Techniques and strategies for teaching ethnically diverse classrooms are discussed. Key points include appreciating student diversity, building relationships, using various instructional strategies that consider student culture and language, facilitating independent thinking, and providing feedback. Teaching styles include directing, discussing, and delegating. Metacognition and strategies like TQLR and PQ4R are presented to help novice learners become expert through monitoring learning. Student diversity is influenced by socioeconomic status, thinking styles, and exceptionalities.

1. Techniques and strategies
in teaching ethically
diverse classroom
SPT 1 (11:30-12:30 pm)

2. the condition of having or being
composed of differing elements : variety;
especially : the inclusion of different
types of people (as people of different
races or cultures) in a group or
organization programs intended to
promote diversity in schools.
DIVERSITY

3. A person who teaches or instructs,
especially as a profession; instructor
Synonyms: educator, tutor, instructor,
master, mistress, governess,
educationist, preceptor; coach, trainer;
lecturer, professor, don; guide, mentor,
guru, counselor
TEACHER

4. TEACHER
BEHAVIORS

5. Appreciate and accommodate the
similarities and differences among the
students’ cultures
Build relationship with students
Focus on the ways students learn and
observe students to identify their task
orientations
Teach students to match their behaviors
to the setting

6. INSTRUCTIONAL
STRATEGIES

7. Use a variety of instructional strategies
and learning activities
Consider Students’ cultures and language
skills when developing learning objectives
and instructional activities
Facilitate independence in thinking and
action
Monitor students’ academic progress
during lessons and independent work
Provide feedback
Require Mastery

8. TEACHING
STYLES

9. DIRECTING
STYLE

10. DISCUSSING
STYLE

11. DELEGATING
STYLE

12.  DIRECT –tell students what to do
SUMMARY
 DISCUSS – ask questions and
listen
 DELEGATE –empower students

13. Metacognition
 Awareness or analysis of one’s learning or thinking
process
 thinking about thinking or learning how to learn

14. NOVICE AND EXPERT
LEARNERS
NOVICE LEARNERS
a person who has just started learning or doing
something
EXPERT LEARNERS
- employed metacognitive strategies in learning
- Monitored their learning and consequently adjusted
their strategies to make learning more effective

15. DIFFERENCE BETWEEN NOVICE
AND EXPERT LEARNERS
•Knowledge in different subject areas
• Problem solving
• Learning/ thinking strategies
• Selectivity in processing
• Production of output

16. Metacognitive strategies
to facilitate learning

17. 1.Have students monitor their own
learning and thinking.
2.Teach students to study or do some
learning strategies
• TQLR – it is a metacognitive strategy
before listening to a story or
presentation

18. Tune in – it is first important for the learner
himself to be aware that he is paying attention
and that he is ready to learn.
Question – the learner is given questions or he
thinks of questions about what he will soon
learn
LISTEN - the learners exerts effort to listen
REMEMBER – the learner uses ways or
strategies to remember what was learned.

19.  PREVIEW - scan the whole chapter
 QUESTION – read the guide question provided, or think of
your own questions about the topic
 READ – check out sub headings as you read. Find out the
meaning of words that are not clear to you
 RECITE – work on answering the questions you had earlier
 REVIEW – pinpoint topics you may need to go back and read
in order to understand better
 REFLECT – think about what you read
• PQ4R – this strategy is used in
studying a of unit or chapter

20. 3.Have students make predictions about
information to be presented next based
on what they have read
4.Have students relate ideas to existing
knowledge structures
5.Have students develop questions; ask
question of themselves, about what’s
going on around them.

21. 6.Help students to know when to ask for
help
7.Show students how to know when to
ask for help
8.Integrate learning experiences and
activities which promote students’
multicultural and cross-cultural
awareness

22. 9.Vary the examples you use to illustrate
concepts in order to provide multiple
contexts that are relevant to students from
diverse backgrounds
10.Adapt to the students’ diverse
backgrounds and learning styles by allowing
them personal choice and decision-making
opportunities concerning what they will
learn and how they will learn it.

23. FACTORS THAT BRING ABOUT
STUDENT DIVERSITY
SOCIOECONOMIC STATUS - (SES) is an economic
and sociological combined total measure of a
person's work experience and of an individual's or
family's economic and social position in relation to
others, based on income, education, and
occupation.
THINKING/LEARNING STYLE
EXCEPTIONALITIES