3. Knowledge on the physical, intellectual,
emotional, and social domains of the learners is
an excellent springboard for planning learning
activities, materials, and assessment.
Often, some learners are not learning well
because there is a mismatch between the lear
ning activity and the learners’ development
stage.
7. Diversity is a natural part of life. The
learning environment is the best example
where diversity is manifested between
and among the learners. Each learner has
his or her learning style, intelligence,
potential, skills, talents, learning
preferences, as well as cognitive abilities,
which are affects of both experience and
hereditary.
8. Current trends in teaching encourage
teachers to apply concepts on
multicultural teaching, differentiated
instruction ( DI), and the Universal
Design for Learning (UDL)
9. Learning is most
effective when
differences in
learner's linguistic,
culturaland social
backgrounds are
taken into account.
10. • Language can be a barrier in learning
when learners cannot express
themselves properly and when the
learning material is also related tor
their social context.
• Cases and situations should be
contextualized and localized.
11. Setting appropriately
high and challenging
standards and
accessing the learner
as well as learning
progress- including
diagnostic progress
and outcome
assessment- are parts
of the learning
process.
12. • Assessment and evaluation are essential
parts of the teaching and learning
process. The results of assessments
conducted are used to gauge the learners’
strength, weaknesses, limitations, and
areas of difficulties. Teachers can also
determine what kind of support and
scaffold the learners need.
13. Effective learning takes place when learners
feel challenged to work towards
appropriately high goals, therefore,
appraisal of the learner’s cognitive
strengths and weaknesses, as well as
current knowledge and skills is important for
the selection of the intructional materials of
an optimal degree of difficulty.
