The role of the teachers requires them to be knowledgeable not only of the content of their

subject matter but also other essential information such as relevant details about their diverse
learners. The domain that covers this lesson emphasizes the central role of teachers to establish
learning environments that are responsive to the diversity of learners. Knowing and
understanding the diverse background of learners is pertinent to the design and planning of
learning opportunities that teachers do.
Diversity is celebrated and is considered to play an important role in the success of every
learning activity. Recognizing diversity of learners will help lead teachers to differentiate
teaching and learning activities that will ensure the production of productive citizens contributing
to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs, strengths,
interests and their situation.

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences.
 A TEACHERS’ STORY IN TEACHING INDIGENOUS PEOPLE
Go to the link below and read the article entitled: Indigenous people’s education during COVID-
19: An environmentalists’ perspective https://arete.ateneo.edu/connect/indigenous-
peoples-education-during-covid-19-an-environmentalists-perspective

GUIDE QUESTION:
What were the notable experiences of the teachers?

GUIDE QUESTION:
What struggles did the teacher describe?

GUIDE QUESTION:
Why do you think that teachers should address the challenges described?

Directions:
 1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a) Actual online synchronous lesson;
b) Video clip of a class showcasing diversity of learners; and
c) Allow you to interview teachers on how they address diversity of learners that are
not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a) Gender
b) Needs
c) Strengths
d) Interests
e) Experiences
f) Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are evident in
the classes. If the statements are evident in the classes you have seen or as attested by the teacher
you have interviewed, put a tick mark (/) on the appropriate column. Provide additional details of
observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident (/)
Teaching Learning Process
1. The teacher effectively uses a variety of teaching methods that meet different learning
styles.
2. The learner assessment is fair and does not discriminate against any learner.
3. The language used by the teacher is non-discriminatory, inclusive and appropriate.
4. Discussion and comments within the learning environment are managed to ensure
learner language is appropriate, inclusive and non-discriminatory.
5. The class is well-managed to ensure a safe learning environment.
6. Materials and topics are sensitively presented.
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large print,
etc.)
8. Provision is given to help learners access information needing additional resources.
Classroom Interactions
1. Discriminatory behavior is always dealt with in accordance with the provider’s
disciplinary and harassment policy and charter
2. Learners treat each other with respect, and listen to one another’s views, even if they do
not agree with them. Learners respect the teacher.
3. The teacher addresses the needs of individual learners, for example the potential
isolation of a learner who is the only male or female in the group, or requests to observe
religious practices or holidays
 4. Discussion and small group work ensures that a range of views are represented and
cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and from
different backgrounds.
6. Alternative approaches are naturally considered when group activities present
communication difficulties who find social interaction difficult
7. The lesson plan gives evidence of how the teacher and learning support staff have
liaised together. Learning support staff are allocated and deployed to meet student’s
needs.
8. Behavior of all students is fairly and consistently managed always taking into account
the severity/level of their disability
9. Respect is shown for religious beliefs and practices, for example appropriate break
times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice, for
example modelling language and behaviour that promotes inclusivity and respect for
others
2. Prejudiced or inappropriate language, views or behaviour are always appropriately
challenged to promote understanding and bring about behavioural change
3. In their behaviour, teachers, encourage harmonious relationships between different
groups of learners
4. No assumptions are ever made about students, for example the assumption that
students are white, middle class, English speaking, non-disabled, living in a house owned
by two biological heterosexual parents with internet access, broadband and PC’s
5. The teacher creates an atmosphere of mutual trust where each learner feels valued
regardless of background, identity or personal circumstances
6. The teacher sets high expectations for all students.
7. The teacher is confident in talking about equality and diversity and tackling equality
and diversity issues
Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf
Analyze the data you have gathered in the Observation activities that you have done. Reflect on
the data that you have gathered and answer the questions that follow.

What are the common evidence of teachers’ conscious efforts to ensure that diversity of learners
is properly addressed?

What are the effective ways to ensure that diversity of learners will be properly addressed?

Should teachers always be able to effectively address concerns on diversity of learners? What are
their common difficulties/challenges?

In your future practice, how do you see yourself ensuring that diversity of learners will be
properly dealt?
 Consider the following pictures and illustrations depicting diversity of learners. Accomplish the
second and third column by: 1) Describing the diversity of learners shown (column 2) and 2)
Identifying the issues and concerns related to the picture (column 3). Answer the guide questions
that follow.

Table 2. Picture Analysis of Learners’ Diversity

Picture Description Diversity issues and concerns
1)

Source:
https://www.gettingsmart.com/2017/02/3-
visions-truly-inclusive-education/

2)

source:
https://www.rappler.com/moveph/bangketa-
eskwela-foundation-dara-tuazon-teach-street-
children

source:
https://www.schoolmalaysia.com/resources/int
ernational_school_fees.php
3)

source:
https://www.washingtonpost.com/news/wonk/
wp/2016/02/16/the-remarkably-different-
answers-men-and-women-give-when-asked-
whos-the-smartest-in-the-class/

4)

source: https://www.alamy.com/non-disabled-
and-disabled-students-in-this-case-a-boy-in-a-
wheel-chair-image68438919.html

5)

source:
https://www.pinterest.ph/pin/11871214015000
7629/?autologin=true&lp=true

GUIDE QUESTION::
What are the common factors that you have identified that differentiate a learner from
another?
GUIDE QUESTION::
What issues have you identified based on the given pictures?

GUIDE QUESTION::
As a future teacher, how would you address these issues?
 IN YOUR OWN EXPERIENCE
Recall your encounter with children and site a specific challenge that you have experienced. How
did you manage the said challenge? Post an evidence of the said experience (if there is).

EXPERIENCE

EVIDENCE
 Teachers are expected to understand that learning environments must be responsive of
learners’ diversity. These diverse characteristics and experiences of learners become inputs to an
effective planning and development of learning opportunities. Diversity is shown in different
constructs such as culture, religion, socio-economic status, ethno-linguistic background,
disability, and giftedness. Hence, the celebration of learner diversity is shown through inclusivity
in classrooms, which presupposes a purposeful design, teaching, and assessment that is engaging,
meaningful, and accessible to all.
In this lesson, you will explore the tenets of diversity and inclusive teaching that will foster
success of learners with various linguistic, cultural, socio-economic, and religious backgrounds;
disabilities, giftedness, and talents; and learners from indigenous groups.
Specifically, this lesson aims to make the pre-service teachers:
1. Implement teaching strategies that are responsive to the learner’s linguistic, cultural,
socio-economic and religious backgrounds and;
2. Use strategies that are responsive to learners with disabilities, giftedness and talents

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.
 SOCIAL IDENTITY WHEEL
To understand diversity, one must be keen on identifying social identities and reflect on the
various ways these identities become visible or more keenly felt at different times, and how these
identities impact the ways others perceive and treat them. By doing so, as teachers, we are able to
translate these in our classroom to become more inclusive.
In this activity, you are to accomplish your own identity wheel and become aware of your own
social identities (e.g. race, gender, sex, ability, disability, sexual orientation, etc.) and further
categorize these identities based on which matter most in your own perception and which matter
most in others’ perception.

Directions:
1. Accomplish your own Social Identity Wheel by using the image below. The chart below
features a circle that is separated into 11 sections. Each section is labeled: (starting at the top
and moving clockwise around the circle) ethnicity; socio-economic status; gender; sex;
sexual orientation; national origin; first language; physical, emotional, developmental
(dis)ability; age; religious or spiritual affiliation; race.

2. After answering all of the 11 sections, identify the following prompts by putting the
corresponding number beside the social identifier section. These prompts are in the center of
the circle: (1) Identities you think about most often; (2) Identities you think about least often;
(3) Your own identities you would like to know more about; (4) Identities that have the
strongest effect on how you perceive yourself; (5) Identities that have the greatest effect on
how others perceive you.

Note: You can download the pdf version of the Social Identity Wheel at
https://sites.lsa.umich.edu/inclusive-teaching/wp-content/uploads/sites/732/2020/07/Social-
Identity-WheelDefinitions.pdf

3. Accomplishment of activity may be done electronically/online or you can print the image
and have your answers handwritten.

SOCIAL IDENTITY WHEEL

SOCIAL IDENTITY WHEEL
 After accomplishing you Social Identity Wheel, answer the following questions for
discussions. These questions will guide you on how critical social identities are and how these are
more or less keenly felt in different social contexts. You can write your answers on the space
provided below each question.

1. What part of your identity do you think people first notice about you?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. What part of your identity are you most proud of?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. What part of your identity did you struggle the most with growing up?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. For what part of your identity do you feel you receive privilege for most often?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. For what part of your identity do you feel you face oppression for most often?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. What part of your identity do you see having the most effect on your interactions with
students?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. What part of students’ identities do you most often see effecting their interactions with you?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

HOW PRIVILEGE IMPACTS LEARNER DIVERSITY AND

INCLUSIVITY IN THE CLASSROOM
In the previous activity, the Social Identity Wheel, you may have noticed that our own
identities are a double-edged sword when it comes to understanding diversity. Oftentimes, these
identities are a privilege that we use as a gateway to have access in the teaching and learning
process. In order to design effective strategies that are responsive to learners’ diversity and
incorporating inclusion in the classroom, understanding privilege is essential. The LSA Inclusive
Teaching Initiative of the University of Michigan identified ways on how our privilege may
impact us and how instructor or teacher privilege impact students.

A. Some ways that your privilege may impact you:

 If your students read you as white, gender-conforming, male, able-bodied, and affluent, they
likely perceive you as a person of intelligence and authority, which may benefit you in
student course evaluations and the ways your students engage with you in class.
 If you experience privilege, you can assume that many of your students, if not most, likely
share your identity and privilege, and that they won’t be biased against you.
 If you do not experience disabilities or language barriers, you are likely better able to meet
the expectations of workload and grading turn-around than some of your colleagues who
lack those kinds of privilege.
 If you experience privilege, the standard canon for your field of study is likely written by
people who share your identity or identities. And you can teach that canon without students
or peers suggesting that your course is political or overly topical.

B. Some ways instructor privilege may impact students who don’t share that
privilege:
 Students who don’t experience privilege may worry that their instructor and peers are biased
against them and their worldview.
 If a student’s identity is not well represented in the syllabus or shared among their peers,
they may fear that their experiences, interests, and perspectives will be treated as marginal,
off topic, or overly political. And they may worry that they will be asked to speak for their
entire social group (for example, that they may be called on to provide “the Muslim
perspective” or have their experience objectified as a “teachable moment” or “inspirational
story”).
 Students may worry that they can’t depend on the instructor to identify harmful comments or
behavior in the classroom and that you may not support them if they call-out those harmful
comments and behavior themselves.
 If a student has language barriers (such as from speaking English as a secondary language,
having a disability that impacts their processing of written or spoken language, or having
grown up speaking a dialect of English that is not commonly valued in the college
classroom), they may be concerned that the instructor and their peers will think that they are
underprepared for the course or that the instructor might not take those obstacles into account
when they evaluate their work.
 If a student requires an accommodation in order to manage the course requirements, they
may fear that the instructor will doubt the validity of their needs, demand documentation that
they don’t have, judge them adversely for needing an accommodation, or express other
resistances to providing an accommodation that the student will have to defend against.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
 2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a) Actual online synchronous lesson;
b) Video clip of a class showcasing diversity of learners; and
c) Allow you to interview teachers on how they address diversity of learners that are
not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a) Culture
b) Religion
c) socio-economic status
d) ethno-linguistic background
e) Disability
f) giftedness/talent
4. Use the Observation Checklist template from Domain 3 Lesson 1 to take note of your
observations.

Table 1. Observation Guide for Diversity of Learners

Statement Evident (/)
Teaching Learning Process
1. The teacher effectively uses a variety of teaching methods that meet different learning
styles.
2. The learner assessment is fair and does not discriminate against any learner.
3. The language used by the teacher is non-discriminatory, inclusive and appropriate.
4. Discussion and comments within the learning environment are managed to ensure
learner language is appropriate, inclusive and non-discriminatory.
5. The class is well-managed to ensure a safe learning environment.
6. Materials and topics are sensitively presented.
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large print,
etc.)
8. Provision is given to help learners access information needing additional resources.
Classroom Interactions
1. Discriminatory behavior is always dealt with in accordance with the provider’s
disciplinary and harassment policy and charter
2. Learners treat each other with respect, and listen to one another’s views, even if they do
not agree with them. Learners respect the teacher.
3. The teacher addresses the needs of individual learners, for example the potential
isolation of a learner who is the only male or female in the group, or requests to observe
religious practices or holidays
4. Discussion and small group work ensures that a range of views are represented and
cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and from
different backgrounds.
6. Alternative approaches are naturally considered when group activities present
communication difficulties who find social interaction difficult
 7. The lesson plan gives evidence of how the teacher and learning support staff have
liaised together. Learning support staff are allocated and deployed to meet student’s
needs.
8. Behavior of all students is fairly and consistently managed always taking into account
the severity/level of their disability
9. Respect is shown for religious beliefs and practices, for example appropriate break
times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice, for
example modelling language and behaviour that promotes inclusivity and respect for
others
2. Prejudiced or inappropriate language, views or behaviour are always appropriately
challenged to promote understanding and bring about behavioural change
3. In their behaviour, teachers, encourage harmonious relationships between different
groups of learners
4. No assumptions are ever made about students, for example the assumption that
students are white, middle class, English speaking, non-disabled, living in a house owned
by two biological heterosexual parents with internet access, broadband and PC’s
5. The teacher creates an atmosphere of mutual trust where each learner feels valued
regardless of background, identity or personal circumstances
6. The teacher sets high expectations for all students.
7. The teacher is confident in talking about equality and diversity and tackling equality
and diversity issues
Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf
Analyze your accomplished observation checklist. Reflect on the data that you have gathered by
answering these probing questions based on the identified practices for meeting learners’
diversity.

Practice1 How did the teacher How do I What can I do to

demonstrate this demonstrate this better implement
practice? practice in my own these practices with
class? fidelity?
Models, encourages, and
practices respect for diversity
in background,
identity, preferences, and all
other areas.
Creates an environment that
is safe and respectful of all
cultures and
backgrounds
Supports and encourages a
diverse learning community
engaged in
common interests or activities
Considers students’ diverse
backgrounds, identities,
strengths, and
challenges during lesson
planning, instruction,
assessment, and
classroom management
Involves all participants in
whole-class discussions in a
supportive,
encouraging way, allowing
students to “take a pass” or to
“recover” as
necessary
When appropriate, invites
students to share unique
experiences,
backgrounds, and histories
and models active listening
and positive,
responsive questioning,
commenting, and giving and
receiving feedback
Varies the social demands
required for learning or
performance depending
on student comfort level.
Massachusetts Department of Elementary and Secondary Education (2020). The Educator Effectiveness Guidebook for Inclusive Practice. Retrieved from:
https://www.doe.mass.edu/edeval/guidebook/2a-rubric.pdf

1
 EQUITY PRACTICE SPACES USING TEACHER MOMENTS
Addressing learners’ diversity can be a bit tough as a task but by being aware of these
differences, it opens up a new perspective in designing and implementing responsive teaching
strategies.
At this point, you are now, at least, ready to apply these diversity and inclusion practices in a
scenario. You will be involved in an interactive case study that threads in creating inclusiveness
and belonging in the classroom.

Directions: You will be needing a computer or smartphone with internet connection for this
activity
1. Go to the website: https://teachermoments.teachingsystemslab.org/equity?web
2. Once the web page is loaded, scroll down to the “Field-tested practice spaces” and click
“Gendered or racialized student comments”
3. Read carefully the scenarios presented in the case and respond accordingly based on your
understanding of learner diversity and personal judgment.

GUIDE QUESTION:
What were the notable experiences of the teachers?

General ideas to consider:

 Think ahead about how you might handle difficult classroom dynamics — and what aspects
of your course content might produce them.
 If tensions arise, do acknowledge them, in the moment or later.
 Be flexible with your plans: if students are intensely attuned to an issue, let it have the time
and attention it needs. Use the intensity to facilitate students’ learning.
Adapted for use by The Center for Research on Language and Teaching, University of Michigan.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).
 INVENTORY OF INCLUSIVE TEACHING STRATEGIES
Applying knowledge on learner diversity and inclusion requires certain level of
understanding, paradigm shift, and proficiency. To help you use, implement, and demonstrate
necessary skills that will celebrate a learners’ diverse background, reflect and annotate these
inclusive teaching strategies in every lesson planning and implementation you do. Let this be
your guide to remind you that every time you teach, there will always be an opportunity to
celebrate and embrace diversity.

Inclusive Teaching Strategies Inventory Resource

Do you or would you use the following strategies?
✓ =I use this in my teaching
~ =I sort of use this in my teaching
X =I do not use this in my teaching
✩ = I would like to try this, though I may need more information or
resources
Inventory of Inclusive Teaching Strategies. Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from Linse &
Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

Instructor-Student Interactions
 Learn and use students’ names — what they choose to be called and how they pronounce it.
 Clarify how you want students to address you, especially if you teach students from a
range of educational and cultural backgrounds.
 Distribute a student background questionnaire early in the term to learn about students’
experience with the course topics, educational background, professional ambitions,
general interests, etc.
 Encourage students to visit office hours, and use that time to ask about their experiences
with course topics as well as their interests outside the class.
 Communicate high expectations and your belief that all students can succeed.
 Allow for productive risk and failure. Make it known that struggle and challenge are
important parts of the learning process, not signs of student deficiency.
 Seek multiple answers or perspectives to questions.
 Avoid making generalizations about student experiences.
 Avoid making jokes at students’ expense.
 Refrain from asking individual students to speak for a social identity group.
 Communicate concern for students’ well-being, and share information about campus
resources.
 Communicate in writing and person your goal of making learning equally accessible to
all students. Welcome requests for documented accommodations as a chance to include
everyone more fully in learning.
 Carefully frame objectives when raising potentially sensitive or uncomfortable topics.
 Model productive disagreement, showing how to critique a statement or idea rather than
the speaker.
 Stop or intervene in a discussion if comments become disparaging or devalue other students’
experiences.
 Avoid giving verbal instructions without a written corollary. (Multiple modes can be helpful
to students with processing disabilities as well as non-native English speakers.)
 Allow ample time for any in-class activities that require substantial reading, and provide
guidance that reflects the fact that processing times will vary (e.g., how to approach the task
given you may not finish reading, or what to do if you do finish it before the time is up).
 Elicit formative feedback from students about their learning experiences in the course (e.g.
facilitated Mid-Semester Feedback session or survey).
 Ask a trusted colleague or CRLT consultant to observe your class and collect data about how
you include or interact with different students.

Student-Student Interactions
 Encourage students to learn and use one another’s names.
 Use icebreakers regularly so students can learn about one another.
 Establish guidelines, ground rules, or community agreements for class participation.
 In class, have students work in pairs, triads, or small groups.
 Have students write and share about how their background can contribute to a particular
class activity.
 For long-term teams, structure check-ins and opportunities for peer feedback about group
process.
 On the syllabus, identify collaboration or perspective-taking as skills students will build in
the course.
 In class, explain the value of collaboration for learning. Speak of students’ diverse
perspectives as an asset.
 Provide students opportunities to reflect on what they learned through collaborative activities
(formal or informal).
 Deliberately assign students to small, heterogeneous groups that do not isolate
underrepresented students.
 Set up study groups that deliberately group students with different strengths.
 Have students complete a self-assessment inventory and discuss with peers.
 Have students complete low-stakes small group activities that help them see and value the
contributions of others.
 Establish ways for students to intervene if they feel a certain perspective is being
undervalued or not acknowledged.

Content
 Choose readings that deliberately reflect the diversity of contributors to the field.
 Use visuals that do not reinforce stereotypes but do include diverse people or perspectives.
 Use diverse examples to illustrate concepts, drawing upon a range of domains of
information.
 Avoid references that are likely to be unfamiliar to some students based on their backgrounds
(e.g., citing American pop culture from ‘when you were in high school’ in a class with many
international students).
 Emphasize the range of identities and backgrounds of experts who have contributed to a
given field.
 Use varied names and socio-cultural contexts in test questions, assignments, and case
studies.
 Teach the conflicts of the field to incorporate diverse perspectives.
 Deliberately choose course materials with a range of student physical abilities in mind.
 Deliberately choose course materials with students’ range of financial resources in mind.
 Analyze the content of your examples, analogies, and humor; too narrow a perspective may
alienate students with different views or background knowledge.
 Include authors’ full names, not just initials, in citations. (This can help emphasize gender
diversity or unsettle assumptions about authorship).

Instructional Practices
 Assess students’ prior knowledge about your field and topics so that you can accurately align
instruction with their needs.
 Help students connect their prior knowledge to new learning (e.g., before introducing a new
topic ask students individually to reflect on what they already know about the topic).
 Invite students to identify examples that illustrate course concepts.
 Use a variety of teaching methods and modalities (verbal, visual, interactive, didactic, etc.)
rather than relying on one mode of engagement.
 Ask students for concrete observations about content (e.g., a reading, image, set of data)
before moving to analytical questions. (This can give everyone a common starting point and
model analytical processes you want to teach).
 Use a pace that lets students take notes during lecture.
 Clarify the expectations and grading scheme for each assignment.
 Create time in class for students to discuss and ask questions about assignments or
assignment expectations.
 Emphasize the larger purpose or value of the material you are studying.
 Structure discussions to include a range of voices: e.g., take a queue, ask to hear from those
who have not spoken, think-pair-share activities.
 Use brief in-class writing activities to get feedback on what students are learning and
thinking
 Use blind grading methods, when appropriate.