The role of the teachers requires them to be knowledgeable not only of the content of their

subject matter but also other essential information such as relevant details about their diverse
learners. The domain that covers this lesson emphasizes the central role of teachers to establish
learning environments that are responsive to the diversity of learners. Knowing and
understanding the diverse background of learners is pertinent to the design and planning of
learning opportunities that teachers do.
Diversity is celebrated and is considered to play an important role in the success of every
learning activity. Recognizing diversity of learners will help lead teachers to differentiate
teaching and learning activities that will ensure the production of productive citizens contributing
to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs, strengths,
interests and their situation.

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences.
 A TEACHERS’ STORY IN TEACHING INDIGENOUS PEOPLE
Go to the link below and read the article entitled: Indigenous people’s education during COVID-
19: An environmentalists’ perspective https://arete.ateneo.edu/connect/indigenous-peoples-
education-during-covid-19-an-environmentalists-perspective
GUIDE QUESTION:
What were the notable experiences of the teachers?
Although the pandemic has really tried the education of the Indigenous People, it
created meaningful experiences which helped refined the natives’ educational system. Seeing
the incapacities or limitations being exacerbated by the global crisis, it led teachers to draw on
the strengths of these people and use them instead to further still the cause and quality of
education.
However, long before the pandemic struck these areas, there were already major
improvements of education that highly favored the IP communities. Seeing the lack of this
policy and the reality of its effects to indigenous learners led to initiatives of teachers. As
problems evolved so are the solutions, and these are noteworthy experiences of the teacher
emphasizing that in every difficulty, there is always a way to figure things out. It is also where
the real realization of the mantra, “No child left behind.” is acted and lived upon.

GUIDE QUESTION:
What struggles did the teacher describe?
We will focus more on the recent struggles that were aggravated by the pandemic. The
inability to conduct face-to-face classes made it harder for teachers to teach IP students
knowing there is limited or even no access to electronic gadgets, electricity and broadcast
signals. The teachers then had to resort to modular learning which is more laborious yet more
suitable to the situation of the natives.
In addition, I still believe that the local education still faces the inadequacy of licensed
IP teachers. Many locals could still not afford tertiary education as scholarship programs
reach only a fraction of IP students. However, these programs continue to extend to every IP
student in hope that they can also help educated their communities especially those who dream
of becoming educators also. Nevertheless, even with different aspirations, they can surely help
and give back to their birthplace.

GUIDE QUESTION:
Why do you think that teachers should address the challenges described?
These problems when left unaddressed is a violation of the natives’ rights. Their right to
education and their entitlement to cultural preservation should remind the teachers of the
weight of their responsibility and accountability. We would not want to corrupt an inked
privilege of the minors.
More than a violation, it has a serious effect not only to their lives but to the community.
If they end up naïve of their own culture and language, the localities that build up the nation
 would topple down and the country would live without authenticity and may create an
impression that it still lives in colonialism. Education after all would be futile when it forgets
its very cause, to empower locality in a globalized world.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a) Actual online synchronous lesson;
b) Video clip of a class showcasing diversity of learners; and
c) Allow you to interview teachers on how they address diversity of learners that are
not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a) Gender
b) Needs
c) Strengths
d) Interests
e) Experiences
f) Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are evident in
the classes. If the statements are evident in the classes you have seen or as attested by the teacher
you have interviewed, put a tick mark (/) on the appropriate column. Provide additional details of
observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident (/)
Teaching Learning Process
1. The teacher effectively uses a variety of teaching methods that meet different learning /
styles.
2. The learner assessment is fair and does not discriminate against any learner. /
3. The language used by the teacher is non-discriminatory, inclusive and appropriate. /
4. Discussion and comments within the learning environment are managed to ensure /
learner language is appropriate, inclusive and non-discriminatory.
5. The class is well-managed to ensure a safe learning environment. /
 6. Materials and topics are sensitively presented. /
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large print, /
etc.)
8. Provision is given to help learners access information needing additional resources. /
Classroom Interactions
1. Discriminatory behavior is always dealt with in accordance with the provider’s /
disciplinary and harassment policy and charter
2. Learners treat each other with respect, and listen to one another’s views, even if they do /
not agree with them. Learners respect the teacher.
3. The teacher addresses the needs of individual learners, for example the potential /
isolation of a learner who is the only male or female in the group, or requests to observe
religious practices or holidays
4. Discussion and small group work ensures that a range of views are represented and /
cliques do not develop.
5. Learners are encouraged to work with others with differing abilities and from /
different backgrounds.
6. Alternative approaches are naturally considered when group activities present /
communication difficulties who find social interaction difficult
7. The lesson plan gives evidence of how the teacher and learning support staff have /
liaised together. Learning support staff are allocated and deployed to meet student’s
needs.
8. Behavior of all students is fairly and consistently managed always taking into account /
the severity/level of their disability
9. Respect is shown for religious beliefs and practices, for example appropriate break /
times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice, for /
example modelling language and behaviour that promotes inclusivity and respect for
others
2. Prejudiced or inappropriate language, views or behaviour are always appropriately /
challenged to promote understanding and bring about behavioural change
3. In their behaviour, teachers, encourage harmonious relationships between different /
groups of learners
4. No assumptions are ever made about students, for example the assumption that /
students are white, middle class, English speaking, non-disabled, living in a house owned
by two biological heterosexual parents with internet access, broadband and PC’s
5. The teacher creates an atmosphere of mutual trust where each learner feels valued /
regardless of background, identity or personal circumstances
6. The teacher sets high expectations for all students. /
7. The teacher is confident in talking about equality and diversity and tackling equality /
and diversity issues
Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf
Analyze the data you have gathered in the Observation activities that you have done. Reflect on
the data that you have gathered and answer the questions that follow.

What are the common evidence of teachers’ conscious efforts to ensure that diversity of learners
is properly addressed?
Diversity exists in many forms—the profile of the students, their learning styles, talents,
and skills or capabilities, to mention a few. It is not something the teachers are not aware of, thus
they consciously and anxiously put forth their efforts to assure that they respond well to diversity.
Diversity was first addressed when there was an inclusion of people with special needs or
with different religious affiliation in the mainstream classrooms and they are treated with respect
and responsiveness on their needs.
Democracy was also well-observed in the class wherein every student was given an equal
chance to answer questions. This was done in such a manner that students did not fear mistakes,
the teacher did not reprimand them, instead provided them corrective feedbacks to prevent
further errors in learning.

What are the effective ways to ensure that diversity of learners will be properly addressed?
We believed that the simple presence of diversity in the classroom was sufficient and a true
indicator of inclusive learning. However, more steps must be taken. It is also crucial to remember
that when used appropriately, diversity may be a stepping stone or a stumbling obstacle.
In terms of the learning differences, the teacher provided varied activities accordingly
which they termed as tiered activities. This lessens doubt and optimize active role on learning.
They enjoy the activity that they forgot and forsook the feeling of being compelled.

Should teachers always be able to effectively address concerns on diversity of learners? What are
their common difficulties/challenges?
It is the responsibility of the teachers to effectively address concerns on diversity of
learners because it may impede the students’ progress to acquiring quality education. As much as
we have respect for diversity, this should not be neither ignored nor taken lightly.
Some teachers feel more challenged when they handle a widely diverse class, they see it as
the root. The root of this challenge is they are empty handed of their responses to these
situations. When they simply teach without looking and working out the students’ weaknesses,
concerns, and differences, they would not even be aware of the existing challenge, one who would
feel it are the students. In the objective of building a common ground, a teacher should utilize
differences as an ingredient, as an instrument that each may know he or she has a part to play.

In your future practice, how do you see yourself ensuring that diversity of learners will be
properly dealt?
As someone who is constantly taught not to overlook differences, I must first be aware of
my students’ diversities as these will determine the following steps. Awareness sets the path, but
 inaction means futility. I would be observant and reflective on my interactions with the students,
on their behavior, and on their progress.
It is also important that not only the teacher is educated about diversity, but the students as
well. This will bring about tolerance, respect, and reconciliation in the students’ own initiative.
Sometimes dealing with differences is not only the teacher’s job, as learners embody education, it
is theirs too.

Consider the following pictures and illustrations depicting diversity of learners. Accomplish the
second and third column by: 1) Describing the diversity of learners shown (column 2) and 2)
Identifying the issues and concerns related to the picture (column 3). Answer the guide questions
that follow.

Table 2. Picture Analysis of Learners’ Diversity

Picture Description Diversity issues and concerns
1) The picture depicts diversity in Issues that can be related to this
races and ethnicity as type of diversity are racial
reflected on their skin colors discrimination, communication
and on the flags. barrier, cultural prejudices, and
among others.

Source:
https://www.gettingsmart.com/2017/02/3-
visions-truly-inclusive-education/

2) The pictures depict the Issues that can be related to this

opposite socio-economic is mainly the inequality in terms
statuses. The first one shows of the learning acquisition and
how education is among the access to educational materials.
students from a low economic The lower class is also
status. They are taught by vulnerable to discrimination.
volunteers at the so-called,
“bangketa.” Meanwhile, the
second image portrays the
kind of education offered to
source:
https://www.rappler.com/moveph/bangketa- privileged students having a
eskwela-foundation-dara-tuazon-teach-street- more concrete and conducive
children classroom and varied
materials.
source:
https://www.schoolmalaysia.com/resources/int
ernational_school_fees.php

3) The picture depicts how The stereotype that women are

academic engagement is inferior and men are superior,
associated to gender and inappropriate view of gender
sexual orientation. roles, favoritism, and
discrimination are possible
issues and concerns related to
gender and sexual orientation.
source:
https://www.washingtonpost.com/news/wonk/
wp/2016/02/16/the-remarkably-different-
answers-men-and-women-give-when-asked-
whos-the-smartest-in-the-class/

4) The picture shows a learner This difference can bring about

with a physical disability issues such as discrimination,
joined in the mainstream feeling of being unbefitting,
classroom. inability to join in some physical
activities, and inadequate
intervention in response to the
special needs of the student.

source: https://www.alamy.com/non-disabled-
and-disabled-students-in-this-case-a-boy-in-a-
wheel-chair-image68438919.html

5) The photo reflects differences Issues and concerns related to

in religions and and beliefs. religious differences can be an
engagement in religious debate,
mockery of beliefs, claim of
superiority over other religions,
and prejudices toward a belief
system.

source:
https://www.pinterest.ph/pin/11871214015000
7629/?autologin=true&lp=true
GUIDE QUESTION:
What are the common factors that you have identified that differentiate a learner from
another?
Based on the pictures shown, the common factors that differentiate learners from one
another is their race, socioeconomic background, religious affiliations, and might also be
their interests. These factors are indeed obvious, alas are an overlooked aspect of teaching
as most teachers become too conformant and complacent. This is not something they are
innocent of, some just choose to ignore them and focus entirely on teaching the content for
money. This motive defeats their purpose, their calling, and the essence of inclusive
education.

GUIDE QUESTION:
What issues have you identified based on the given pictures?
Although there is an effort to place them in one learning environment as part of what they
call “inclusion,” exclusion still exists. In some of the pictures, there are students who
probably find themselves not needed in the task, who equate their identity and condition to
their worth in the class, or are just quite shy. There are some students who feel incapacitated
because of their socio-economic background. They endure the limited access to knowledge
and instructional materials.
It is not just inequality; it also involves the issue of inequity. Integrating a student with a
disability in a regular classroom does not mean they are free from special attention. These
issues pose a menace to those who feel bounded by such difference, thus addressing them
must not be procrastinated.

GUIDE QUESTION:
As a future teacher, how would you address these issues?
I will not yield to prejudices or biases that I myself may not be the author and purveyor of
ill treatments against diversity. However, it is not just my reaction that will matter, but also
of the students’.
When I am to handle a class with different nationalities and religious affiliations, I would
provide students an avenue where they can flaunt their unique culture and belief/belief
systems along with their carried practices and where I can let them learn and embody
tolerance, respect, appreciation that go beyond barriers of racism, persecutions, and among
others.
I will create strategies that will utilize their skills, interest, and knowledge that sprang
from their culture. The classroom will be a space where cultures meet across without
hostility. Thus, I will develop contextualized materials that are sensitive to such differences.
In a classroom which may be joined with a student who has special needs, I will never
deprive him/her because of my inadequate knowledge of handling such type of learner as I
know such integration happens for a reason and not out a random and thoughtless decision.
Instead. I will seek wisdom from the experts as with how the students can be treated in such a
way that they feel truly included in the mainstream classroom.
As the reality is more challenging than what I expect and know of the moment, I am
confident that as I seek learning continuously, it will be easier for me to deal with them in the
future.
 IN YOUR OWN EXPERIENCE
Recall your encounter with children and site a specific challenge that you have experienced. How
did you manage the said challenge? Post an evidence of the said experience (if there is).

EXPERIENCE
Wondering why, I surfed on my deliverables on the concepts during the lesson and there I
found out that they are visual learners. They best learn meanings when accompanied with visual
materials such as pictures, flashcards and colorful charts to mitigate boredom. More
importantly, the teacher needs a spare time to scaffold them with the use of such aids.
In terms of communication, with their limited capacity to grasp instructions, they must be
instructed in a simple and direct language, literally simple words and short sentence.
As someone who missed to observe the class diversity is a dismay, to teach them including
the diversity learner is an incomplete happiness, but to learn from the experience and act
appropriately in the future make overall a worthy experience.
 Teachers are expected to understand that learning environments must be responsive of
learners’ diversity. These diverse characteristics and experiences of learners become inputs to an
effective planning and development of learning opportunities. Diversity is shown in different
constructs such as culture, religion, socio-economic status, ethno-linguistic background,
disability, and giftedness. Hence, the celebration of learner diversity is shown through inclusivity
in classrooms, which presupposes a purposeful design, teaching, and assessment that is engaging,
meaningful, and accessible to all.
In this lesson, you will explore the tenets of diversity and inclusive teaching that will foster
success of learners with various linguistic, cultural, socio-economic, and religious backgrounds;
disabilities, giftedness, and talents; and learners from indigenous groups.
Specifically, this lesson aims to make the pre-service teachers:
1. Implement teaching strategies that are responsive to the learner’s linguistic, cultural,
socio-economic and religious backgrounds and;
2. Use strategies that are responsive to learners with disabilities, giftedness and talents

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.
 SOCIAL IDENTITY WHEEL
To understand diversity, one must be keen on identifying social identities and reflect on the
various ways these identities become visible or more keenly felt at different times, and how these
identities impact the ways others perceive and treat them. By doing so, as teachers, we are able to
translate these in our classroom to become more inclusive.
In this activity, you are to accomplish your own identity wheel and become aware of your own
social identities (e.g. race, gender, sex, ability, disability, sexual orientation, etc.) and further
categorize these identities based on which matter most in your own perception and which matter
most in others’ perception.

Directions:
1. Accomplish your own Social Identity Wheel by using the image below. The chart below
features a circle that is separated into 11 sections. Each section is labeled: (starting at the top
and moving clockwise around the circle) ethnicity; socio-economic status; gender; sex;
sexual orientation; national origin; first language; physical, emotional, developmental
(dis)ability; age; religious or spiritual affiliation; race.

2. After answering all of the 11 sections, identify the following prompts by putting the
corresponding number beside the social identifier section. These prompts are in the center of
the circle: (1) Identities you think about most often; (2) Identities you think about least often;
(3) Your own identities you would like to know more about; (4) Identities that have the
strongest effect on how you perceive yourself; (5) Identities that have the greatest effect on
how others perceive you.

Note: You can download the pdf version of the Social Identity Wheel at
https://sites.lsa.umich.edu/inclusive-teaching/wp-content/uploads/sites/732/2020/07/Social-
Identity-WheelDefinitions.pdf

3. Accomplishment of activity may be done electronically/online or you can print the image
and have your answers handwritten.

SOCIAL IDENTITY WHEEL

 SOCIAL IDENTITY WHEEL
After accomplishing you Social Identity Wheel, answer the following questions for
discussions. These questions will guide you on how critical social identities are and how these are
more or less keenly felt in different social contexts. You can write your answers on the space
provided below each question.

1. What part of your identity do you think people first notice about you?
- The first thing people notice about me is my socio-economic status. This identity is often
associated to what someone wears, spends for, or generally what one has. I rarely wear
apparel or shoes with brands, I can hardly purchase anything I want just to look or
appear classy. This is naturally reflected in the way I dress, spend, and act. One thing is
for sure, the only thing I know is that I can be someone more than what I am today.

2. What part of your identity are you most proud of?

- I am most proud of my religious affiliation. They helped developed my passion for
teaching, my ability to love, and my desire to serve. It is through these responsibilities, I
find purpose, and Inang Pamantasan is helping me to its full fulfilment.

3. What part of your identity did you struggle the most with growing up?
- What I really struggled growing up was our socio-economic status. I opted to find part-
time jobs, I did tutors, to sustain some of my needs. When I think of giving up, I
remember my mother who did not utter even a single word that she is actually at the
verge of giving up.

4. For what part of your identity do you feel you receive privilege for most often?
- My religious affiliation provided me with a benefit that, of course, comes with
responsibilities. I recall pleading to God to help me with my studies as I help Him with
His work, and the answer came at the ideal time. It is a responsibility and accountability
that comes with it.

5. For what part of your identity do you feel you face oppression for most often?
- I feel oppression most often with our socio-economic status. There are times when I
actually feel excluded from groups with higher class, I cannot fit in as they engage in
things which for me are luxuries I cannot afford. Although, they do not impose to me
such feeling, but it becomes inevitable, thus sometimes I choose to distance myself
whenever I need to. Although, I am not explicitly told about it, I sometimes feel that I am
being laughed with the way I look because of my status in life.

6. What part of your identity do you see having the most effect on your interactions with
students?
- I think my age affects the way I interact with the students. A closer age gap with them
allows me to still relate with the trends they are in, their interests, and even
vulnerabilities which are critical factors to consider in the teaching and learning
process. These can help me what approaches, strategies, techniques, and materials I
must develop to truly make education student-centered.

7. What part of students’ identities do you most often see effecting their interactions with you?
- Students' interactions with me are influenced by their first language. When I try to
communicate with them in the second language, I have difficulty communicating back.
This aspect of their identity is one that the instructor can draw on, particularly when
there are difficulties in fully utilizing the native language.
HOW PRIVILEGE IMPACTS LEARNER DIVERSITY AND
INCLUSIVITY IN THE CLASSROOM
In the previous activity, the Social Identity Wheel, you may have noticed that our own
identities are a double-edged sword when it comes to understanding diversity. Oftentimes, these
identities are a privilege that we use as a gateway to have access in the teaching and learning
process. In order to design effective strategies that are responsive to learners’ diversity and
incorporating inclusion in the classroom, understanding privilege is essential. The LSA Inclusive
Teaching Initiative of the University of Michigan identified ways on how our privilege may
impact us and how instructor or teacher privilege impact students.

A. Some ways that your privilege may impact you:

 If your students read you as white, gender-conforming, male, able-bodied, and affluent, they
likely perceive you as a person of intelligence and authority, which may benefit you in
student course evaluations and the ways your students engage with you in class.
 If you experience privilege, you can assume that many of your students, if not most, likely
share your identity and privilege, and that they won’t be biased against you.
 If you do not experience disabilities or language barriers, you are likely better able to meet
the expectations of workload and grading turn-around than some of your colleagues who
lack those kinds of privilege.
 If you experience privilege, the standard canon for your field of study is likely written by
people who share your identity or identities. And you can teach that canon without students
or peers suggesting that your course is political or overly topical.

B. Some ways instructor privilege may impact students who don’t share that
privilege:
 Students who don’t experience privilege may worry that their instructor and peers are biased
against them and their worldview.
 If a student’s identity is not well represented in the syllabus or shared among their peers,
they may fear that their experiences, interests, and perspectives will be treated as marginal,
off topic, or overly political. And they may worry that they will be asked to speak for their
entire social group (for example, that they may be called on to provide “the Muslim
perspective” or have their experience objectified as a “teachable moment” or “inspirational
story”).
 Students may worry that they can’t depend on the instructor to identify harmful comments or
behavior in the classroom and that you may not support them if they call-out those harmful
comments and behavior themselves.
 If a student has language barriers (such as from speaking English as a secondary language,
having a disability that impacts their processing of written or spoken language, or having
grown up speaking a dialect of English that is not commonly valued in the college
classroom), they may be concerned that the instructor and their peers will think that they are
underprepared for the course or that the instructor might not take those obstacles into account
when they evaluate their work.
 If a student requires an accommodation in order to manage the course requirements, they
may fear that the instructor will doubt the validity of their needs, demand documentation that
they don’t have, judge them adversely for needing an accommodation, or express other
resistances to providing an accommodation that the student will have to defend against.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a) Actual online synchronous lesson;
b) Video clip of a class showcasing diversity of learners; and
c) Allow you to interview teachers on how they address diversity of learners that are
not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a) Culture
b) Religion
c) socio-economic status
d) ethno-linguistic background
e) Disability
f) giftedness/talent
4. Use the Observation Checklist template from Domain 3 Lesson 1 to take note of your
observations.

Table 1. Observation Guide for Diversity of Learners

Statement Evident (/)
Teaching Learning Process
1. The teacher effectively uses a variety of teaching methods that meet different learning /
styles.
2. The learner assessment is fair and does not discriminate against any learner. /
3. The language used by the teacher is non-discriminatory, inclusive and appropriate. /
4. Discussion and comments within the learning environment are managed to ensure /
learner language is appropriate, inclusive and non-discriminatory.
5. The class is well-managed to ensure a safe learning environment. /
6. Materials and topics are sensitively presented. /
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large print, /
etc.)
8. Provision is given to help learners access information needing additional resources. /
Classroom Interactions
1. Discriminatory behavior is always dealt with in accordance with the provider’s /
disciplinary and harassment policy and charter
 2. Learners treat each other with respect, and listen to one another’s views, even if they do /
not agree with them. Learners respect the teacher.
3. The teacher addresses the needs of individual learners, for example the potential /
isolation of a learner who is the only male or female in the group, or requests to observe
religious practices or holidays
4. Discussion and small group work ensures that a range of views are represented and /
cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and from /
different backgrounds.
6. Alternative approaches are naturally considered when group activities present /
communication difficulties who find social interaction difficult
7. The lesson plan gives evidence of how the teacher and learning support staff have /
liaised together. Learning support staff are allocated and deployed to meet student’s
needs.
8. Behavior of all students is fairly and consistently managed always taking into account /
the severity/level of their disability
9. Respect is shown for religious beliefs and practices, for example appropriate break /
times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice, for /
example modelling language and behaviour that promotes inclusivity and respect for
others
2. Prejudiced or inappropriate language, views or behaviour are always appropriately /
challenged to promote understanding and bring about behavioural change
3. In their behaviour, teachers, encourage harmonious relationships between different /
groups of learners
4. No assumptions are ever made about students, for example the assumption that /
students are white, middle class, English speaking, non-disabled, living in a house owned
by two biological heterosexual parents with internet access, broadband and PC’s
5. The teacher creates an atmosphere of mutual trust where each learner feels valued /
regardless of background, identity or personal circumstances
6. The teacher sets high expectations for all students. /
7. The teacher is confident in talking about equality and diversity and tackling equality /
and diversity issues
Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

Analyze your accomplished observation checklist. Reflect on the data that you have gathered by
answering these probing questions based on the identified practices for meeting learners’
diversity.
 Practice1 How did the teacher How do I What can I do to
demonstrate this demonstrate this better implement
practice? practice in my own these practices with
class? fidelity?
Models, encourages, and The teacher set an To model, encourage, Consistency in
practices respect for diversity example on how she and practice respect actions that promote
in background, treats diversity. She for diversity, I should respect to diversity
identity, preferences, and all was considerate of first know my can guarantee
other areas. students’ students. With emulation making it
socioeconomic status awareness, I will be a collective habit.
by making decision- cautious of my This can be
making democratic. thoughts, words, and sustained through
She varied her actions lest I regular reflection
strategies according subconsciously and corresponding
to the students’ become bias. action.
learning preferences. Everything should be
Constantly, she said and done in
reminded her equilibrium.
students not to
perpetuate
discrimination of
others’ weaknesses
and differences.
Creates an environment that A safe and respectful I can create a safe I will teach students
is safe and respectful of all environment for and respectful commitment to the
cultures and diversity is something environment by first principle. It is our
Backgrounds that does not force its establishing a general daily commitment to
power and principle to which align our actions to
recognizing the they must embody, this truth that all
freedom of choice “Respect begets may harmoniously
given that it is respect.” Principle is work for common
reasonable. actually better than educational goals.
setting specific rules
because, it is in a
single mirror where
they can truly reflect
all their actions, and
evaluate if they
embody the image of
respect.

1
Supports and encourages a One of the greatest I will establish I will constantly
diverse learning community things did from a learning that reflect whether this
engaged in broad material was welcomes diversity. variety is leading to
common interests or activities to contextualize them. Contextualization one direction,
Contextualization does not mean toward the target
touches the students’ isolation of other learning
interest which is cultures; it is actually competencies so I
elicited because of highlighting the may know if the
their ability to relate shared culture of strategies employed
with the topic. This is students which are effective or are
then followed up by increase their in need of
varied activities that engagement to the rethinking. Constant
incorporated the class. improvement is an
students’ interests, indication of fidelity.
preferences or styles.
Considers students’ diverse In terms of planning In all aspects of the As this is a
backgrounds, identities, the assessment as classroom, each of multifaceted
strengths, and reflected in the lesson them must be planned endeavor, it is best
challenges during lesson plan, the teacher thoroughly that they to consider
planning, instruction, assured that everyone may be knitted in research-based
assessment, and feels needed in the purpose which is to practices. Referring
classroom management lesson by providing put primary to well-established
varied activities. importance to the studies will offer
There is a task for diverse background, new strategies with
students under identities, strengths, better workability.
frustration level, one and challenges of the
for instructional students. I will
level, and another for employ pedagogical
independent level. strategies that do not
With regards to the promote negative
classroom image in any of these
instruction, the differences, and will
teacher welcomed be solely beneficial to
varied responses and the diverse needs of
tried to connect them the students.
all toward the very
answer. These are all
indicators of the
teacher’s effective
classroom
management.
Involves all participants in The teacher I will create a healthy The discussion must
whole-class discussions in a welcomed everyone discussion where always empower the
supportive, in the classroom every idea is freedom of speech.
encouraging way, allowing discussion. They are recognized and But this freedom
students to “take a pass” or to encouraged to speak respected. It will be a must be coupled
“recover” as out their thoughts, talk without direct with responsibility,
necessary even their doubts and and demeaning and it will be a
questions. She then opposition but will be shared
followed it with a built in a constructive responsibility.
 constructive feedback manner of correction.
which did not leave
them uncomfortable
instead more
enlightened and
stimulated.
When appropriate, invites Every child has I will make the class Openness to
students to share unique something to bring in interactive and make differences and
experiences, to the class that is sure that it provides freeing oneself from
backgrounds, and histories unique from or the an avenue where preconceptions will
and models active listening same with others. students can freely sustain healthy
and positive, During the express themselves. interactions in the
responsive questioning, discussion, the They can openly classroom. I will
commenting, and giving and teacher allowed share unique also integrate
receiving feedback students to share experiences, consistently
personal experiences backgrounds, and activities that can
related to the topic to histories without any optimize these
which she and the without receiving interaction and
class listened to prejudices. I will ask discussion, and have
attentively. The questions that will a constant standard
teacher will then bring out them, to which I must
have provided respond with uphold upon giving
feedback which will appreciation but at my sentiments and
add depth to the the same time with comments.
meaning of the objectivity
experience and
address to the whole
class what can be
learned from such
experience.
Varies the social demands The teacher upon The students must What will make this
required for learning or responding to the never feel possible is to firstly
performance depending demands of the unchallenged. For in become aware of the
on student comfort level. society also challenge, comes students’ level. Then
responded to the level refinement. However, with their level,
of the students. it must never be know their learning
Administering the frightened of. Thus, I styles so I can hit
question-and-answer will create something two birds at one
portion was not too which makes learners stone. Knowing
easy and was not too not just endure the what they lack but
difficult, they were task or the activity but also what they like
ideal for activating also enjoy them as can respond best to
critical thinking they set their abilities their learning needs.
which is also off. What will make
expedient to the them feel this so is the
students’ comfort need for them to be
level as they are seen appreciated and
well-engaged in the constructively
exchange of ideas. corrected when they
need so.
Massachusetts Department of Elementary and Secondary Education (2020). The Educator Effectiveness Guidebook for Inclusive Practice. Retrieved from:
https://www.doe.mass.edu/edeval/guidebook/2a-rubric.pdf

EQUITY PRACTICE SPACES USING TEACHER MOMENTS

Addressing learners’ diversity can be a bit tough as a task but by being aware of these
differences, it opens up a new perspective in designing and implementing responsive teaching
strategies.
At this point, you are now, at least, ready to apply these diversity and inclusion practices in a
scenario. You will be involved in an interactive case study that threads in creating inclusiveness
and belonging in the classroom.

Directions: You will be needing a computer or smartphone with internet connection for this
activity
1. Go to the website: https://teachermoments.teachingsystemslab.org/equity?web
2. Once the web page is loaded, scroll down to the “Field-tested practice spaces” and click
“Gendered or racialized student comments”
3. Read carefully the scenarios presented in the case and respond accordingly based on your
understanding of learner diversity and personal judgment.

GUIDE QUESTION:
What were the notable experiences of the teachers?

In the first scenario, while the teacher was roaming from desk to desk to take the
students’ assignments, he went onto William who did not acknowledge his presence, his head
on the phone. As he asked William if he completed his paper, the child shouted, “Fuck off.”
Regarding this issue, the teacher can firstly calm down the child and approach William quietly
in an appropriate time, it may be after class. This will be the perfect opportunity to ask if
something troubles him. If he does not open, a talk with the parents can be a second step.
On the other hand, the second scenario is about a history teacher who taught about the
Women’s Suffrage Movement. During the discussion, Jamika was found by a classmate just
scrolling through her phone. Out of concern, the other tapped her and told to pay attention.
However, Jamika replied in a vulgar manner that she will never listen to a white person. To
address this issue, the child should be asked privately the reason behind her contempt against
white people. The teacher must be neutral on the issue and must educate the child the impact
racism could have on other races.
Finally, the fourth scenario is about a group of students who were starting to receive
their college acceptance letters. The Physics teacher heard Amy cheerfully saying that she is
accepted to MIT. Yet, Mike responded that it was because she is a girl. The teacher must not
let this pass and transform their view towards the exam as not gender-based. The teacher must
inform them that there are objective criteria followed to identify qualifiers. Most importantly,
they should be taught to respect genders and not associate them with any privilege.

General ideas to consider:

 Think ahead about how you might handle difficult classroom dynamics — and what aspects
of your course content might produce them.
 If tensions arise, do acknowledge them, in the moment or later.
 Be flexible with your plans: if students are intensely attuned to an issue, let it have the time
and attention it needs. Use the intensity to facilitate students’ learning.
Adapted for use by The Center for Research on Language and Teaching, University of Michigan.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

INVENTORY OF INCLUSIVE TEACHING STRATEGIES

Applying knowledge on learner diversity and inclusion requires certain level of
understanding, paradigm shift, and proficiency. To help you use, implement, and demonstrate
necessary skills that will celebrate a learners’ diverse background, reflect and annotate these
inclusive teaching strategies in every lesson planning and implementation you do. Let this be
your guide to remind you that every time you teach, there will always be an opportunity to
celebrate and embrace diversity.

Inclusive Teaching Strategies Inventory Resource

Do you or would you use the following strategies?
✓ =I use this in my teaching
~ =I sort of use this in my teaching
X =I do not use this in my teaching
✩ = I would like to try this, though I may need more information or
resources
Inventory of Inclusive Teaching Strategies. Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from Linse &
Weinstein, Shreyer Institute for Teaching Excellence, Penn State, 2015.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

Instructor-Student Interactions
 Learn and use students’ names — what they choose to be called and how they pronounce it.
 Clarify how you want students to address you, especially if you teach students from a
range of educational and cultural backgrounds.
 Distribute a student background questionnaire early in the term to learn about students’
experience with the course topics, educational background, professional ambitions,
general interests, etc.
 Encourage students to visit office hours, and use that time to ask about their experiences
with course topics as well as their interests outside the class.
 Communicate high expectations and your belief that all students can succeed.
 Allow for productive risk and failure. Make it known that struggle and challenge are
important parts of the learning process, not signs of student deficiency.
 Seek multiple answers or perspectives to questions.
 Avoid making generalizations about student experiences.
 Avoid making jokes at students’ expense.
 Refrain from asking individual students to speak for a social identity group.
 Communicate concern for students’ well-being, and share information about campus
resources.
 Communicate in writing and person your goal of making learning equally accessible to
all students. Welcome requests for documented accommodations as a chance to include
everyone more fully in learning.
 Carefully frame objectives when raising potentially sensitive or uncomfortable topics.
  Model productive disagreement, showing how to critique a statement or idea rather than
the speaker.
 Stop or intervene in a discussion if comments become disparaging or devalue other students’
experiences.
 Avoid giving verbal instructions without a written corollary. (Multiple modes can be helpful
to students with processing disabilities as well as non-native English speakers.)
 Allow ample time for any in-class activities that require substantial reading, and provide
guidance that reflects the fact that processing times will vary (e.g., how to approach the task
given you may not finish reading, or what to do if you do finish it before the time is up).
 Elicit formative feedback from students about their learning experiences in the course (e.g.
facilitated Mid-Semester Feedback session or survey).
 Ask a trusted colleague or CRLT consultant to observe your class and collect data about how
you include or interact with different students.

Student-Student Interactions
 Encourage students to learn and use one another’s names.
 Use icebreakers regularly so students can learn about one another.
 Establish guidelines, ground rules, or community agreements for class participation.
 In class, have students work in pairs, triads, or small groups.
 Have students write and share about how their background can contribute to a particular
class activity.
 For long-term teams, structure check-ins and opportunities for peer feedback about group
process.
 On the syllabus, identify collaboration or perspective-taking as skills students will build in
the course.
 In class, explain the value of collaboration for learning. Speak of students’ diverse
perspectives as an asset.
 Provide students opportunities to reflect on what they learned through collaborative activities
(formal or informal).
 Deliberately assign students to small, heterogeneous groups that do not isolate
underrepresented students.
 Set up study groups that deliberately group students with different strengths.
 Have students complete a self-assessment inventory and discuss with peers.
 Have students complete low-stakes small group activities that help them see and value the
contributions of others.
 Establish ways for students to intervene if they feel a certain perspective is being
undervalued or not acknowledged.

Content
 Choose readings that deliberately reflect the diversity of contributors to the field.
 Use visuals that do not reinforce stereotypes but do include diverse people or perspectives.
 Use diverse examples to illustrate concepts, drawing upon a range of domains of
information.
 Avoid references that are likely to be unfamiliar to some students based on their backgrounds
(e.g., citing American pop culture from ‘when you were in high school’ in a class with many
international students).
 Emphasize the range of identities and backgrounds of experts who have contributed to a
given field.
 Use varied names and socio-cultural contexts in test questions, assignments, and case
studies.
 Teach the conflicts of the field to incorporate diverse perspectives.
 Deliberately choose course materials with a range of student physical abilities in mind.
 Deliberately choose course materials with students’ range of financial resources in mind.
 Analyze the content of your examples, analogies, and humor; too narrow a perspective may
alienate students with different views or background knowledge.
 Include authors’ full names, not just initials, in citations. (This can help emphasize gender
diversity or unsettle assumptions about authorship).

Instructional Practices
 Assess students’ prior knowledge about your field and topics so that you can accurately align
instruction with their needs.
 Help students connect their prior knowledge to new learning (e.g., before introducing a new
topic ask students individually to reflect on what they already know about the topic).
 Invite students to identify examples that illustrate course concepts.
 Use a variety of teaching methods and modalities (verbal, visual, interactive, didactic, etc.)
rather than relying on one m ode of engagement.
 Ask students for concrete observations about content (e.g., a reading, image, set of data)
before moving to analytical questions. (This can give everyone a common starting point and
model analytical processes you want to teach).
 Use a pace that lets students take notes during lecture.
 Clarify the expectations and grading scheme for each assignment.
 Create time in class for students to discuss and ask questions about assignments or
assignment expectations.
 Emphasize the larger purpose or value of the material you are studying.
 Structure discussions to include a range of voices: e.g., take a queue, ask to hear from those
who have not spoken, think-pair-share activities.
 Use brief in-class writing activities to get feedback on what students are learning and
thinking
 Use blind grading methods, when appropriate.