Partido State University

SCHOOL OF GRADUATE STUDIES

Name: Jennifer Godoy Verdejo Subject: Edu 201: Foundations of Education

Course/ Year: MAED Specialization: Instructional Management Semester 1st S/Y: 2019-2020

Professor: Dr. Armando P. Delfino

We, in spite of belonging to a common species known as human beings, have our own

individually which contributes towards the variation and differences found in us. No two persons

are born exactly alike; but each differs from the other in natural endowments, one being suited for

one occupation and the other for another. (Plato) The unique characteristics and traits emerge as

children pass from one stage to another. The rate of development is not the same for all individuals.

Some develop and learn faster than the others. Sometimes the gap is wide.

It is these differences that are entitled as “individual differences” in the languages of

sociology and psychology. The difference among individuals, that distinguish or separate them

from one another and make one as an unique individual in oneself, may be termed as individual

differences. The psychology of individual differences is concerned with the systematic study of

intelligence and abilities associated with personality of learner, learning styles and needs and

interests of learner. Learning is most effective when differences in learner’s language, cultural,

and social behavior are taken into account. A teacher should be sensitive to individual differences.

A teacher’s challenge is to acknowledge and celebrate the differences among children and work

to maximize the growth in each child.

LEARNING OBJECTIVES

 Identify the types and different factors that bring about diversity in the classroom.

 Demonstrate a positive attitude towards diversity as an enriching element in the

learning environment.

 Come up with teaching strategies that consider student diversity.

Individual differences stand for the variations or deviations among individuals in regard to

a single characteristics.( Carter B. Good)

“ Variations for deviations from the average of the group, with respect to the mental or

physical characters, occurring in the individual member of the group are individual differences”. (

Drever James)

“ Individual differences are found in all psychological characteristics physical mental

abilities, knowledge, habit, personality and character traits. ( Woodworth, R. S. and Marquis, D.G)

Individual differences are the more-or-less enduring psychological characteristics that

distinguish one person from another and thus help to define each person's individuality.

((Baumeister & Vohs, 2007)

Individual differences stand for “those differences which in their totality, distinguish one

individual from another.

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 differences were shown in your class tally-gender, and racial, ethnic

or cultural background (nationality, province, language.) This diversity also comes from other

factors like the following:

lower income group.

o it depends on how individual differ in lifestyle from that of the middle

income or lower income group. It also depends on a combination of

variables including occupation, education, income, wealth and place of

residence. Socioeconomic status is the measure of the influence that the

social environment has on individual, families, communities and schools.

In many ways, socioeconomic status is related to the concept of social class.

2. Thinking/ Learning Style- Some of you learn better by seeing something; others by just

listening; and still others by manipulating something.

o involves their different strategies and techniques on how they learn easily

and effectively. There are some learners learn by seeing and looking and

others are by hearing and listening. On the other hand, there are individual
 learn better by touching and doing. Wherein they perform what they want

to know and learn, that's why every learner has their own styles in learning

3. Exceptionalities- In class there maybe one who has difficulty in spoken language

comprehension or in seeing, hearing, etc.

o these factor learners with exceptionalities as persons who are different in

some way from the "normal" or "average". Exceptional learners include

those with special needs related to cognitive abilities, behavior, emotional

disturbances and giftedness. And the learners require a lot of understanding

and patience as well as special education and related services to reach their

full of development.

HOW STUDENT DIVERSITY ENRICHES THE LEARNING ENVIRONMENT

A teacher may be “challenged” to handle a class with students so diverse. There may be

students having different cultural background, different language abilities, different attitudes and

aptitudes and behaviors. Some teachers might see this diversity as a difficult predicament, really

hassle! Yet a more reflective teacher may see a diverse classroom as an exciting place to learn not

just for her students, but for herself, as well. A wise teacher may choose to respect and celebrate

diversity!

1. Students’ self-awareness is enhanced by diversity. Exposing students to others with

diverse backgrounds and experiences also serves to help students focus on their

awareness of themselves. When they see how others are different, students are given
 reference points on comparative perspectives which sharpen assessment of their own

attitudes, values, and behaviors.

2. Student diversity contributes to cognitive development. The opportunity to gain

access to the perspectives of pees and to learn from other students, rather than the

instructor only, may be especially important for promoting the cognitive development

of the learners. Supreme Court Justice, William J. Brennan “The classroom is

peculiarly the marketplace of ideas. The depth and breadth of student learning are

enhanced by exposure to others from diverse backgrounds. Student diversity in the

classroom brings about different points of view approaches to the learning process.

3. Student diversity prepares learners for their role as responsible members of

society. Suzanne Morse stresses one competency that has strong implications for

instructional strategies that capitalize on diversity: “The capacity to imagine situations

or problems from all perspectives and appreciate all aspects of diversity”. Furthermore,

she argues: “The classroom can provide more than just theory given by the teacher in

a lecture. With classroom becomes a ‘public place’ where community can practice.

4. Student diversity can promote harmony. When student diversity is integrated into

the classroom teaching and learning process, it can become a vehicle for promoting

harmonious race relations. Through student-centered teaching strategies, diverse

students can be encouraged to interact and collaborate with one another, on learning

tasks that emphasize unity effort while capitalizing on their diversity of backgrounds.
SOME TIPS ON STUDENT DIVERSITY

1. Encourage learners to share their personal history and experiences.

Students will be made to realize that they have something in common with the rest.

They also differ in several ways.

2. Integrate learning experiences and activities which promote students’ multicultural

and cross-cultural awareness.

 You can encourage or even initiate co-curricular experiences that are aimed at

promoting diversity awareness. These activities could be held to coincide with

already-scheduled national weeks or months which are designates for appreciations

of diverse groups, diverse groups, Disability Awareness Week, Linggo ng Wika,

Indigenous People’s Week, etc.

 Let students interview other students on campus who are from diverse backgrounds

( foreign students or students from other ethnic/ racial groups). These students of

different racial and ethnic origin serve as source of first hand information on topics

related to their culture. This can also provide opportunity for interaction among

students who may otherwise never come in contact with each other.

 Invite students to Internet discussion groups or e-mail; have students “visit” foreign

countries and “talk” to natives of those countries.

 Ask students if they have ever been the personal target of prejudice or

discrimination, have them share these experiences with each other members of the

class.
 3. 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 from his extensive research that, “ Every human s,

at the same time, like all other humans, like some humans, and like no other human”( cited in

Wong, 1991). His observation suggests paradox in the human experience, namely: We are all the

same in different ways.

It may be important to point out to students the biological reality that human beings share

approximately 95% of their genes in common, and that less than 5% of our genes account for the

physical differences that exist among us. When focusing on human differences, these

commonalities should not be overlooked, otherwise, our repeated attempts to promote student

diversity may inadvertently promote student’s divisiveness. One way to minimize this risk, and

promote unity along with diversity, is to stress the universality of the learning experience by raising

students’ consciousness on common themes that bind all groups of people- in addition to

highlighting the variations on those themes.

 Periodically place students in homogenous groups based on shared demographic

characteristics (eg. Same-gender groups or same race/ethnicity groups) and have them

share their personal views or experiences with respect to course issues. Then form a

panel comprised of representatives from each group who report their group’s ideas.

You can serve as moderator and identify the key differences and recurrent themes that

emerge across different groups, and students who are not on the panel can be assigned

this task.
  Try to form groups of students who are different with respect to one demographic

characteristic but similar with respect to another (e.g., similar gender but different with

respect to race/ ethnicity or similar in age but different gender). This practice can serve

to increase student awareness that humans who are members of different groups can,

at the same time, be members of the same group-and share similar experience, needs,

or concerns.

 After students have completed self-assessment instruments (e.g., learning style

inventories or personality profiles), have them line up or move to a corner of the room

according to their individual scores or overall profile. This practice can visibly

demonstrate to students how members of different student populations can be quite

similar with respect to their learning styles or personality profiles, i.e., students can see

how individual similarities can often overshadow group differences.

4. Communicate high expectations to students from all subgroups.

 Make a conscious attempt call or draw in students from diverse groups by using

effective questioning techniques that reliably elicit student involvement. In

addition to consciously calling in them in class, other strategies for :drawing in”

and involving students include: (a) assigning them the role of reporter in small-

group discussions, i.e., the one wo report backs the group’s ideas to the class, and

(b) having them engaged in paired discussions with another classmate with hat

stipulation that each partner must take turns assuming instructor-student

conferences with them outside the classroom.

 Learn the name of your students, especially the foreign names that you may have

difficulty in pronouncing. This will enable you to establish early, personal rapport
 with them which can later serve as a social/emotional foundation or springboard for

encouraging them to participate.

5. Use varied instructional methods to accommodate student diversity in learning styles.

 Diversify the sensory/perceptual modalities through which you deliver and

represent information (e.g., orally, imprint, diagrammatic and pictorial

representations, or “hands on” experiences).

 Diversify the instructional formats or procedures you use in class:

 Use format that are student centered (e.g., class discussions, small group

work) and teacher- centered ( e.g., lectures, demonstrations).

 Use formats that are unstructured (trial-and-error discovery learning) and

structured (step-by-step instructions).

 Use procedures that involve both independent learning (independently

completed projects; individual presentations) and interdependent learning

(collaborative learning in pairs or small groups).

6. Vary the examples you use to illustrate concepts in order to provide multiple contexts

that are relevant to students from diverse backgrounds.

Specific strategies for providing multiple examples and varied context that are

relevant to their varied backgrounds include the following:

 Have student’s complete personal information cards during the first week

of class and use this information to select examples and illustrations that are

relevant to their personal interests and life experiences.

they choose to write about to help you think of examples and illustrations

to use.

 Ask students to provide their own examples of concepts, based on

experiences drawn from their personal lives.

 Have students apply concepts by placing them in situation or context that is

relevant to their lives (How would you show respect to all persons in your

home?)

7. Adapt to students’ diverse backgrounds and learning styles by allowing them

personal choice and decision-making opportunities concerning what they will learn

and how thy will learn it.

Giving the learner more decision-making opportunity with respect to learning task:

(a) promotes positive student attitudes toward the subject matter, (b) fosters more

positive interactions among students, and (c) results in students working more

consistently with lesser teacher intervention. Also, when individuals can exert some

control over a task, they tend to experience less anxiety or tress while performing

the task.

8. Diversify your 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 learning in a variety of other performance formats,

such as: (a) individual-delivered oral reports (b) panel presentations, (c) group
 projects, (d) visual presentations( concept maps, slide presentations, power-point

presentations, collages, exhibits), or (e) dramatic vignettes- presented live or on

videotape. One potential benefit of allowing students choose how they demonstrate

their learning is that the variety of options exercised may be a powerful way to

promote student awareness of the diversity of human learning styles.

9. Purposely, form small-discussion groups of students from diverse backgrounds. You

can form group of students with different learning styles, different cultural

background, etc.

Small peer-learning groups may be effective for promoting student progress to a

more advanced stage of cognitive advancement because: (a) the instructor is

removed from center stage, thereby reducing the likelihood that the teacher is

perceived as the ultimate or absolute authority; and (b) students are exposed to the

perspectives of other students, thus increasing their appreciation of multiple

viewpoints and different approaches to learning.

ACTIVITY

1. Think of a slogan that celebrates diversity in the classroom.

Jeanine M. Williamson, in Teaching to Individual Differences in Science and Engineering

Librarianship, 2018

Wikipedia (2007). Individual differences psychology

https://www.slideshare.net/amolsweetpain/individual-difference-82939732

https://www.slideshare.net/sritikawartini/individual-difference?next_slideshow=1

https://www.slideshare.net/rossbiology/4-individual-differences-presentation?next_slideshow=1