This document discusses student diversity and how to facilitate learning for diverse students. It covers individual differences in socioeconomic status, learning styles, and exceptionalities. Student diversity enriches the learning environment by enhancing self-awareness, cognitive development, and prepares students for society. The document provides tips for teachers on student diversity, such as using varied instructional methods to accommodate different learning styles, communicating high expectations, and forming diverse small groups. It also discusses learning and thinking styles like sensory preferences and global vs analytic styles. Multiple intelligences and strategies for teaching diverse students are outlined as well. The document concludes by categorizing different types of exceptionalities.

1. UNIT 2.2
STUDENT DIVERSITY
Facilitating Learning
Kristine L. Mangundayao
Lipa City Colleges

2. SCOPE
 Module 7 – Individual Differences
 Module 8 – Learning/Thinking Styles and Multiple
Intelligences
 Module 9 – Learners with Exceptionalities

3. Individual Differences
Module 7

4. “Everyone is
unique.”

5. FACTORS THAT BRING ABOUT STUDENT DIVERSITY
1. Socioeconomic Status
(lower income, middle income or higher)
2. Thinking/ Learning style
(better in seeing, listening or manipulating
something)
3. Exceptionalities
(difficulty in spoken language or hearing, seeing etc.)

6. HOW STUDENT DIVERSITY
ENRICHES THE LEARNING ENVIRONMENT
 Students’ self-awareness is enhanced by
diversity.
 Student diversity contributes to cognitive
development.
 Student diversity prepares learners for
their role as responsible members of
society.
 Student diversity can promote harmony.

7. SOME TIPS ON STUDENT DIVERSITY:
 Encourage learners to share their personal history
and experiences.
 Integrate learning experiences and activities which
promote students’ multicultural and cross-cultural
awareness.
 Aside from highlighting diversity, identify patterns of
unity that transcend group differences.

8. SOME TIPS ON STUDENT DIVERSITY:
 Communicate high expectations to students
from all sub-groups.
 Use varied instructional methods to
accommodate student diversity in learning styles.
 Sensory/perceptual modalities
 Instructional formats/procedures
 Student-centered/ teacher-centered
 Unstructured/ structured
 Independent/ Interdependent learning

9. SOME TIPS ON STUDENT DIVERSITY:
 Vary the examples you use to illustrate concepts in
order to provide multiple contexts relevant to students
from diverse backgrounds.
 Adapt to the students’ diverse backgrounds and
learning styles by allowing them personal choice and
decision-making opportunities.
 Diversify your method of assessing and evaluating
student learning.

10. SOME TIPS ON STUDENT DIVERSITY:
 Form small-discussion groups of students from
diverse backgrounds – different learning styles,
different cultural background, etc.

11. Learning/Thinking Styles
and Multiple Intelligences
Module 8

12. Learning/
Thinking Styles
Sensory
Preferences
Global-analytic
Continuum

13. SENSORY PREFERENCES
 Visual Learners
 Visual-iconic
 Visual-symbolic
 Auditory Learners
 Listeners
 Talkers
 Tactile/Kinesthetic Learners

14. GLOBAL-ANALYTIC CONTINUUM
Analytic thinkers tend toward the linear,
step-by-step processes of learning.
Global thinkers lean towards non-linear thought
and tend to see the whole pattern rather than
particle elements.

16. LEFT BRAIN (Analytic)
Successive Hemispheric
Style
1. Verbal
2. Responds to word meaning
3. Sequential
4. Processes information
linearly
5. Responds to logic
6. Plans ahead
7. Recalls people’s names
8. Speaks with few gestures
9. Punctual
10. Prefers formal study
design
11.Prefers bright lights while
studying
RIGHT BRAIN (Global)
Simultaneous Hemispheric
Style
1. Visual
2. Responds to tone of voice
3. Random
4. Processes information in
varied order
5. Responds to emotion
6. Impulsive
7. Recalls people’s faces
8. Gestures when speaking
9. Less punctual
10.Prefers sound/music
background while studying
11.Prefers frequent mobility
while studying

17. MULTIPLE
INTELLIGENCES

18. TEACHING STRATEGIES GUIDED
BY THINKING/LEARNING STYLES
AND MULTIPLE INTELLIGENCES

19. 1. Use questions of all types to stimulate various levels of
thinking
2. Provide a general overview of material to be learned
3. Allow sufficient time for information to be processed
and integrate using both the right- and left-
hemispheres
4. Set clear purposes before any listening, viewing or
reading experience
5. Warm up before the lesson development
6. Use multisensory means for both processing and
retrieving information
7. Use a variety of review and reflection strategies
8. Use descriptive feedback rather than simply praising

20. Learners with
Exceptionalities
Module 9

21. CATEGORIES OF EXCEPTIONALITIES
Specific Cognitive or Academic Difficulties
Physical and Health impairments
Severe and Multiple Disabilities
Visual Impairments
Hearing Impairments
Giftedness

22. CATEGORIES OF EXCEPTIONALITIES
Physical Disabilities and Health Impairments
Learning Disabilities
Attention-Deficit Hyperactivity Disorder
(ADHD)
Speech and Communication Disorders
Emotional/ Conduct Disorders
Autism
Mental Retardation

23. CATEGORIES OF EXCEPTIONALITIES
People-First Language
Avoiding generic labels
Emphasizing abilities, not limitations
Avoiding euphemisms
Avoiding implying illness or suffering

24. CONSOLIDATION
 Module 7 – Individual Differences
 Module 8 – Learning/Thinking Styles and Multiple
Intelligences
 Module 9 – Learners with Exceptionalities