The document discusses strategies for considering individual differences among students to plan effective instruction. It notes that as facilitators, teachers must account for diversity in socioeconomic status, thinking styles, and exceptionalities. Student diversity enhances the learning environment by improving self-awareness and cognitive development when students are exposed to varied perspectives. The document provides tips for teachers to leverage diversity, such as encouraging personal sharing, integrating multicultural activities, highlighting commonalities among students, communicating high expectations, adapting to different learning styles, diversifying assessments, and forming small diverse discussion groups.

1. 1

2. 2

3. You’ve probably heard someone says “ Everyone is
Unique.”Though it sounds really like a cliché, one cannot
ignore the truth in it. As a facilitator of learning , the teacher
is tasked to consider the individual differences among the
students in planning for effective instruction.
3

4. 4
ORGANIZER
INDIVIDUAL DIFFERENCES
(STUDENT DIVERSITY)
CLASSROOM STRATEGIES FOR
STUDENT DIVERSITY
INDIVIDUAL DIFFERENCES
FACTOR
BENEFITS OF DIVERSITY IN THE
CLASSROOM

5. 5

6. 1) Socioeconomic status – The
millionaires’ lifestyle differs from that
of the middle income or lower income
group.
2) Thinking/learning style - preferences
between students preferred way of
learning.
3) Exceptionalities – Difficulty in spoken
language comprehension or in seeing,
hearing, etc.
6

7. How
Student
Diversity
Enriches the
Learning
Environmen
t
7

8. 1.Student’s self-awareness is enhanced by diversity.
-exposing students to others with diverse backgrounds and experiences also
serves to help students focus on their awareness of themselves. When they see
how others are different , students are given reference points or comparative
perspective which sharpen assessment of their own attitudes , values and
behaviors.
2. Student Diversity contributes to cognition
development.
- the opportunity to gain access to the perspectives of peers and learn from
other students , rather than the instructor only, may be especially important for
promoting the cognitive development of learners . Supreme Court Justice, William J.
Brennan said:” The classroom is peculiarly the ‘marketplace of ideas.’ the depth and
breadth of student learning are enhanced by exposure to others from diverse
background . Students diversity in the classroom brings about different points of view
and varied approaches to the learning process.
As the German Philosopher, Nietzsche , said over 100 years ago: “ the more
affects we allow to speak about one thing , the more eyes , different eyes we can use to
observe one thing , the more complete will our concept of this thing , our objectives ,
be.” 8

9. 9

10. Some Tips
on Student
Diversity
10

11. 1. Encourage learners to share
their personal history and
experience.
-Students will be made to realize that
they have something in common with the
rest. They also differ in several ways.
11

12. 2. Integrate learning experiences and activities which
promote student’ multicultural and cross-cultural
awareness.
 You can encourage or even initiate co-curricular experiences that aimed at
promoting diversity awareness. These activities could be held to coincide with
already-scheduled national weeks or months which are designated for appreciation
of diverse groups: Disability Awareness Week, Linggo ng Wika , Indigenous
People’s Week, etc.
 Let students interview other students on campus who are from diverse
backgrounds ( foreign students or student from other ethnic/racial groups). These
students of different ethnic and racial origin serve as source of first-hand
information on topics related to their culture. This can also provide opportunity for
interaction among students who may otherwise never come in contact with each
other.
Invite students to internet discussion group email: have students ‘’visit’’ foreign
countries and ‘’talk ’’ to native of those countries
 Ask student if they have ever been the personal target of prejudice or
discrimination, and have them share these experiences with other member of the
class. 12

13. 3. ASIDE FROM HIGHLIGHTING DIVERSITY, IDENTIFY
PATTERNS OF UNITY THAT TRANSCEND GROUP
DIFFERENCES.
-According to CLYDE KLUCKHOLN, an American anthropologist who spent a
lifetime studying human diversity across different cultures ,
concluded from his extensive research that ‘’ every human is , at
the same time ,like all other humans, like some humans, and like no
other human “.
 Periodically place students in homogenous groups on the basis of
shared demographic characters (e.g., same-gender group or same-
race/ethnicity groups) , and have them share their personal views or
experiences with respect to course issues. Then form a panel
comprised of representatives from each group who will report their
group’s ideas. You can serve as moderator and identify the keys
differences and recurrent themes that emerge across different groups
or students who are not on the panel can be assigned this task.
13

14. 14
 Try to form groups of students who are different with respect to
one demographic characteristics but similar with respect to another
(e.g., similar gender but different with respect to race/ethnicity,
or similar in age but different gender). This practice can serve to
increase student awareness that humans who are members of different
groups can, at the same time, be member of the same group-and share
similar experience, needs or concern.
 After students have completed self-assessment instruments(e.g.,
learning style inventories or personality profiles), have them line
up or move to a corner of a room according to their individual scores
how members of different student populations can quite similar with
respect to their learning styles or personality profile , i.e.,
students can see how individual similarities can often overshadow
group differences.
.

15. 4. COMMUNICATE HIGH EXPECTATIONS
TO STUDENTS FROM ALL SUBGROUP.
-make conscious attempt to call on , or draw in
students from diverse groups by using effective
QUESTIONING TECHNIQUES that reliably elicit students
involvement. In addition to consciously calling on them in
class, other strategies for “drawing in ” and involving
students include:
a. Assigning them the role of reporter in a small-group discussion,
i.e., the one who reports back the group’s ideas to the class , and
b. having them engaged in paired discussions with another
classmate with the stipulation that each partner must turns
assuming the role of both listener and speaker, and
c. scheduling instructor-student conferences with them outside the
classroom.
∆ Learn the names of your students, especially the
foreign names that may have difficulty pronouncing.
This will enable you to establish early personal
rapport with them which can later serve as a15

16. 16

17. 6. Vary the example you use to illustrate concepts in order to
provide multiple contexts that are relevant to students from
diverse background.
-specific strategies for providing multiple examples and varied background include the
following :
 have students complete personal information cards during the first week of class And use this
information to select examples or illustrations that are relevant to their personal interests and life
experiences.
Use ideas , comments and questions that students raise in class , or which they choose to write
about to help you think of examples and illustrations to use.
 ask students to provide their own examples of concepts based on experiences drawn from
personal lives.
have students apply concepts by placing them in a situation or contexts that is
relevant to their lives. (e.g., “how would you show respect to all persons in your
home?”)
17

18. 18
7.ADAPT TO THE STUDENTS’ DIVERSE BACKGROUND AND LEARNING STYLE
BY ALLOWING THEM PERSONAL CHOICE AND DECISION –MAKING
OPPORTUNITIES CONCERNING WHAT THEY WILL LEARN IT.
Giving the learner more decision-making opportunity with respect
to learning tasks:
a. promotes positive student attitudes toward the subject matter-
b. foster moves positive interactions among students
c. results in students working more consistently with lesser teacher
intervention.
Also , when individuals are allowed to exert some control over task,
they tend to experience less anxiety or stress while performing
that task.

19. 19
8. DIVERSITY YOUR METHODS OF ASSESSING AND
EVALUATING STUD4NT LEARNING.
You can accommodate student diversity not only by varying what
you do with your teaching , but also by varying what you ask students to do to
demonstrate learning. In addition to the traditional paper and pancil test and
written assignments, student can demonstrate their learning in a variety of
performance formats , such as :
a) individually-delivered oral report
b) panel presentation
c) group project
d) visual presentation(e.g., concept maps ,slide presentation ,
PowerPoint ,collages , exhibits)
e) dramatic vignettes-presented live or on videotape.
one potential benefit of allowing students to choose how they
demonstrate their learning is that variety of options exercised may be
powerful way to promote student awareness of the diversity of human
learning styles.

20. 20
9. PURPOSELY, FORM SMALL-DISCUSSION GROUPS OF STUDENTS
FROM DIVERSE BACKGROUNDS. YOU CAN FORM GROUPS OF
STUDENT WITH DIFFERENT LEARNING STYLES ,DIFFERENT
CULTURAL BACKGROUND, ETC.
Small peer-learning groups may effective for
promoting student progress to a more advanced stage of
cognitive advancement because :
The instructor is removed from center stage, thereby reducing the
likelihood that teacher is perceived as the ultimate or absolute
authority
student are exposed to the perspectives of other student, thus
increasing their appreciation of multiple viewpoints and different
approaches to learning.

21. 21

22. 22

23. 23

24. 24

25. 25

26. 26

27. 27

28. 28

29. 29

30. 30