aligned to their needs.
 Through this program, culture preservation and their way of living are still
practiced.
 Respecting culture and tradition is one of the main goals of this program.
Cultural Needs of Indigenous Student
s

Respecting Cultural Protocols

Teaching the way they learn
Knowledge of indigenous cultures
and the diversity between
different indigenous cultures
Classroom Presentation
Importance of Indigenous Education

 Indigenous education is essential for indigenous

children and youth to stay connected to their
cultures.
 Indigenous education, at its core, refers to the
traditional learning systems, ideologies, and
approaches that have ensured the continuation
of indigenous practices and techniques from
one generation to the next.