The document discusses Loden's Wheel of Diversity and ability/disability as dimensions of diversity. It summarizes Loden's Wheel which categorizes diversity into primary/core dimensions like race and gender that are inherent, and secondary dimensions like education and religion that are acquired. It discusses ability and disability as a core dimension of diversity and challenges of diversity like cultural misunderstandings. The key principles of diversity are identified as respect, inclusion, cooperation and responsibility.
The Diversity Wheel is useful starting point to explore equality and diversity issues and how these factors interrelate to impact on people’s lives.
This slide show helps to examine what is core to someones identity, what aspects individuals can change only with difficulty and effort and what are more transient/more easily changed elements of our identity.
The document summarizes the Philippine Department of Education's vision and policy for inclusive education for children with special needs. The vision is for these children to receive a basic education that allows them to develop their potentials and express themselves in society. The policy aims to accelerate access to education for children with special needs. It also aims to provide support services, vocational programs, and opportunities for independent living. The goal is to provide appropriate educational services for children with special needs within mainstream basic education.
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
The document discusses educational theories including idealism, realism, essentialism, progressivism, pragmatism, and social reconstructionism. It provides information on each theory's key beliefs and teaching methods through venn diagrams and charts. For example, it states that idealism believes reality is spirit while realism believes the world is real and material. Progressivism promotes learning by doing rather than just reading. Pragmatism, progressivism, and social reconstructionism aim to teach thinking to adjust to change and improve society, though they differ in their specific methods.
The Diversity Wheel is useful starting point to explore equality and diversity issues and how these factors interrelate to impact on people’s lives.
This slide show helps to examine what is core to someones identity, what aspects individuals can change only with difficulty and effort and what are more transient/more easily changed elements of our identity.
The document summarizes the Philippine Department of Education's vision and policy for inclusive education for children with special needs. The vision is for these children to receive a basic education that allows them to develop their potentials and express themselves in society. The policy aims to accelerate access to education for children with special needs. It also aims to provide support services, vocational programs, and opportunities for independent living. The goal is to provide appropriate educational services for children with special needs within mainstream basic education.
The document discusses special education, outlining its objectives, categories of exceptionalities recognized, and individualized education programs (IEPs). Special education aims to support students with disabilities or exceptional abilities by tailoring educational programs to meet their unique needs. It recognizes 13 categories of exceptionalities ranging from autism to visual impairment. For each student, an IEP is developed by a team and outlines goals, services, and placement designed to help the student achieve their full potential.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
National competency based teacher standards (ncbts)RichardBanez
This document discusses the National Competency-based Teacher Standards (NCBTS) in the Philippines. It provides background on educational reforms that led to the creation of the NCBTS. The NCBTS define seven domains of teaching competency and provide standards within each domain to guide teachers' professional development and training. The domains cover topics like learning environments, curriculum, assessment, and community engagement. The NCBTS provide a framework for improving teaching quality and are intended to be used by teacher training institutions and the Department of Education.
The Nature of Performance-Based Assessment (Assessment of Learning 2)iamina
Performance-based assessment is an alternative form of assessment that evaluates students' demonstration of skills through tasks like projects, presentations, and experiments, rather than traditional tests. It has strengths like clearly identifying learning targets, allowing various approaches to evaluation, and engaging students in an authentic learning process. However, it also has weaknesses such as being time-consuming to develop, administer, and score, and not providing as many samples of student achievement compared to other assessment types. Overall, performance-based assessment integrates evaluation with instruction but can be difficult to implement reliably.
This presentation focuses on:
-Shift of International Focus
-The Outcomes of Education: Focus of Accreditation
-Program Objectives (P.O)
-Student Learning Outcomes (S.L.O)
-Curriculum Mapping
-Determining the Attainment of S.L.O through Outcomes-Based Assessment
The document discusses educational theories including idealism, realism, essentialism, progressivism, pragmatism, and social reconstructionism. It provides information on each theory's key beliefs and teaching methods through venn diagrams and charts. For example, it states that idealism believes reality is spirit while realism believes the world is real and material. Progressivism promotes learning by doing rather than just reading. Pragmatism, progressivism, and social reconstructionism aim to teach thinking to adjust to change and improve society, though they differ in their specific methods.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
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This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
This document outlines the major milestones in the development of special education in the Philippines from 1902 to 2004. Some of the key events include the establishment of the Philippine Association for the Deaf in 1926, the first school for the deaf opening in Samar in 1956, and the passage of the Magna Carta for Disabled Persons in 1992 to promote the rights of people with disabilities. The document shows how special education has expanded over the decades through the opening of programs, passage of laws, and establishment of organizations focused on serving people with special needs.
This document provides an overview of special education in the Philippines. It discusses the history of special education in the country dating back to 1902, with key people and organizations that helped establish programs and schools for people with disabilities. Some notable events include the establishment of the first school for the deaf and blind in 1907. It also outlines the growth of special education programs and legislation over time, such as the creation of the special education section within the Bureau of Public Schools in 1957 and the passing of laws in 1968 and 1973 to provide teacher training programs. The document highlights the expanding role of both government and private organizations in supporting special education in the Philippines throughout the 20th century.
the history of the Philippines education (teaching profession)Lorein May Pabilona
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
This document discusses different aspects of grading systems, including:
- Sample student grades and units from various subjects. The average grade for this student is 88.
- The roles of grading in evaluation, communication, motivation, and organization of student work.
- Two conflicting roles for teachers as coaches and judges.
- Two types of grading systems - norm referenced and criterion referenced.
- Examples of grading scales from two schools, SDCA and CVSU.
- Four key questions around grading, such as whether grades should reflect achievement only or include other factors.
- An overview of standardized test scoring and the two main grading systems used in the Philippines.
This chapter discusses diversity and defines it in various ways. It introduces Loden's Wheel of Diversity, which categorizes diversity into primary/core dimensions (e.g. age, gender, race) and secondary dimensions (e.g. education, work experience). The wheel illustrates how these dimensions shape identity and perspective. Ability and disability are also core dimensions of diversity. Diversity is about respecting and embracing uniqueness and creating an inclusive environment for all.
Diversity refers to understanding individuals as unique and recognizing differences along dimensions like race, ethnicity, gender, abilities, and beliefs. Marilyn Loden developed the Diversity Wheel to show how characteristics fall into an inner core defined at birth or through significant experiences, or an outer secondary dimension influenced by life experiences. Ability and disability are also dimensions of diversity, and people with disabilities should be acknowledged, respected, and accommodated. However, discrimination still challenges diversity in areas like the workplace and education. Promoting diversity through inclusive policies and practices can encourage collaboration and respect for all.
The document discusses the development of the Philippine public school curriculum model. It outlines key changes and reforms to the education system from pre-Spanish times to the present day, including the introduction of the National Elementary School Curriculum in 1984 and New Secondary Education Curriculum in 1991. These were research-based curricula that emphasized mastery learning and developing minimum learning competencies in fewer subject areas. The curriculum has continued to evolve with revisions made in 2002, 2010, and most recently in 2012 with the K-12 Basic Education Curriculum.
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
Process and product performane-based assessment Dianopesidas
This document discusses process-oriented and product-oriented performance-based assessment. Process-oriented assessment evaluates the actual task performance and does not emphasize the output. It aims to understand the processes a person uses to complete a task. Product-oriented assessment focuses on the final product and output, and evaluates it based on levels of performance like novice, skilled, and expert. Both types of assessment require carefully designing learning tasks and creating rubrics with criteria, levels of performance, and descriptors to consistently score students.
Basic laws on the professionalization of teachingYiscah Etrof
The document discusses the history and laws around professionalizing teaching in the Philippines. It outlines key presidential decrees from 1977 and 1994 that recognized teaching as a profession and established regulatory bodies like the National Board of Teachers to oversee teacher licensing and certification. The decrees aimed to improve teacher quality and raise the status of teaching as a profession in recognition of teachers' important role in nation-building.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
Legal bases of special and inclusive educationFlipped Channel
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
This document discusses different views and approaches to curriculum. It addresses traditional and progressive points of view on curriculum. The traditional view sees curriculum as a set of subjects to be taught, while the progressive view defines curriculum as the total learning experiences of the individual, both in and out of school. The document also summarizes Ralph Tyler's model of curriculum development and Hilda Taba's grassroots approach. It outlines different types of curriculum operating in schools and lists major philosophical foundations of curriculum.
This document outlines the major milestones in the development of special education in the Philippines from 1902 to 2004. Some of the key events include the establishment of the Philippine Association for the Deaf in 1926, the first school for the deaf opening in Samar in 1956, and the passage of the Magna Carta for Disabled Persons in 1992 to promote the rights of people with disabilities. The document shows how special education has expanded over the decades through the opening of programs, passage of laws, and establishment of organizations focused on serving people with special needs.
This document provides an overview of special education in the Philippines. It discusses the history of special education in the country dating back to 1902, with key people and organizations that helped establish programs and schools for people with disabilities. Some notable events include the establishment of the first school for the deaf and blind in 1907. It also outlines the growth of special education programs and legislation over time, such as the creation of the special education section within the Bureau of Public Schools in 1957 and the passing of laws in 1968 and 1973 to provide teacher training programs. The document highlights the expanding role of both government and private organizations in supporting special education in the Philippines throughout the 20th century.
the history of the Philippines education (teaching profession)Lorein May Pabilona
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
This document discusses the challenges of multigrade teaching. It begins by explaining that multigrade classes exist due to small student populations in remote areas that do not allow for single grade classes. It then outlines advantages and challenges for both students and teachers in multigrade environments. Key aspects of effective multigrade teaching are also presented, such as systematic instruction, classroom management strategies, and facilitating a cooperative learning environment.
This module discusses student diversity and challenges teachers to identify factors contributing to diversity, demonstrate a positive attitude towards diversity, and develop teaching strategies that consider student differences. It identifies key factors of diversity as socioeconomic status, thinking/learning styles, and exceptionalities. The module encourages teachers to recognize that all students are unique and provides an activity to raise awareness of diversity in the classroom.
The document discusses three models of curriculum development:
1. Ralph Tyler's model emphasizes the planning phase and considers the school's purposes, educational experiences, organization of experiences, and evaluation.
2. Hilda Taba's model takes a grassroots approach, beginning with learner needs and moving through formulation of objectives, selection of content, organization, experiences, and evaluation.
3. Galen Saylor and William Alexander's model involves specifying goals and objectives, designing curriculum, implementing instructional plans, and conducting evaluation to determine if goals were met.
All three models utilize the basic steps of planning, designing, implementing, and evaluating the curriculum.
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
This document discusses different aspects of grading systems, including:
- Sample student grades and units from various subjects. The average grade for this student is 88.
- The roles of grading in evaluation, communication, motivation, and organization of student work.
- Two conflicting roles for teachers as coaches and judges.
- Two types of grading systems - norm referenced and criterion referenced.
- Examples of grading scales from two schools, SDCA and CVSU.
- Four key questions around grading, such as whether grades should reflect achievement only or include other factors.
- An overview of standardized test scoring and the two main grading systems used in the Philippines.
This chapter discusses diversity and defines it in various ways. It introduces Loden's Wheel of Diversity, which categorizes diversity into primary/core dimensions (e.g. age, gender, race) and secondary dimensions (e.g. education, work experience). The wheel illustrates how these dimensions shape identity and perspective. Ability and disability are also core dimensions of diversity. Diversity is about respecting and embracing uniqueness and creating an inclusive environment for all.
Diversity refers to understanding individuals as unique and recognizing differences along dimensions like race, ethnicity, gender, abilities, and beliefs. Marilyn Loden developed the Diversity Wheel to show how characteristics fall into an inner core defined at birth or through significant experiences, or an outer secondary dimension influenced by life experiences. Ability and disability are also dimensions of diversity, and people with disabilities should be acknowledged, respected, and accommodated. However, discrimination still challenges diversity in areas like the workplace and education. Promoting diversity through inclusive policies and practices can encourage collaboration and respect for all.
This document discusses diversity and its significance. It defines diversity as differences between people that can be visible or invisible, including characteristics like race, gender, abilities, beliefs and more. It explains Loden's Wheel of Diversity model, which categorizes diversity into primary/core dimensions that strongly influence identity and secondary dimensions that can change. The document also discusses principles for managing diversity - respect, inclusion, cooperation and responsibility. It emphasizes that diversity should be accepted and people of all backgrounds should have equal opportunities and rights.
Diversity refers to differences among people in areas such as race, ethnicity, gender, age, religion, sexual orientation, disability status, and other attributes. Managing diversity and promoting inclusion are important for organizations because they allow individuals to feel respected and connected, which helps harness diverse perspectives and ideas to create business value. While simply having a diverse workforce or student body is not enough, creating an environment where all individuals feel included and able to participate fully regardless of their backgrounds is important for success. Embracing diversity involves considering others' perspectives, befriending people different than oneself, showing empathy and compassion, and not making assumptions based on stereotypes.
This document discusses the concept of diversity from various perspectives. It defines diversity as differences between people that can relate to race, ethnicity, gender, religion, ability and other attributes. It also presents Loden's Wheel of Diversity, which categorizes diversity dimensions as primary (inherent) or secondary (influenced by experiences). The document advocates for respect, inclusion, cooperation and responsibility when managing diversity. It notes that discrimination still exists despite policies promoting diversity. Overall, the document provides context around diversity and strategies for acknowledging and respecting differences.
This document discusses diversity and Loden and Rosener's Diversity Wheel model. It defines diversity as differences between people in characteristics like race, gender, age, beliefs, and abilities. The Diversity Wheel categorizes diversity into primary/core dimensions like gender, race and age that strongly influence identity, and secondary dimensions like location, education and language that can change with experience. The model aims to help organizations understand and value employees' diverse identities and perspectives.
UNDERSTANDING DIVERSITY FOUNDATION ON SPECIAL EDUCATION.pptxMaryRoseFraga
This document discusses diversity and understanding it. It defines diversity as the ways people are alike and different, including along dimensions like race, gender, orientation, beliefs and more. It says diversity is explored in a safe, positive way and is about understanding and celebrating differences. It then describes the Diversity Wheel model which shows the complexity of diversity filters through which people process information. It outlines the four layers model of diversity including personality, internal dimensions like physical traits, external dimensions like career, and organizational dimensions like workplace culture. The model aims to help understand how diversity impacts individuals and organizations.
UNDERSTANDING DIVERSITY FOUNDATION ON SPECIAL EDUCATION.pptxMaryRoseFraga
This document discusses diversity and understanding it. It defines diversity as the ways people are alike and different, including along dimensions like race, gender, orientation, beliefs and more. It says diversity is explored in a safe, positive way and is about understanding and celebrating each other's differences. It then describes the Diversity Wheel model which shows the complexity of diversity and how it impacts assumptions and behaviors. The rest describes the 4 Layers Model of diversity - personality, internal dimensions, external dimensions, and organizational dimensions - and how they shape and impact individuals and organizations.
This document discusses diversity in the workplace. It defines diversity as differences among people in terms of gender, ethnicity, age, and other attributes. It outlines various ways diversity has been characterized, such as differences in values, personality, and experiences. The features of diversity are described as multidimensional and inclusive of both differences and similarities. Responses to diversity in the workplace range from exclusion to promoting mutual adaptation and understanding differences. Effectively managing diversity is important for companies today.
This document discusses managing diversity in the workplace. It defines diversity as acknowledging and respecting individual differences. It identifies primary dimensions of diversity like age and gender, and secondary dimensions like education and religion. It presents a four layer model of diversity including organizational, external, internal, and personality dimensions. The document emphasizes that understanding diversity across all these dimensions can help create a more inclusive workplace that values all employees.
This document defines diversity, social diversity, its dynamics and dimensions in terms of interpersonal intrapersonal, cultural and cross cultural aspect
#Diversity Management, Definition Of Diversity, Types of Diversity, Benefit of Diversity , Challenges of Diversity.
The Definition of Diversity and Diversity management, Prejudice and its step and expression, what diversity look like in organization like WKU
Minimizing the challenge, and best practice of Diversity management,
Is Diversity management is important in campus, and its benefit for student, and How it can be structured.
The four types of Diversity, Internal Diversity, External Diversity, Organizational Diversity, world wide diversity
The document discusses the concept of multicultural personality and its importance for teachers working in multicultural classrooms. It defines multicultural personality as having five dimensions: cultural empathy, open-mindedness, social initiative, emotional stability, and flexibility. These traits help individuals interact effectively in diverse cultural environments. Research shows multicultural personality can predict outcomes like better professional performance, personal adjustment, and social integration. The document examines each of the five dimensions in depth and reviews research on the outcomes predicted by each dimension.
Culture is increasingly an important element in the tourism workplaces in which it creates distinctiveness and authenticity of diversity and cultural differences does not matters. In this lesson, you will learn about the culture and its impact in the multicultural diversity in workplaces of tourism sectors.
This document provides biographical information about Anthony Mam and outlines goals and activities for promoting diversity and multicultural understanding. It includes Anthony's educational and professional background working in diversity roles. The document then discusses concepts like identity, multiculturalism, and becoming an ally. It provides characteristics of an ally and suggests reflection questions. Finally, it lists campus resources at RWU related to diversity and inclusion. The overall aim is to help participants better understand identity, appreciate differences, and develop multicultural competence.
Enhancing Relationships Through Cultural Competence Training by Proceed IncAtlantic Training, LLC.
This document provides an overview of a training on cultural competence. It discusses establishing safe conversation guidelines, understanding one's own worldview and cultural identities, recognizing cultural differences without stereotyping, and exploring the cultural competence continuum as an evaluation tool. The objectives are to understand how cultural factors impact relationships, learn about demonstrating culturally competent behaviors, and discuss strategies for enhancing cultural competence.
This in-service training discusses enhancing cultural competence in relationships and organizations. It covers topics like understanding one's own culture and worldview, recognizing cultural differences, and assessing cultural competence on an individual and organizational level. The training provides strategies for improving cultural competence, such as getting to know oneself and one's community, and evaluating where one falls on the cultural competence continuum in order to strengthen relationships and better serve diverse groups.
Standardized Cultural Competency In-Service Training ProceedNCTSTA
Train staff members with this interactive presentation that includes various teaching tools such as: videos, quizzes, diagrams, visuals, discussion segments and hands-on activities to aid the learning process and maintain participant engagement.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
2. Competencies:
● a. discuss the meaning and significance of
diversity;
● b. demonstrate the use of Loden's Wheel of
Diversity, and
● c. support diversity as a positive component of
relationships, education and organizations.
3. CLASS RULES
Keep your
phones away.
Be ready to
learn.
Work smart and
do your best!
When someone
else is talking,
LISTEN.
01
02
03
04
6. The Diversity Wheel pointed to the significance of our
social characters and the ways in which people develop their
identity when they are able to establish a connection with a specific
group of people. Ability refers to the possession of the qualities
required to do something; necessary skill or competence, or power.
The wheel consists of primary or core and secondary dimensions of
diversity. The categories put forward the effect of these differences
on a person's beliefs, expectations, and life experiences. The
dimensions are the components that comprise the whole person.
1.
7. 1.Internal Diversity –
types that are related to a person that they are born into, they
are things that none of us can change.
“relating or belonging to or existing within the
person”.
• Race • Ethnicity • Age • National origin • Sexual Orientation •
Cultural Identity
FOUR (4) TYPES OF DIVERSITY
8. FOUR (4) TYPES OF DIVERSITY
2. External Diversity -
It means things that are related to a person but the
characteristics are not born with to the person but can
be heavily influenced and controlled by us. “situated
outside, apart, or beyond”.
• Interest • Education • Experiences • Citizenship •
Religion • Relationship Status • Geographic Location
9. FOUR (4) TYPES OF DIVERSITY
3.Organizational Diversity - relates to the differences
between people that are assigned to them by an organization
essentially, these are the characteristics within a workplace that
distinguish one employee from another. Also called functional
diversity
•Job function
• Employment status
• Management status
• Pay type • Place of work
10. FOUR (4) TYPES OF DIVERSITY
4.Worldview Diversity-
The last type of diversity is usually factors that we observe, we
feel, we experience that shape our world views.
• Cultural events
• History knowledge
• Politics
13. ● In 1991 Loden and Rosener published
the book “Workforce America”!
Managing Employee Diversity as a Vital
Resource. In this book, the original
version of the diversity wheel was
introduced.
● Loden recognized the demand for an
instrument that would help people
understand better how group based
differences influence people’s Identity.
14. “I wanted to identify the differences that make a major
difference.” She explains, “to show which dimensions
of diversity are important in people’s lives,
acknowledge their power so that people who wanted
to talk about them would be supported by the model.”
15. ● In the last 20 years, the global context
for business and the workplace has
become much more clear, and diversity
right along with it. To help make
diversity discussion more relevant in
this global context, Marilyn Loden
decided the model needed an update.
16. “I think diversity discussions are really understanding
our social identities, acknowledging what is important
and learning to integrate into society so that no sub
group feels excluded or down.
17. Loden’s Diversity Wheel:
● The Primary/core is the most powerful and sustaining
differences. In the original model, Loden’s presented six
primary dimensions: age, ethnicity, physical
abilities/qualities, race, and sexual orientation.
● Secondary dimension defined the other important
differences that acquired later in life. The Secondary
dimension included: educational background, income,
marital status, work experience, military experience, religion
and geographic location
18. ITERATIONS OF THE MODEL
● Lee Gardenswartz and Anita Rowe (Diversity Consultant),
changed the original language of core and secondary
diversity dimensions to ‘’internal and external dimension’’,
they also added two additional concentric circles, personality
and organizational dimensions.
● Adding factors like ‘’personal habits’’ as an external
dimension of a person’s social identity.
● Renamed the model called ‘’the four layers of Diversity’’.
19.
20.
21. • Loden’s piece of advice to people using the model is to
open up the diversity conversation so that everyone at
the table can identify with some dimension.
• “The Diversity Wheel is useful in explaining how group-
based differences contribute to individual identities’’.
• Loden’s defines the four principles: respect, inclusion,
cooperation, and responsibility- or RICR.
LODEN’S ADVICE FOR USING THE MODEL
30. The four principles are respect, inclusion, cooperation,
and responsibility or RICR" (Loden 1996).
Treating others the way
they wish to be treated
respect
Treating others the way
they wish to be treated
31. The four principles are respect, inclusion, cooperation,
and responsibility or RICR" (Loden 1996).
Making certain everyone on the team
is truly a part of the team's decision-
making process
inclusion
32. The four principles are respect, inclusion, cooperation,
and responsibility or RICR" (Loden 1996).
Actively helping others succeed rather
than competing attempting to one-up
someone
cooperation
33. The four principles are respect, inclusion, cooperation,
and responsibility or RICR" (Loden 1996).
Managing personal behavior to maintain a
diversity-positive environment and questioning
inappropriate behavior when it occurs
responsibility
35. Ability- Refers to the
possession of the qualities
required to do something;
necessary skill or competence, or
power.
-Collins English Dictionary
36. Disability- the umbrella term for
impairments, activity limitations, and
participation restrictions, referring to the
negative aspects of the interaction
between an individual (with a health
condition) and that individual's
contextual factors (environmental and
personal factors).
-World Health Organization (WHO n.d.)
37. “a person with a disability is a person who has
a physical or mental impairment that
substantially limits one or more major life
activity”
The American Disabilities Act of 1990 (ADA)
38. “Disabilities may affect one's
senses or one's mobility; they may
be static or progressive, congenital
or acquired, formal (affecting the
shape of the body) or functional,
visible or invisible"
(Couser 2005).
39. A person’s disability makes him or her a
unique individual who is at times, shunned
from places and activities. They have to be
acknowledged as a part of spectrum of
diversity.
40. They have to be recognized as human beings who should
not be discriminated against, but rather understood and
tolerated. They have to be accorded to their rights
42. In this age of fast paced
development where diversity plays a
unique role, there are still challenges
that confront a lot of people who
have been identified as "different.
43. Problems encounter on Diersity
In some workplaces, women and people of color are still discriminated against
and not given positions in management or administration.
People of a certain race are stereotyped to be of a specific character.
Children from indigenous groups have to go through an educational system that
does not consider their ethnic background, needs, and values.
47. Diversity is an issue we have to face and conquer. As our communities
become more diverse, it is imperative that we make an effort to understand the
different dimensions of diversity, which is not just all about accepting, understanding,
and tolerating one's uniqueness. Accepting and celebrating the uniqueness of each
individual will allow for respecting different experiences and qualities of individuals
that will open up more avenues to solve problems and innovate. Collaboration and
communication are skills that are needed to develop and succeed. It is, therefore,
important that we understand our differences and master how these could be used to
harness tolerance, cooperation, and unity that will lead to productivity.
49. c. SOUCER
a. COUSER
Who said that “Disabilities may
affect one's senses or one's mobility;
they may be static or progressive,
congenital or acquired, formal
(affecting the shape of the body) or
functional, visible or invisible“?
b. CESORE
50. These are the factors that make society
unequal, except one:
a.
stereotypes
b.
exclusivity
c.
prejudices
52. a. Respect
b. Inclusion
c. Cooperation
Managing personal behavior to maintain a
diversity-positive environment and questioning
inappropriate behavior when it occurs
54. a. Respect
b. Inclusion
c. Cooperation
Making certain everyone on the team
is truly a part of the team's decision-
making process
55. a. Respect
b. Inclusion
c. Cooperation
Actively helping others succeed rather
than competing attempting to one-up
someone
56. National Origin
Identify which dimension does the following
word belong?
a. Internal Dimension
b. External Dimension
c. Organizational Dimesion
57. Educational Background
Identify which dimension does the following
word belong?
a. Internal Dimension
b. External Dimension
c. Organizational Dimesion
58. Management Status
Identify which dimension does the following
word belong?
a. Internal Dimension
b. External Dimension
c. Organizational Dimesion
59. Fonts & colors used
This presentation has been made using the following fonts:
Abril Fatface
(https://fonts.google.com/specimen/Abril+Fatface)
Lato
(https://fonts.google.com/specimen/Lato)
#fff8e8 #af6c41 #f1d1ab
#695340
60. Storyset
Create your Story with our illustrated concepts. Choose the style you like the most, edit its colors, pick
the background and layers you want to show and bring them to life with the animator panel! It will boost
your presentation. Check out How it Works.
Pana Amico Bro Rafiki Cuate
61. You can easily resize these resources without losing quality. To change the color, just ungroup the resource
and click on the object you want to change. Then, click on the paint bucket and select the color you want.
Group the resource again when you’re done. You can also look for more infographics on Slidesgo.
Use our editable graphic resources...
62.
63.
64. JANUARY FEBRUARY MARCH APRIL
PHASE 1
Task 1
Task 2
JANUARY FEBRUARY MARCH APRIL MAY JUNE
PHASE 1
PHASE 2
Task 1
Task 2
Task 1
Task 2
65.
66.
67. ...and our sets of editable icons
You can resize these icons without losing quality.
You can change the stroke and fill color; just select the icon and click on the paint bucket/pen.
In Google Slides, you can also use Flaticon’s extension, allowing you to customize and add even more icons.