STUDENT DIVERSITY

LESSON 1. INDIVIDUAL DIFFERENCES

OBJECTIVES:

1. To explain how student diversity enriches the learning environment.

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2. To discuss ways to handle individual differences to ensure effective instruction.

Every child has a unique characteristic. Thus, there is no single correct way to facilitate
learning. There are many good ways. A method which fails with one child may be very helpful to
another (Acero, 2004) . The teacher then is tasked to facilitate the learning process by
recognizing and respecting individual differences to ensure effective instruction.

Factors That Bring About Individual Differences

There are diverse types of learners because of the differences in gender, religion, and
cultural background. According to Lucas and Corpuz, (2007), diversity also is due to other
factors like socioeconomic status, thinking learning styles, and exceptionalities.

LESSON 2. Multiple Intelligences

OBJECTIVES:

1. To indicate the multiple intelligences that each learning activity can address.

2. To identify the sensitivities, inclinations, and abilities of the multiple intelligences.

3. To illustrate a symbol that best represents each of the multiple intelligences.

4. To appreciate and identify people in our locality who made use of their multiple
intelligences to contribute to the development in the society..

MULTIPLE INTELLIGENCES

Multiple intelligences is an education theory that was first developed by Howard Gardner. It
describes the different kinds of “intelligences” a person exhibits. Gardner suggest that
intelligences are developed in varying degrees in every person. One may excel in one or more
of the intelligences, while being average in others, or may not even have an inclination with the
rest.
According to Gardner, as cited by Dizon et.al.(2003),” the extent to which a person will
succeed in life depends on the extent to which he develops the kinds of intelligence that are
needed in one’s culture.”
 The illustration shows the Multiple Intelligences as presented by Howard Gardner.

Multiple Intelligences
5.Existential
1.Logical

2.Spatial 6.Verbal

7.Musical
3. Naturalistic

8. Intrapersonal

4. Interpersonal

9.Kinesthetic

1. The ability to reason well and use numbers effectively. It includes the ability to recognize
relationships and patterns between concepts and things..
2. It refers to the capacity to think in images .Seeing concepts in action in order to
understand them. It involves sensibilities regarding color ,line, shape and the harmony of
these elements
3. The ability to recognize numerous species in an individual’s environment and to classify
them.
4. This intelligence has to do with interactions with others. The ability to perceive and
distinguish the moods, intentions, motivations, and feelings of other people.
5. The sensitivity and capacity to tackle deep questions about human existence.
6. The ability to use words effectively through writing or in oral format.
7. This intelligence has to do with rhythm, music and hearing.
8. The capacity of having an accurate knowledge of oneself.(one’s strengths and
limitations)
9. This intelligence encompasses specific physical skills. The ability to use the body to
express ideas and feelings.
LESSON: LEARNING/THINKING STYLES

OBJECTIVES
OOO

O 1. Construct a data chart showing the nature, interest, and needs of students of different
learning styles and thinking styles.

2. Indicate the learning style that each learning characteristic can address.
One of the important role of a teacher is to convey information to students but as a
facilitatorCompare
3. and itcontrast
of learning, is evenhow linear
more and global
important thinking style
to consider, howperform given tasks.
the information is processed
and how it is received. Students think and learn in different ways. These involve the thinking
and learning styles.

Thinking and Learning Styles

Learning style refers to how one receives information most efficiently. Thinking style
refers to how one processes information most efficiently.(http://www.targetlearning.net/learning
styles.htm/

The table below shows the summary of the Thinking and Learning Styles.

LEARNING STYLE CHARACTERISTICS

1.Visual Learners -Tend to learn better when a variety of visual

aids are used during instruction.

-They are interested in visual imagery

-Visual Iconic
-They feel comfortable with abstract
-Visual-symbolic symbolism such as Mathematical formula and
written word.

2.Auditory Learners -They learn best through verbal lectures

-“Listeners” -They remember things said to them and make

the information their own

-“Talkers” -They prefer to talk and discuss.

3.Tactile/Kinesthetic Learners -They benefit much from a hands-on

approach, actively exploring the physical world
around them.

THINKING STYLE CHARACTERISTICS

1.Linear Thinkers -They prefer a very structured approach to

learning .They are more comfortable in a world
of details.

2.Global Thinkers -They give attention only to the overall

structure and sometimes ignore details.
*Brain Hemisphere

Analytic (left Brain) Global (Right Brain)

1.verbal visual
2.responds to word meaning responds to tone of voice
3.sequential random
4.processes information linearly processes information in varied order
5.responds to logic Responds to emotion
6.plans ahead impulsive
7.recalls people’s name Recalls people’s face
8.speaks with few gesture Gestures when speaking
9.punctual Less punctual
10.prefers formal study design Prefers sound/ music background while studying
11.prefers bright light while studying Prefers frequent mobility while studying

LESSON 3. Learners with Exceptionalities

OBJECTIVES

1. To discuss the different categories of exceptionalities.

2. Advocate the People-first Language.

3. Suggest ways to properly handle learners with exceptionalities.

`Learners with exceptionalities refers to students who have special educational needs
related to cognitive abilities, behaviour, social functioning physical and sensory impairments,
emotional disturbances, and giftedness .These learners require additional services,
understanding, and patience to meet their individual needs.

As part of meeting the needs of these learners, educators prefer to use People-First
Language, which is putting the person first, not the disability; and not to use the term
handicapped because of its negative implication. More often, terms like challenged and
exceptionality are used to have more positive implications.

Categories of Exceptionalities

 Disability-is a measurable impairment or limitation that interferes with a person’s ability.

 Handicap- is a disadvantage that occurs as a result of a disability or impairment
1. Cognitive or Academic Disabilities
 Learning disabilities – is characterized by poor academic performance, social
and psychological problems and delayed physical development which may be
manifested in the following:
a. Inability to listen well d. inability to write
b. Inability process information readily e. inability to spell
c. Inability to talk f. inability to add numbers
 Types of Learning Disabilities

1. Dyslexia – difficulty in reading 5. Dysarthria- stuttering

2. Dysgraphia- difficulty in writing 6. Dyscalculia- difficulty in math
3. Visual agnosia- poor sight 7. Olfactory agnosia-inability of smelling
4. Auditory agnosia- difficulty in hearing 8. Motor aphasia-difficulty in speaking
 Attention-Deficit Hyperactivity Disorder
 Speech and communication disorders
2. Social Difficulties
 Autism-impaired social interaction and communication, repetitive behaviours and
limited interests.
 Mental retardation- significant sub-average intelligence and deficits in adaptive
behaviour.
3. Emotional Disorder
 Depression
 Aggression
4. Physical Disabilities and Health Impairments
 Limited energy and strength
 Reduced mental alertness
 Little muscle control
5. Sensory Impairments
 Visual impairment
 Hearing impairment
6. Giftedness- high level of cognitive development

People-First Language

This language trend involves putting the person first, not the disability. This reminds us
to have a more respectful and accepting attitude toward learners with exceptionalities.

 Avoid generic labels

ex.Mentally retarded- people with mental retardation
 Emphazising abilities not limitations
ex. Uses a wheel chair – confined to a wheel chair
 Avoiding euphemisms
ex. Physically challenged
 Avoiding implying illness
ex.Had polio- polio victim
REFERENCES

http://www.targetlearning.net/learningstyles.htm/

Http://www.learning theories.com/Gardner’s-multiple-intelligences

Http.www.Theory of Intelligence/Multiple Intelligences/Gardner.com

Acero, Victorina O. et. al.(2000) Principles and Strategies of Teaching. Manila, Philippines:

Rex Book Store

Corpuz, B.B., Salandanan,G.G.,& Rigor, D. V.(2006) Principles of Teaching 2. Quezon City:

Lorimar Publishing, Inc.

Dizon, Priscila B, et.al.(2003) General Psychology a Textbook for College Students. Manila,

Philippines: Rex Book Store

Lucas, M.R., & Corpuz, B. (2007). Facilitating Learning: A Metacognitive Process. Quezon

City:Lorimar Publishing, Inc.