2. Domain 3: The Diversity of Learners
Diaz, Justine Anne P.

3. Overview I. Introduction
Student diversity in the classroom
Enriching the classroom environment through student diversity
Factors that bring about diversity in the classroom
II. Factors that influence growth and development
III. Learning/Thinking Styles and Multiple Intelligences
IV. Learners with Exceptionalities
V. Tips on Student Diversity

4. BASIC EDUCATION SECTOR REFORM AGENDA (BESTRA): TEDP AND NCBTS
TEDP (Teacher Education and Development Plan)
- the master plan of teacher education
- the articulation of singular competency-based framework for teaching and teacher development that would guide all policies, reforms, and activities related to teaching and teaching development.

5. DepEd Induction Training
Retirement Preparation
DepEd
Entry to Teacher Education
DepEd/CHED/TEIs
In-service Training and Professional Development
CHED/TEIs/Schools
Training
(BEEd/BSEd, PGCEd)
National Competency-Based Teacher Standards
DepEd
Induction Training
PRC
Teacher Licensure
DepEd, Civil Service
Teacher Human Resource, Planning, Recruitment, Selection,Deployment and Recognition System

6. National Competency-Based Teacher Standards
defines effective teaching as being able to help all types of students learn the different learning goals in the curriculum.
an integrated theoretical framework that defines the different dimensions of effective teaching
based on the core values of Filipino teachers and on effective teaching and learning with seven (7) domains, 23 strands, and 80 performance indicators.

7. Who should use the NCBTS?
Teacher Education Institutions (TEIs) shall use it to design and implement effective pre-service teacher education curricula.
Professional Regulation Commission (PRC) shall refer to it to design the LET.
Institutions and agencies that provide Professional Development.
Award giving bodies
DepEd shall use the NCBTS to formulate its hiring, promotion, supervision and other policies related to the teaching profession.
Teachers

8. Objectives To contextualize the third domain in the TEDP and NCBTS
To identify and describe the different factors that bring about student diversity in the classroom.
To reflect on his/her own experiences about the impact of the diversity of students in their classroom.
To demonstrate a positive attitude towards diversity as an enriching element in the learning environment.
To plan learning experience/s that address student diversity, learning/thinking styles and multiple intelligences, and learners with exceptionalities

9. Key question
“Can I help my students learn whatever their capabilities, learning styles, cultural heritage, socio-economic backgrounds, and other differences are?”

10. The domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners, by first recognizing and respecting individual differences, then using knowledge about students’ differences to design diverse sets of learning activities to ensure that all students can attain appropriate learning goals.

11. Introduction “Everyone is unique.”
Factors that bring about diversity in the classroom are: (1) the factors that influence growth and development, (2) learning/thinking styles and multiple intelligences, and (3) exceptionalities.

12. Factors that Influence Growth and Development
Genetic Influences
Physical characteristics
Gender-related characteristics
Race and Cultural Influences
Environmental Influences
Nutrition
Socio-economic status
Parent-child relationship
Ordinal position
Health

13. Learning/Thinking Styles
The preferred way an individual processes information through thinking, remembering, and/or problem solving.
Main Categories:
Sensory preferences
Global-Analytic continuum

14. Learning/Thinking Styles: Sensory Preferences
1. Visual Learners
Visual-iconic – those who prefer this form of input are more interested in visual imagery such as films, graphic displays, or pictures to solidify learning.
Visual-symbolic – those who prefer this form of input feel comfortable with abstract symbolism such as mathematical formula and/or the written word.

15. Learning/Thinking Styles: Sensory Preferences
2. Auditory Learners
“Listeners” – they remember things said to them and make the information on their own.
“Talkers” – those who prefer to talk and discuss.

16. Learning/Thinking Styles: Sensory Preferences
Tactile/Kinaesthetic Learners – these are the ones who benefit much from a hands-on approach and actively exploring the physical world. They tend to have good motor memory and motor coordination.

17. Learning/Thinking Styles: Global-Analytic Continuum
Analytic – “tree seers” or successive processor
Global – “forest seers” or simultaneous processor

18. Multiple Intelligences
intelligence – an ability or set of abilities that allows a person to solve a problem or fashion a product that is valued in one or more cultures (Garder, 1983 in Corpuz et al., 2011)

19. 9 kinds of multiple intelligences
Visual/Spatial Intelligence (Picture Smart)

20. Verbal/Linguistic Intelligence (Word Smart) – learning through the spoken and written word.

21. Mathematical/Logical Intelligence (Number/Logic Smart)

22. Bodily/Kinaesthetic Intelligence (Body Smart)

23. Musical Intelligence (Music Smart)

24. Intrapersonal Intelligence (Self Smart)

25. Interpersonal Intelligence (People Smart)

26. Naturalist Intelligence (Nature Smart)

27. Existential Intelligence (Spirit Smart)

29. Enriching the Classroom Environment through Student Diversity
Students’ self-awareness is enhanced by diversity.
Student diversity contributes to cognitive development.
Student diversity prepares learners for their role as members of society.
Student diversity can promote harmony.

30. Tips on Student Diversity
Encourage learners to share their personal history and experiences.
Integrate learning experiences and activities which promote students’ multicultural and cross-cultural awareness.
Identify patterns of unity that transcend group differences.
Communicate high expectations to students from all subgroups.

31. Tips on Student Diversity
Vary the examples you use to illustrate concepts.
Diversify methods of assessing and evaluating student learning.
Allow students to have personal choice and decision-making opportunities concerning what they will learn and how they will learn it.

32. Learners with Exceptionalities
Disability – a measureable impairment or limitation that “interferes with a person’s ability, for example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or mental condition.” (Schiefelbusch Institute, 1996 in Corpuz, 2011)

33. Learners with Exceptionalities
Handicap – a disadvantage that occurs as a result of a disability or impairment.

34. Categories of Exceptionalities: Specific Cognitive or Academic Difficulties
Learning Disabilities - involve difficulties in specific cognitive processes like perception, language memory, or metacognition that are not due to other disabilities like mental retardation, emotional or behavioral disorders, of sensory impairments.
Attention-Deficit Hyperactivity Disorder (ADHD) - manifested in the difficulty in focusing and maintain attention and recurrent hyperactive and impulsive behaviour.

35. Categories of Exceptionalities: Social/Emotional and Behavioral Difficulties
Autism - condition manifested by different levels of impaired social interaction and communication, repetitive behaviors and limited interests.
Mental Retardation - significant sub-average intelligence and deficits in adaptive behavior.
Emotional/Conduct Disorders - involves the presence of emotional states like depression and aggression over a considerable amount of time that they notably disturb learning and performance in school.

36. Categories of Exceptionalities: Physical Disabilities and Health Impairments
Physical and health impairments – involves physical or medical conditions including one or more of these: (1) limited energy, (2) reduced mental awareness, and/or (3) little muscle control.
Severe and Multiple Disabilities – refers to the presence of two or more different types of disability, at times at a profound level.

37. Categories of Exceptionalities: Sensory Impairments
Visual Impairments – condition when there is a malfunction in the eyes or optic nerves.
Hearing Impairments – these involves malfunction of the ear or auditory nerves

38. Categories of Exceptionalities: Giftedness
manifested in a significantly high level of cognitive development usually in the aspects of intellectual ability, aptitude in academic subjects, creativity, and leadership.

40. People-First Language
Avoid generic labels
Emphasize abilities, not limitation
Avoid euphemisms
Avoid implying illness or suffering

41. Some Teaching Tips on Teaching in a Class with Students who have Visual Impairment
Assessment of Vision
Visual acuity – what they can see
Visual fields – degree of central and peripheral vision
Functional Vision – how the student uses his/her vision

42. Teaching-Learning Process
4. Teaching aids papers – should be bold-lined paper with darkened lines and enlarged spaces. books – with large prints; Brailled texts; and/or audio books equipment – tilt-tops desks, tape recorders, Braillers technology – laptops and software (e.g. powerpoint presentations) videos

43. Teaching-Learning Process
5. Assessment and Evaluation
take note of their request for extra time
explain the rubric clearly
provide alternative modes
6. Practicals, laboratory and/or studio work
provide individual orientation
be wary of health and safety issues
use auditory and/or tactile displays of visual information

44. Teaching-Learning Process
7. Choice of room
clear emergency and evacuation procedures
good lighting
keep traffic patterns open with furniture out of the way

45. References
Corpuz, Brenda and Maria Rita D. Lucas “Student Diversity.” In Facilitating Learning: A Metacognitive Process, pp Lorimar Publication: Quezon City.
Waldon, Karen A “Teaching for Students with Sensory and Physical Challenges.” In Introduction to a Special Education, pp Delmar Publishers: New York.
Torno, Beatriz G. “Teacher Education and Development Program (TEDP) –National Competency-Based Teacher Standards (NCBTS)Philippine Education Reform.” Accessed October 16,