Module 2:

THE GMRC TEACHERS

REACHING OUT TO
OTHERS
 LESSON 1
Making
Meaningful
Connections
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LEARNING OUTCOMES
▰ value the uniqueness of each person;
▰ accept and respect the differences and similarities in people;
▰ discuss the value of diversity in the classroom;
▰ explain tips on how to celebrate learners' diversity and
▰ promote a culture of inclusivity in the classroom.

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Introduction
This lesson highlights the beauty of
diversity and how people despite the
differences of each one can transcend such to
be able to establish meaningful relationships.

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 Activity
HUMAN
DIVERSITY
BINGO
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Directions:
▰ Goal: This activity aims to discover other qualities of your classmates which
you may not have known for the past years that you have been together.
▰ 1. Each student will print the Human Diversity Bingo paper.
▰ 2. Using the power of social networking specifically the class group chat thru
Messenger the students will look for classmates who fit the characteristic. The
names will be written in the corresponding boxes.
▰ 3. They are instructed to circulate and look for classmates who match the
descriptions on the bingo paper for 20 minutes (if face-to-face).
▰ 4. The students will share the filled out form in the learning management
system as per instruction of the course handler. For face-to-face, the students
will share to class their learnings or discoveries about theirclassmates.
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 Activity

WORD SEARCH

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Directions:
Goal:This activity intends to raise awareness on the concepts in line
with diversity.
Time: 30 minutes to 1 hour:
Material:Printed Word Search table
Instructions: You can find the words in the grid by looking
Diagonally, Forward, Backward, Up, and Down. Circle them with a
pencil or use a marker to highlight the words. HAVE FUN!

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ANALYSIS
▰ I discovered that my classmates______________________
▰ I realized that my classmates and I ____________________
▰ learned from the _____________________________
▰ My takeaway lessons_______________________________

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ABSTRACTION
▰ Diversity is everything that makes people different from each
other (Kampen, 2019)
▰ This includes many different factors: race, ethnicity, gender,
ability, sexual orientation, handicapping conditions, socio-
economic status, age, religious belief, or political conviction.
▰ Other demographic factors such as family lifestyles, personality
characteristics, and family composition may also be considered.

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ABSTRACTION
▰ The University of Rhode Island defines diversity in the classroom
as "understanding that each student brings unique experiences,
strengths, and ideas to our classroom.
▰ Diversity is the exploration and incorporation of these
differences to enrich learning in our classroom."All these factors
work together to inform how everyone encounters the world.
Understanding, accepting and valuing diverse backgrounds can
help our learners thrive and survive in this ever-changing world.

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ABSTRACTION
▰ TYPES OF DIVERSITY
▰ 1. Diversity in terms of personal characteristics. These cover
gender, communication socio-economic background, age, style,
and personality.
▰ 2. Diversity in terms of student background. These have to do
with culture, ethnicity, language, political beliefs, social class
and religion.
▰ 3. Diversity in terms of cognitive aptitude to cover cognitive
abilities, technical abilities and skills as well as social abilities
14 and skills.
ABSTRACTION
▰ TYPES OF DIVERSITY
▰ 4. Diversity in terms of level of motivation and diversity of
opinion. Nowadays, teachers are faced with a classroom that is a
melting pot of learners with a variety of biological, social and
cultural backgrounds.

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ABSTRACTION
▰ Teachers can utilize these tips or ways to promote equity and
diversity in the classroom:

▰ SELF-AWARENESS. The most basic step in promoting equity

and diversity is for the teacher to develop self-awareness. There
is a need for the teacher to recognize how the differences in
ability, race, ethnicity, gender, religion, personality, socio-
economic status, and being able-bodied impact one's
perceptions.

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ABSTRACTION

▰ Get to know your learners. All the learners in your school are
unique individuals, so use that fact to build a diverse and
inclusive school culture. Take the time to learn about them. When
you know your learners in terms of their strengths and
weaknesses, you will be better equipped to address their
diversity.

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ABSTRACTION

▰ Class Norms Classroom norms that promote openness are set.

These include being respectful to each other, being able to share
ideas, opinions and values openly and learning to disagree
respectfully. It is important that rules are set explicitly in terms of
showing respect, sharing opinions and ideas, etc. This should be a
collaborative task between teacher and learners. Flexibility
should be exercised to refine the rules or norms, if needed.

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ABSTRACTION

▰ Culturally Relevant Teaching.Teachers are encouraged to

recognize diversity by promoting the importance of cultural
awareness, creating a sense of belongingness among learners
and allowing them to celebrate differences in traditions,
practices, and beliefs. This pedagogy provides a framework
which exposes the learners to cultural variances in deep,
meaningful ways and at the same time prioritizes academic
excellence for all students
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ABSTRACTION

▰ Purposeful Planning One important key to promoting equity and

diversity is purposeful and careful planning. If a particular topic
or idea for discussion is sensitive, it would be good to select the
proper text or material to be used, the ways of facilitating the
discussion which would encourage active listening and respecting
of opinions. Collaborative learning groups can be formed to
enable learners to work together.

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ABSTRACTION

▰ Meet diverse learning needs. The teacher can use different

teaching strategies to address the different needs of the
learners. The teacher should make sure that all learners are
actively participating in the classroom activities and
discussion. Technology can also be used to support especially for
learners with special needs

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ABSTRACTION

▰ Community Involvement. Parents, family members,

community members or those representing persons with special
needs can be invited as resource persons in class. The exposure of
the learners to different kinds of people will broaden their
experiences and will prepare them for life beyond the
classroom. It is best to be able to connect with parents and the
community.

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POLICY GUIDELINES

▰ DepEd Order No. 21 titled “Policy Guidelines on the K to 12

Basic Education Program” This policy framework promotes the
right of every Filipino to quality, equitable, culture-based, and
complete basic education.

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International Legal and Standard
▰ 1989 Convention on the Rights of the Child upholds the rights of children
and changed the way children are viewed and treated—from passive objects of
care and charity to human beings with a distinct set of rights.

▰ 1994 Salamanca Statement provides that all children should learn together,
wherever possible, regardless of any difficulties or differences they may have.

▰ United Nations Convention on the Rights of Persons with Disabilities

(UNCRPD) aims to promote, protect, and ensure the full and equal enjoyment
of all human rights and fundamental freedoms by all persons with disabilities,
and to promote respect for their inherent dignity. More specifically, Article 24
of the UNCRPD states that “the right of persons with disabilities to education
must be recognized with a view to realizing this right without discrimination
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and on the basis of equal opportunity”
International Legal and Standard
▰ 2007 United Nations Declaration on the Rights of Indigenous
Peoples stipulates that Indigenous Peoples (IPs) have the right to
establish and control their educational systems and institutions and
that indigenous individuals, particularly children, have the right to
all levels and forms of education without discrimination.

▰ Education 2030 Framework for Action aims at mobilizing all

countries and partners around the Sustainable Development Goal
(SDG) on inclusive and equitable quality education and lifelong
learning opportunities for all.
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Philippine Legal Mandates for Inclusive Education
▰ 1987 Philippine Constitution (Article XIV, Sections 1 and 2) explicitly upholds the
protection and promotion of the right of all citizens to quality education at all levels,
which requires the Philippine government, among others, to:

▰ i. Establish, maintain, and support a complete, adequate, and integrated system of

education relevant to the needs of the people and society (Section 2(1));

▰ ii. Encourage non-formal, informal, and indigenous learning systems, as well as self-
learning, independent, and out-of-school study programs particularly those that respond
to community needs (Section 2(4)); and

▰ iii. Provide adult citizens, the disabled, and out-of-school youth with training in civics,
vocational efficiency and other skills (Section 2(5)).
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Philippine Legal Mandates for Inclusive Education
▰ Republic Act No. 10533 otherwise known as The Enhanced
Basic Education Act of 2013, and its Implementing Rules and
Regulations (IRR), define the inclusiveness of enhanced basic
education through the implementation of programs designed to
address the physical, intellectual, psycho-social and cultural needs
of learners, which shall include, but shall not be limited to,
Programs for Learners with Disabilities, Programs for Learners
under Difficult Circumstances, Madrasah Program, Indigenous
Peoples Education Program, and Programs for the Gifted and
Talented (Section 8).
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Philippine Legal Mandates for Inclusive Education
▰ Republic Act No. 9710 otherwise known as The Magna Carta of
Women, and its Implementing Rules and Regulations (IRR),
compels the State to provide equal access and to eliminate
discrimination in education, scholarships, and training (Section
13). This includes admission, curriculum and educational
materials, delivery using gender sensitive language, and capacity-
building on Gender and Development (GAD), peace and human
rights for teachers and those involved in the education sector.

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Philippine Legal Mandates for Inclusive Education
▰ Republic Act No. 10157 or The Kindergarten Education Act released in
2012 declares the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten
education that effectively promotes physical, social, intellectual, emotional and
skills stimulation and values formation to sufficiently prepare them for formal
elementary schooling.

▰ Republic Act No. 9155 otherwise known as The Governance of Basic

Education Act of 2001 enforces the establishment of the Alternative Learning
System (ALS) to provide out-of-school youth and adults with basic education.

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Philippine Legal Mandates for Inclusive Education
▰ Republic Act No. 8371 otherwise known as The Indigenous Peoples Rights
Act of 1997 mandates the State to provide equal access to various cultural
opportunities to ICCs (Indigenous Cultural Communities]/IPs through the
education system without prejudice to their right to establish and control their
educational systems and institutions by providing education in their own
language, and in a manner appropriate to their cultural methods of teaching and
learning (Article II, Section 2).

▰ Republic Act No. 9344 or The Juvenile Justice and Welfare Act of 2006
requires educational institutions to work together with families, community
organizations and agencies in the prevention of juvenile delinquency and in the
rehabilitation and reintegration of child in conflict with the law.
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Philippine Legal Mandates for Inclusive Education
▰ Republic Act No. 9442 (approved in 2007) or An Act Amending
Republic Act No. 7277 of 1992, otherwise known as the Magna Carta
For Disabled Persons mandates the provision of educational assistance
to persons with disabilities, for them to pursue primary, secondary,
tertiary, post tertiary education, as well as vocational or technical
education, in both public and private schools.

▰ Republic Act No. 10665 of 2015 also known as the Open High School
System Act declares the policy of the state to broaden access to relevant
quality education through the employment of an alternative secondary
education program to overcome personal, geographical, socio-economic,
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and physical constraints.
Philippine Legal Mandates for Inclusive Education
▰ Republic Act No. 10361 approved in 2013 otherwise known as the Domestic
Workers Act or Batas Kasambahay guarantees that the Kasambahay is
afforded the opportunity to finish basic education, which shall consist of
elementary and secondary education and mandates the DepEd to ensure their
continued access to ALS (Rule IV, Section 16).

▰ Republic Act No. 7610 of 1992 also known as Special Protection Against
Abuse, Exploitation and Discrimination Act declares that it is a State policy
to provide special protection to children from all forms of abuse, neglect,
cruelty, exploitation and discrimination, and other conditions prejudicial to their
development; provide sanctions for their commission and carry out a program
for prevention and deterrence of and crisis intervention in situations of child
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abuse, exploitation and discrimination.
APPLICATION
▰ 1. Am I sensitive to the fact that people differ from each other?
▰ 2. Do I treat everyone I meet fairly?
▰ 3. Am I respectful in my communication with classmates, peers
regardless of age, gender, religion, SES, race, ethnicity and
abilities? How?
▰ 4. What practices do you observe to celebrate your uniqueness
as persons inside the classroom?

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APPLICATION
▰ After reflecting on these questions, please do the task of
making a quotation celebrating and championing diversity.
Post your original quotation online thru FB group, Google
classroom or Instagram or as instructed by your course handler.

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