1 class profile 68 Froarmmatewrns 5 3 1. I what ways are you and your classmates similar? __ eee ‘different? sally all of your responses to come up wi ‘2, In what ways are you ‘and your classmates +, low does w git Gfer rom « boy in behavior? 4, In what ways does an American differ from a Filipino?. 5. How does I the provineedifer From that inthe city? 6, Are you glad you have similarities? differences? i ee. 7. low can the teacher utilize these similarities and differences in RRR el oe ae SIE Factors that Bring about Student Diversity In all learning environments, individuals interact with others. who are in ‘some way different from them. Recall how these differenees were shown in ‘your clas tally—gender, and racial, ethnic or cultural background (nationality, province, language). This diversity also comes from other factors like the following: 1. Socioeconomie states — The millonires’ lifestyle differs from that of the middle incself-awareness is enhanced by diversity. Ex ents to others wi se backgrounds and experiences a serves to help students focus on their awareness of themes!¥es- When they see how others are different, students are siven reference points or comparative perspectives which sharpen asses ‘ment of their own ated, vals, and behaviors. Sate see cp isi ae a re c io gain access to the perspectives of peers and 10 leah from ether students, rather than the ins be especial important for promoting the cognitive dev Supreme Court Justice, William J. Brennan “The classroo arly the ‘marketplace of ideas,’ The depth and breadth of student leaming are enhanced by exposure to others from diverse back= ‘grounds, ‘Student diversity in the classroom brings about differeot 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 abot ene thing the more eyes, different eyes we can use to observe one thing, the more complete will our concept of this thing, our bjectivity, be” Student diversity prepares learners for their role as respon sible members of society Suzanne Morse stresses one compe- tency that has strong implications for instructional strategies that ‘capitalize on diversity: “The capacity to imagine situations er problems from all perspectives and to appreciate all aspects of diversity”. Furthermore, she argues: “The classroom ean provide more than just theory given by the teacher in a lecture. With student diversity, the classroom becomes: “public place’ where community can be ‘practiced. Student diversity can promote harmony. When student diversity is integrated into the classroom teaching and learning process, it ean become a vehicle for promoting ‘Through student-centered teaching be encouraged to interact and collabo ‘tasks that emphasize unity of effort whi of backgrounds. ‘Some Tips on Student Diversity 1. Encourage learners to share riences. Students will be made to ‘common with the rest. They also 2. Integrate learning experiences students? multicultural and ¢r Disability Awareness Week, People's Week, etcbe: TO Facxmame Lean ympus who are SetsutGuckgrouds Corian stodens or sden's 07 oy SSwicrcnl grape, These stents of erent racial and eh ‘risin serve as source of first hand information on topics telat their culture. This can also provide opportunity for interaction ‘among students who may otherwise never come in contact with cach other, + Invite students to Intemet discussion groups OF mail; have students “vist” foreign countries and “talk” #0 natives of those counties. + Ask students if they have ever been the personal target of Prejudice or discrimination, and have them share these experiences, with other members of the class. 43. Aside from highlighting diversity, identify patterns of unity that transcend group differences. Clyde Kluckholn, an early American anthropologist who spent a lifetime studying human diversity across different cultures, concluded “Every human is, at the same time, like all other humans, like some humans, and like no other human" ‘ited in Wong, 1991). His observation suggests a paradox in the human experience, namely: We are all the same in different ways, 1k may be important 10 point out to students the biological reality that human beings share approximately 95% of their genes in commen, and that less than 5% of our genes account for the physical differences that exist among us. When focising on human differences, these commonalities should not be overlooked, otherwise, our repeated attempts to promote student diversity may inadvertently promote student divisiveness. One way to minimize this risk, and promote: unity along with diversity, is to stress the universality” of the learning expe- rience by raising students’ consciousness of common themes that bind all groups of people—is hi riatioy+ After students have completed self-assessment instruments ( Tearing, style inventories oe personality profiles), have them line UP ‘or move to a comer of the room according to their individual scores or overall profile. This practie can visibly demonstrat f° students how members of different student populations can be uite similar with respect to thei learning styles or personality Profiles, je, students can sco how individial similarities ean often ‘vershasow group differences. municate high expectattons to stu groups, Make a conscious attempt call on, or draw in students from di verse groups by using effective questioning techniques thet re- liably elit student involvement, In adition to consciously calling con them in class, other strategies for ‘drawing in” and involving students include: (a) signing them the role of reporter in small: sr0up discussions, i. the one who report backs 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 take tums assuming the role of both listener and speaker, and (c) scheduling instractor-student conferences with them outside the classroom. Cros m7 Leam the names of_ your students, especially the foreign names ‘that you may have difficulty pronouncing. This will enable you to establish carly, personal rapport with them which can later serve as 4 social/emotional foundation or springboard for encouraging them ‘0 participate. $. Use varied instructional methods to accommodate student diversity in learning styles. «Diversify the sensoryiperceptual modalities through which you deliver and present information (e., orally, in print, diagrammatic and pictorial representations, or “hands on Diversify the instructional fo © Use formats that are student-centered small group work) and teacher- demonstrations). nts from all sub- 9 Use formats that are uns ‘2 Use procedures that involve (eg. independently completed tions) and interdependent learning in pairs or small groups). 6. Vary the examples you use to illustrate provide multiple contexts that are rel diverse backgrounds. Specific strategies for providingae" . 1a rane cares wckouns twee picnic em ae ae Seer 1 infoemation examples oF tay ane sadnis comple person SAE fo select SIMIC © reek, Fe information §9 i nrerests and life expe. tebe ae NE riences, ons tx sets se in IOS ce Uae eas comments and ems ep you tinh of xt they choose to write 3 N And illsttons 38 ayn. exams F CONSE, BA on © Ask students to provide theit ives. “ [See Have students apply. concepts BY f edow woekl yal ives (6.8 context that is relevant to weit VEE (6 ‘show respeet to all persons in your ae nad iearsteg a ‘ 7. Adapt to the students’ diverse Backer ating opporta, allowing them personal choice grid tlien concerntag ‘bat thoy rill lara snd Ow C7 . it : ith yy jommaking opportunity with respect ee ety remote postive cant aides tod te subject ae (b) fosters more positive Puce a ee more consistently with lesser iO nt tle a wane 1 om ‘control over a task, they tend to experience less anxiety or stress performing that task. 8. Diversify ye methods of assessing and evaluating student 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- pencil tests and written assignments, students can demonstrate their Icarning in a variety of other of performance formats, such as: @) pondagesgie cial reports, (b) panel presentations, (c) group powerpoint