Activity 2.

1
Research on at least two (2) images on diversity in the classroom and explain what each
image communicates about diversity. (Cite your sources)

1. Learners in all classrooms are heterogeneous and do not come from the same
mold.

Source: https://www.wgu.edu/blog/improving-diversity-classroom2005.html#close
Learners in all classrooms are heterogeneous and do not come from the same mold.
There may be students coming from different ages, genders, behaviors, cultures, social-class,
language abilities, and other factors underlying student differences. It is an undeniable fact that
classroom is a diverse place. This reality has posed a challenge to all teachers, hence, it is
essential in my quest as a future educator to learn how to accommodate differences and
commonalities among students.
Towards celebrating diversity, employing teaching best practices would be an important
foremost step. It involves the transformation of classrooms to cater for all children. As previously
discussed on CPE 100, The Child and Adolescent Learners and Learning Principles, no two
learners are exactly the same – and I agree. Students often exhibit a wide range of unique
academic, cognitive, physical, and social abilities or skills. Every student is distinct in terms of
cognitive and affective development, social maturity, ability, motivation, aspiration, learning
styles, needs, goals, interests, and potential. Further, learners do not come from the same mold
that is why the “one-size-fits-all” teaching approach is flawed because it assumes all students
learn in the same ways. Teaching strategies and learning styles that work with one learner
may not work with another that is why teachers, therefore, need to infuse several materials and
approaches. For instance, they can design and implement lessons that address all students’
academic needs, learning styles, and multiple intelligences. Most importantly, teachers should
treat all students the same, regardless of their culture, social status, or special needs. They
continuously express their confidence in students’ ability to succeed, and supported their unique
contributions to the classroom.
Identifying and thinking through notions of diversity and how they affect the classroom
allow both students and teachers to see the classroom as an inclusive place and positive
learning environment. As a student and in aspiring to become a teacher someday, I believed
that learner diversity is an issue worth addressing in education and classrooms should be
developed, promoted and sustained. There is a greater demand for understanding the idea that
learners are heterogeneous, and that it is also a greater concern.
 2. To celebrate diversity, teachers devise ways and means to integrate a caring and
nurturing learning environment where students subscribe the value of respect.

Source: http://myessaysite.com/diversity-in-the-classroom-positive-negative/

Rainbow is just one of those words that radiates diversity. A rainbow wouldn’t be
beautiful if it were all the same color. The same is true in a classroom with diverse types of
learners – that what makes the learning space colorful. The existence of diversity in a classroom
is inevitable. These can be along the dimensions of age, race, ability, status, ethnicity, gender,
intelligence, sexual orientation, socio-economic, physical abilities, religious beliefs, political
beliefs, physical and mental ability, cognitive style, learning profile, interest, readiness, ethnicity,
education, goals for the future, hobbies, political affiliation, and many more components.
In the midst of diversity, respect is one of the expressions that students are supposed to
be taught to show understanding, embracing, accepting, appreciating that everyone has
creative differences. In all learning environments, individuals interact with others who are in
some ways different from them that is why respect is a very important foundational factor to
ensure and maintain a positive learning environment by which teachers take specific and
concrete measures. Whenever this diversity exists, intergroup tension, stereotypes and
discrimination, thus it is essential to encourage students to accept and celebrate diversity.
Integrate a caring and nurturing environment where students subscribe the value of respect to
foster inclusion and awareness as they thrive in an exponentially diverse world. Every student
should realize his or her potential and create a meaningful existence. A positive classroom
culture and climate is one in which students are seen as unique, not different. A culture of
caring and connection means would made them feel valued, and heard. They feel safe to take
risks and receive feedback and are more motivated to explore, learn, and, in turn, make positive
contributions.
Diversity in the classroom emphasizes that teachers can facilitate learning process in
diverse types of learners, by teaching students to honor and incorporate respect. It is hence
important to build a learning space with such greater awareness and inclusion, and taking a
responsive approach to teaching that help increase student engagement and also build positive
relationship. Encourage students to accept and celebrate differences, and as an aspiring
teacher this is again an important quest to learn how to integrate a caring and nurturing learning
environment – the idea of unity, where the rainbow’s adjoining strips of color are likened to a
number of different groups of students within a unified whole.
Activity 2.2 EVALUATE
1. By means of graphic organizer, identify the factors that bring about diversity in
the classroom.
 Factors that bring about diversity in the classroom

Students’ Diversity
(differences and
commonalities)

Thinking/Learning Style Exceptionalities Socio-economic Status

Visual Learners Learning Disabilities Family income

Emotional and Parents’ educational

Auditory Learners Behavioral Disorder level

Physical Disabilities
Tactile/Kinesthetic and Health Impairment Parents' occupational
Learners prestige

Autism

Mental Retardation

Sensory Impairments

2. Find a slogan/quotes/sayings that celebrate diversity in the classroom and explain

what it means.

“Something magical happens in those classrooms where

skilled and caring adults who celebrate diversity are
committed to truly inclusive teaching and learning.”
Adapted from making Pres-school Inclusion Work, by Anne Marie
Richardson-Gibbs & M. Dianne Klein

At the heart of any inclusive education and inclusive classrooms is the celebration of
diversity where each individual is accepted and embraced for who and what they bring to
the learning space. This quote reminds me that celebrating diversity happens primarily
through accepting, understanding, and attending to student differences and diversity, which
can include social, physical, cognitive, academic, spiritual, emotional and many more
components. Children in all classrooms are heterogeneous, so as a future educator it is
important in my quest to learn how to accommodate differences and commonalities to
create a caring and nurturing learning environment – that is to see them as a unique
individual with creative differences. In the midst of diversity, the driving principle is to make
all students feel welcomed, valued, appropriately challenged, and supported in their unique
contributions to the classroom – this is the cornerstone of inclusive education.

“Success in a diverse classroom comes from of student self-

awareness and community acceptance of others.” – Beth
Marrow
In a diverse classroom, there are key priorities for flourishing learning environments. In the
midst of diversity, students are supposed to have self-awareness of the diversity lenses by
which not only they can see their own uniqueness, but they also see others the same way
too. Students should be made aware that the concept of diversity encompasses acceptance
and respect. Added to this, is the fact that sometimes intergroup tension, stereotypes and
discrimination can happen in a classroom. Having said that, they should be mindful of the
significance of diversity policy and its positive impact on their performance, as well as
willingly embracing its concepts. Thus, there is a need to teach about the values like
respect, justice, equality, peace, and unity among others. Diversity awareness extend
beyond mere tolerance to encompass exploration of such individual differences,
appreciating them, and ultimately increase sensitivity, promote personal reflection and
nurturing a healthy relationship despite the differences. As previously discussed on CPE
101, The Teaching Profession, students could be described as diverse since they learn at
different pace, different levels of readiness, have different interests, have different learning
styles or strategies as they approach the process of learning. Despite of these differences,
they should be provided equal opportunities. Teachers, therefore, need to plan activities
within a student diversity framework while making a classroom culture a safe and secure
haven for all the students, because these concrete steps will always enhance academic
achievement and belongingness. It will also help the school to successfully meet the
challenges.

3. Cite five (5) teaching strategies and explain how these teaching strategies
consider student diversity.

1. Use varied instructional methods to accommodate student diversity learning

styles.

Infuse various instructional materials or instructional formats, and effectiveness of a

particular teaching strategy. In today’s diverse classrooms, teachers devise ways and
means to accommodate student diversity learning styles. Teachers need to be
thoroughly aware of whether their students are achieving successfully the knowledge,
skills, values inherent in the lessons. Teaching must effectively address and embrace
the realities that come with living in a diverse classroom. Designing classroom activities
according to students’ unique learning needs means individuals with higher academic
capabilities are stretched and those who are struggling get the needed support and
particular learning requirements.

2. Integrate learning experiences and activities which promote students’

multicultural and cross-cultural awareness.

Plan and structure co-curricular experiences and heterogeneous activities that are aimed
at promoting diversity awareness. Ask them if they have ever been the personal target of
prejudice, intergroup tension, stereotypes and discrimination, and have them share
these experiences to the class – create a classroom that is safe and secure haven for
all the students. Further, it is critical for educators to create a multicultural learning
environment that promote achievable learning outcomes for all students and recognizes
the importance of including students’ cultural references in all aspects of learning. It is
hence important that teaching instructions should be culturally responsive and engender
a network of relationships based on mutual respect and valuing of diversity.
 3. Purposely, form small-discussion groups of students from diverse backgrounds.
You can form groups with different learning styles, different cultural backgrounds,
etc.

Much information about different racial, ethnic and cultural cannot only be attained
through reading books. Only by getting to know, working with, and personally interacting
with others really learn to value diversity, use it for creative problem-solving, and develop
an ability to work effectively with diverse peers (Johnson & Johnson, 2000). It is
important to encourage students of mixed abilities to work together by promoting small-
group activities, so they will develop their self-confidence, as well as enhance their
communication and critical thinking skills which are vital throughout life. Teachers are
challenged to help students acquire social skills needed to interact effectively from other
racial, ethnic, cultural, etc. Further, the basic considerations for structuring small-group
discussion includes clear learning goals, helping learners with additional needs, develop
good learning skills, builds empathy and encourages students to think differently. This
kind of strategy will build positive relationships among students – important for creating a
learning environment that values diversity.

4. Vary the examples you use to illustrate concepts in order to provide multiple
contexts that are relevant to students from diverse backgrounds.

Illustrate knowledge, skills and understanding of concepts that affirm diversity. The
manner in which the school enacts its values about diversity through instruction, and
assessment shapes the students’ perceptions about diversity. For example, have
students apply concepts by placing them in a situation that is relevant to their lives (e.g.,
“What situations can we think of in our everyday life as illustrating respect?”, “What are
some of the concrete steps you can apply to celebrate diversity?”). Students in a diverse
classroom can expand their understanding and knowledge about the concept of diversity
which should be reinforce by teachers.

5. Adapt to the students’ diverse backgrounds and learning styles by allowing them
personal choice and decision-making opportunities concerning what they will
learn and how they will learn.

Since classroom is a dynamic environment, it is critical for teachers to build a wide

repertoire of learning tasks that helps students in their decision making: (a) promotes
positive student attitudes toward the subject matter, (b) fosters more positive interactions
among students, and (c) results students working more consistently with lesser teacher
intervention. Simply put, use multiple means of representation that encompass
technique for a number of different groups of students (e.g., ways that will be good
matches to students’ learning styles).To facilitate learning, a teacher should use different
instructional formats, which are rooted in students’ preferences, including the
learning/thinking styles and multiple intelligences. The basic considerations for this
teaching strategy is to help students to become more efficient and more effective
learners and they tend to experience less anxiety or stress while performing the task at
hand.

Activity 2.3 EXTENDED BY APPLYING

 Choose a topic from your field of specialization
 Think of at least ten learning activities relevant to the topic you picked.
  Indicate the thinking/learning styles and multiple intelligences that each learning
activity can address. Remember, a learning activity may address both
thinking/learning style and multiple intelligence.

TOPIC LEARNING ACTIVITY LEARNING

STYLE/MULTIPLE
INTELLIGENCE
1. Test your Recall Session Learning Style/s:
-Auditory Learners (Listeners
(Remembering information &Talkers)
and generation of ideas)
Multiple Intelligence/s:
-Interpersonal (People Smart)

2. Allocate pairs – Structures of Learning Style/s:

The Development of Cell: A microscopic journey -Tactile/Kinesthetic learners
Cell Theory (Plant Cell and Animal Cell)
Laboratory Activity Multiple Intelligence/s:
-Naturalist (Nature Smart)
-Interpersonal (People Smart)

3. Working individually or in pairs Learning Style/s:

– “Cell” - ebrate History: -Visual Learners
Create a Timeline on the
Development of Cell Theory Multiple Intelligence/s:
- Verbal/Linguistic (Word
Smart)

4. Working in groups: Make a 3D Learning Style/s:

model of Plant Cell or Animal -Visual Learners
Cell out of locally available
materials Multiple Intelligence/s:
-Visual/Spatial (Picture Smart)

5. Working individually – Invent Learning Style/s:

an original analogy about Cell -Auditory learners (Listeners
Theory &Talkers)

(Explain, Feedback, Multiple Intelligence/s:

questions) -Mathematical/Logical
(Number Smart/Logic Smart)
-Verbal/Linguistic (Word
Smart)

6. Working in groups – Circle the Learning Style/s:

questions: Think, Ask and -Auditory Learners (Listeners
Share! &Talkers)

Multiple Intelligence/s:
-Interpersonal (People-Smart)

7. Allocate groups of 5 – Learning Style/s:

Compose a piece of song, -Auditory Learners (Listeners
jingle, poetry, or short story &Talkers)
about Cell Theory Visual learners
-Tactile/Kinesthetic Learners

Multiple Intelligence/s:
- Verbal/Linguistic (Word
Smart)
- Musical (Music Smart)
- Bodily/Kinesthetic (Body
Smart)
 8. Dividing the class into 2 Learning Style/s:
groups – Board Work -Visual iconic
-Auditory Learners (Talkers &
(Feedback, ask, questions) Listeners)

Multiple Intelligence/s:
-Interpersonal (People Smart)

9. Working in pairs: Examine the Learning Style:

environment or natural -Visual Learners
surroundings. Describe parts
of it similar to the different cell Multiple Intelligence/s:
parts. -Naturalist (Nature Smart)
-Existential (Spirit Smart)
10. Working individually – Create Learning Style/s:
a Journal Entry (Recite in -Auditory Learners (Talkers &
class) Listeners)
Questions to ponder: How does
Cell manifest the characteristics of Multiple Intelligence/s:
life? -Intrapersonal (Self Smart)
-Verbal/Linguistic (Word
Smart)
-Interpersonal (People Smart)

Activity 2.4

1. In your own words, describe the different learning/thinking styles and multiple
intelligences.

Learning/Thinking style is used to describe the uniqueness of each student learner

and the flexibility of their learning process. Different individuals have varying ways of
responding in the context of learning, that is, to process, learn and remember new
information in their own ways. Individuals think and reason differently, so each person has a
different learning style that may be best suited for their way of learning. Further, learning
style can change depending on learning situations. The one-size-fits-all learning is flawed
because it assumes all students learn in the same ways. Having said that, there are different
types of learners and perspectives about learning-thinking styles. Visual learners learn by
watching and observing. They like to see things that helps them understand and learn best
which is why they prefer to use images, charts, graphics, colors, maps and other forms of
visual stimulation to communicate ideas and thoughts. Auditory learners, on the other
hand, learn best by their listening skills. Thus, they tend to do great in a traditional school
environment listening to lectures, verbal instructions, and also contributing to discussions.
Tactile/ Kinesthetic learners, as the last type of learner, like to be hands-on and involve in
the process, meaning they learn best by doing.
Multiple intelligences used to describe the idea that intelligence should be
measured in different ways, as each student learner is unique. As previously discussed on
CPE 100, The Child and Adolescent Learners and Learning Principles, Howard Gardner
talks about his multiple intelligences that he has come up with (8) eight different kinds of
intelligence. Visual/Spatial (Picture Smart) involves thinking in pictures in which those who
assimilate concepts and information best by drawing, sketching or visualizing it. They are
brilliant when it comes to doing artwork, drawing diagrams, designing landscapes, and
more. Verbal/Linguistic (Word Smart), on the other hand, involves all forms of working
with language, the sounds of language, the meanings of words, and the practical uses of
language including reading a novel, writing essays, poetry, reports, and more. Those who
often associated with scientific and mathematical thinking is what we called the “Logic-
Mathematical (Number/Logic Smart)”, including the ability to reason, calculate, quantify,
create hypotheses, etc. Dancing, acting, sports, hands on experiments are some skills
acquired from “Bodily/Kinesthetic (Body Smart)”, which incudes the ability to use one’s
hands and body to express ideas and feelings or to solve problems or create something.
When we see someone who is great in singing, playing instruments, composing music,
performing, and appreciating music we can easily identify that they belong to “Musical
(Music Smart)”, thus this intelligence includes the ability to read, understand, and compose
musical pitches, tones, and rhythms. When we encounter someone who are good at social
interactions or one who interact effectively with others, we can say they belong to
Interpersonal (People-Smart), as these people have the ability to apprehend the feelings
and to understand other people’s motivations and intentions. While those who are adept at
figuring out their own feelings, motivations and goals as well as appreciating their own
feelings, fears and motivations is what we called “Intrapersonal (Smart). Naturalistic
(Nature Smart) seem to be in love with features of natural world of plants and animals as
well as appreciate other objects in nature. Lastly, those who love to tackle deep questions
about human existence (e.g., meaning of life, why we die), and have reflective and deep
thinking is what we called the Existential (Spirit Smart).

2. What is/are your thinking/learning styles? What are your dominant multiple
intelligences?
Personally, I don’t stick to a single thinking/learning style, depending on the learning
situations. However, I tend to lean towards audio-visual learning as I learn more by hearing
and listening (auditory learners), and learn best when information is presented visually
(visual learners). When information is displayed in word and text form, it is easiest for me to
absorb and store for future use. I also appreciate visual cues in order to solidify ideas and
concepts in my mind. I prefer verbal instructions for a task instead of figuring it out hands-
on. Sometimes I use beats, rhymes or songs to reinforce information, for those topic that
requires memorization. When I was in my 7th grade, we were tasked to memorize the
periodic table, and the easiest way possible was to use beats and tunes. Further, I also
prefer hands-on approach to learning or “learning by doing” (Tactile/Kinesthetic Learners).
Ever since I was elementary, where I sit in class is big deal for me. Even there is a given
seat assignment, I always try my best not to sit at the back because I feel more in tune with
the teacher when I am in front row. I feel like I am more motivated and engaged in the class
discussion. Luckily, I was always placed only in first to second rows. Moreover, I have a
habit of taking notes and reading books, articles, essays, and more. I considered this style
as my old and effective strategy. The maximum use of notes forces me to pay attention,
helps deepen my understanding and based on my observation I can learn more about the
topic (or while reading a textbooks). Note-taking strategies and transcribing concepts and
ideas enables me to have better retention and to increase engagement during lectures. Up
until now I am writing down important points in every PowerPoints, documents and videos
provided for our lessons, and even searched for additional information.