The document discusses the complexity of teaching in diverse classrooms, emphasizing the need to accommodate various learner differences, including physical, cognitive, emotional, and cultural factors. It outlines characteristics of different learner types such as slow learners, gifted learners, and those with learning disabilities, along with strategies for supporting each group effectively. Additionally, it highlights the significance of understanding individual learning styles and the impact of gender and socio-cultural differences in the educational environment.

1. Teaching as a
complex activity

2. Outlines of the Presentation
Teaching in diverse classroom
• Diverse in physical abilities
• Diverse in cognitive abilities
• Diverse in Learning style
• Diverse in Gender
differences
• Diverse in Socio cultural
differences

3. Teaching as a complex activity
Teaching is a complex activity as the behavior
modification of students is not simple process. In a
classroom there are learners with diversity. Diversity
means differences among the learner in terms of
physical, mental, emotional, social etc. To handle all
these diversified learners and make them able to
learn particular tasks and achieve the predetermined
goal is a very complex task. To complete this task
there is a need to understand the learner with
reference to the diversity.

4. Meaning of Diverse Classroom
• Diversity is the antonym of Similarity
• Diversity means heterogeneity
• Diversity means inclusion of different individual at
the same place
• Diverse Classroom means learner with diversified
abilities such as physical, cognitive, social,
emotional gender differences etc.

5. Individual Differences
• Dissimilarity between persons that distinguish
them from one another Osbourne
• Individual differences are found in all psychological
characteristics, physical, mental abilities,
knowledge, habit, personality and character traits.
R.S Woodworth and D.G Marquis

6. Diverse in physical abilities
• Physical Appearance
• Physical Strength
• Physical Stamina
• Physical Health

7. Physical Appearance

8. Dimensions of Physical Ability
Physical Appearance
• Height
• Weight
• Features
• Color of Skin
Physical Strength and Stamina
• Strong Body Built up
• Weak Body Built Up
Physical Health
• Physically fit
• Physical Disable (Visual,
Hearing, Locomotor Disability,
etc.)

9. Cognitive Abilities
Cognitive abilities are aspects of mental functioning,
such as memorizing and remembering; inhibiting and
focusing attention; speed of information processing;
and spatial and causal reasoning. Individual
differences between people are measured by
comparing scores on tests of these mental abilities.
Tests of general intelligence are based on a broad
sample of these mental ability tests.

10. No learner is weak or bright
by birth, it’s the we feed the
knowledge and how they
imbibe it which makes them
so….

11. Intelligence Quotient
People differ with reference to their cognitive
abilities. Cognitive abilities are associated with IQ.
I.Q. is the abbreviation of Intelligence Quotient. It is a
measure of cognitive ability of individual which is
calculated on the basis of mental age and
chronological age.
IQ = (MA/CA x 100)
On the basis of the IQ one can be classified as
idiots/normal/superior/genius, etc.

12. IQ Classifications
Terman's Stanford–Binet original (1916) classification[56][57]
IQ Range ("ratio IQ") IQ Classification
Above 140 "Near" genius or genius
120–140 Very superior intelligence
110–120 Superior intelligence
90–110 Normal, or average, intelligence
80–90
Dullness, rarely classifiable as feeble-
mindedness
70–80
Border-line deficiency, sometimes
classifiable as dullness, often as feeble-
mindedness
Below 70 Definite feeble-mindedness

13. Classification of learner in relation
to cognitive Ability
• Slow Learner
• Average/ Normal Learner
• Gifted Learner
• Learner with Special Need
• Physical Disability(Visual, Hearing, Locomotor
Disability, etc.)
• Intellectual Disability
• Learning Disability(Dyslexia, Dysgraphia,Dyscalculia)

14. Slow Learner
• The term ‘Slow Learner’ is used to describe a student
with the ability to acquire all academic skills at a rate
below than that of the average student.
• According to Kirk(1949) The term slow learners should
be referred to the children of relatively low intelligence
having an IQ of approximately 70 to 90.
• A slow learner needs more time, more repetition and
more resources from teachers to be successful. These
students do not have intellectual disability, but it takes
them longer to understand and grasp concepts.

15. Slow Learner
• As a result of their inability to match the learning
pace of their peers, they might consider themselves
lesser than others. This will affect their self-
confidence and self-esteem.
• They find it difficult to bond with children of their
age group and are often excluded from
extracurricular activities, sports, and other
activities.
• This aggravates the problem as they become prone
to anxiety and negative self-image.

16. Way to help a slow learner
There are numerous ways to help a child who is a slow learner.
Here are a few methods that are known to help slow learners:
1. Praise and reward: Motivation works wonders for slow
learners. To help them continue learning, it is important to
acknowledge even the smallest victory and offer rewards for
each milestone.
2. Set realistic expectations and smaller targets: As a parent and
an educator, it is essential to understand what is achievable for
the child and set targets accordingly.
3. Be supportive: Slow learners should be taught to learn from
their failures. They should be encouraged to explore and learn at
their own pace until they succeed.
Parents and educators should be vocally supportive and teach
them via oral assignments that are in tune with their
competency.

17. Way to help a slow learner
4. Encourage peer tutoring: This is one of the most
effective strategies for slow learners. Parents and
teachers should encourage slow learners to study in
groups. The more a child interacts with others of his/her
age, the more confident he/she will feel.
5. Encourage multiple intelligence: If the child shows
interest in any co-curricular activity, it is essential to
support them. This boosts their confidence and they start
feeling socially accepted.
6. Encourage interaction and oral communication: Slow
learners should be encouraged to voice their thoughts.
Parents should ask their children about their day at
school, have discussions on TV shows, sports and music.

18. Gifted Learner
• Behind every invention and
discovery in the filed of
literature, art or sciences there
have always been a genius or
gifted learner.
• Those learner who’s IQ level is
above 140 they are considered
as gifted learner.

19. Gifted Learner

20. Characteristics of Gifted Learner
• They learn rapidly and easily.
• They remain alert and keenly observant in teaching
learning process.
• They put thought provoking questions demanding to
know more about the topic.
• They respond quickly and correctly.
• They show originality, novelty and creativity.
• They show a great deal of common sense and practical
knowledge.
• They give evidence of his fine imagination, remarkable
memory and developed reasoning and thinking powers.

21. Way to deal with Gifted Learner
There may be two ways
to deal with gifted learner
• Provision of Different
Curriculum
• Enrichment within the
existing Curriculum

22. Enrichment within the existing
Curriculum
• Additional learning opportunities must be provided
to the them.
• Challenging exercises and problems should be
given.
• Encourage them to ask questions and satisfied their
curiosity at greater extent
• Encourage them for the novelty and originality in
their approach

23. Enrichment within the existing
Curriculum
• Encourage them to become independent enquires
and discoverers of phenomenon’s.
• Encourage them to work upon independent
projects
• Encourage them to give their reflections on the
concepts and ask them to write essays, open ended
answers.
• Encourage them to participate and organize the
activities independently.

24. Learners fall between Slow and Gifted
learners
Average Learner: Those learner who’s IQ level lies
between 90-110 are known as average learner.
Superior intelligence:Those learner who’s IQ level
lies between 110–120.
Very superior intelligence:Those learner who’s IQ
level lies between 120–140.

25. Special Educational Needs (SEN)
Special Educational Needs (SEN) refer to learners
with learning, physical, and developmental
disabilities; behavioural, emotional, and
communication disorders; and learning deficiencies.
What we now call SEN has a long history, and has
undergone many transformations which over the
years have been manifested, among other ways, by
the different names it has been given. These days,
SEN refers to teaching learners who for intellectual
or medical reasons fall behind with their education
when compared to most of their peers.

26. Students with Learning Disabilities
• Learning disabled students are those who demonstrate
a significant discrepancy, which is not the result of
some other handicap, between academic achievement
and intellectual abilities in one or more of the areas of
oral expression, listening comprehension, written
expression, basic reading skills, reading comprehension,
mathematical calculation, mathematics reasoning, or
spelling.
• Following is a list of some of the common indicators of
learning disabled students. These traits are usually not
isolated ones; rather, they appear in varying degrees
and amounts in most learning disabled students. A
learning disabled student

27. Characteristics of learning disabled
students
• Has poor auditory memory—both short term and
long term.
• Has a low tolerance level and a high frustration
level.
• Has a weak or poor self-esteem.
• Is easily distractible.
• Finds it difficult, if not impossible, to stay on task
for extended periods of time.
• Is spontaneous in expression; often cannot control
emotions.

28. Characteristics of learning disabled
students
• Is easily confused.
• Is verbally demanding.
• Has some difficulty in working with others in small or
large group settings.
• Has difficulty in following complicated directions or
remembering directions for extended periods of time.
• Has coordination problems with both large and small
muscle groups.
• Has inflexibility of thought; is difficult to persuade
otherwise.
• Has poor handwriting skills.
• Has a poor concept of time.

29. Ways to deal with learning disabled
students
• Provide oral instruction for students with reading disabilities. Present
tests and reading materials in an oral format so the assessment is not
unduly influenced by lack of reading ability.
• Provide learning disabled students with frequent progress checks. Let
them know how well they are progressing toward an individual or class
goal.
• Give immediate feedback to learning disabled students. They need to
see quickly the relationship between what was taught and what was
learned.
• Make activities concise and short, whenever possible. Long, drawn-out
projects are particularly frustrating for a learning disabled child.
• Learning disabled youngsters have difficulty learning abstract terms and
concepts. Whenever possible, provide them with concrete objects and
events—items they can touch, hear, smell, etc.

30. Ways to deal with learning disabled
students
• Learning disabled students need and should get lots of specific
praise. Instead of just saying, “You did well,” or “I like your work,”
be sure you provide specific praising comments that link the
activity directly with the recognition; for example, “I was
particularly pleased by the way in which you organized the rock
collection for Karin and Miranda.”
• When necessary, plan to repeat instructions or offer information
in both written and verbal formats. Again, it is vitally necessary
that learning disabled children utilize as many of their sensory
modalities as possible.
• Encourage cooperative learning activities (see Teaching with
Cooperative Learning) when possible. Invite students of varying
abilities to work together on a specific project or toward a
common goal. Create an atmosphere in which a true “community
of learners” is facilitated and enhanced.

31. Diverse in Learning style

32. Learning Styles
The term ‘learning styles’ corresponds to the
understanding that every individual learns
differently. Learning styles define the way how
people learn and how they approach information. It
is a pattern of behaviour that human beings use for
new learning. You may recall that sometimes you feel
like you cannot learn something important even if
you use the same method which has been suggested
by your parents, colleagues or teachers. But, then
you tried to learn that in your own way and
succeeded. It indicates that you may have different
learning style.

33. Learning Styles
An individual’s learning style refers to the
preferential way in which the learner absorbs
processes, comprehends and retains information.
Different learners learn in a variety of ways, by
seeing and hearing, working alone and in groups,
reasoning logically and intuitively and sometimes by
memorizing or visualizing. Thus, since, everyone is
different, it is important for teachers to understand
the differences in learners’ learning styles, so that
they can implement best practice strategies into
their daily activities, curriculum and assessments.

34. Learning Styles
Fleming’s VARK model of
learning is a very commonly
accepted model.
• Visual
• Auditory
• Reading/ Writing Learners
• Kinesthetic Learner

35. Visual learners
Those learner who prefer to see and observe things,
including pictures, diagrams, written directions and
more. This is also referred to as the “spatial” learning
style. Students who learn through sight understand
information better when it’s presented in a visual
way.

36. Auditory learners
Auditory learners tend to learn better when the
subject matter is reinforced by sound. These
students would much rather listen to a lecture than
read written notes, and they often use their own
voices to reinforce new concepts and ideas. These
types of learners prefer reading out loud to
themselves. They aren’t afraid to speak up in class
and are great at verbally explaining things.
Additionally, they may be slower at reading and may
often repeat things a teacher tells them.

37. Kinesthetics learners
Kinesthetics learners, sometimes called tactile
learners, learn through experiencing or doing things.
They like to get involved by acting out events or using
their hands to touch and handle in order to
understand concepts. These types of learners might
struggle to sit still and often excel at sports or like to
dance. They may need to take more frequent breaks
when studying.

38. Reading Writing Learner
According to the VARK Modalities theory developed
by Fleming and Mills in 1992, reading/writing
learners prefer to learn through written words. While
there is some overlap with visual learning, these
types of learners are drawn to expression through
writing, reading articles or books, writing in diaries,
looking up words in the dictionary and searching the
internet for just about everything.

39. Diversity in gender Differences
• Gender differences are defined as biological
differences between sexes; i.e. boy and Girl
• https://courses.lumenlearning.com/suny-
educational psychology/chapter/gender-
differences-in-the-classroom/

40. Diverse in Socio cultural differences

48. Thanks a Lot!
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• 8529201718