Fsie - LM01

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED 104-1ST-SEM-2021-2022
College: __Teacher Education

Campus: _____Bambang____
DEGREE PROGRAM BSED COURSE NO. PROFED 104

SPECIALIZATION SOCIAL STUDIES COURSE TITLE FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION
YEAR LEVEL THIRD YEAR TIME FRAME 3 WK NO. 2-3 IM NO. 1
Hours
I. UNIT TITLE/CHAPTER TITLE
UNDERSTANDING DIVERSITY
II. LESSON TITLE
1. Definition
2. Loden’s Diversity Wheel
2.1 How to use the Diversity Wheel
2.2 The Diversity Wheel
3. Ability (Disability) as a Dimension of Diversity
4. The Dilemma of Diversity
III. LESSON OVERVIEW
Students will gain a better understanding of diversity in this module. Using Loden's Wheel of
Diversity, they will be able to discuss how the various aspects that distinguish one person from another
contribute to learners' identity, beliefs, practices, and behavior. They will also understand why it is critical
to recognize disability as a component of diversity. Furthermore, students will discover how diversity, as
a positive component, contributes to progress and productivity. It is critical that we acknowledge and
accept diversity. This entails accepting, respecting, and tolerating one's differences with one another. It
entails being aware of the laws, policies, and systems that protect one's individuality and uniqueness.
This would result in a more peaceful and humane world.
IV. DESIRED LEARNING OUTCOMES
At the end of the lesson, the students should be able to:

1. discuss the meaning and significance of diversity;
2. demonstrate the use of Loden's Wheel of Diversity; and
3. support diversity as a positive component of relationships, education and organizations.
V. LESSON CONTENT
1. Definition
If a group of people were asked to list and compare their characteristics, the chances of having a
good number with exactly the same characteristics will be zero. Even identical twins will have distinct
personalities and characteristics. There are numerous factors that distinguish one person from another.
There are distinct differences that can be seen. These are physical characteristics such as skin
color, hair color, eye shape, nose shape, height, weight, gender, age, socioeconomic class, occupation,
and many others. These characteristics are readily apparent and noticeable. As you walk through a mall,
you will notice the differences between the people you meet. Other differences are caused by one's
beliefs, mindsets, values, sexual identity, intelligence, personality, and other factors that are not easily
visible or invisible. These characteristics are not visible, but they are manifested through behavior,
decisions, and words spoken. You will need to get to know a person better in order to notice how he or
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she differs from you or other people. Visible and invisible characteristics of diversity are not always
connected because a visible characteristic, such as skin color, can be easily linked to a disposition or
trait. People from Africa with dark skin, for example, are thought to be poor and uneducated, as discussed
by Mor Barak (2005). This is not always the case, but biases do play a role in these assumptions.
The root of diversity is each individual's uniqueness. The word diversity is an English noun that
captures the essence of difference. Diversity is derived from the Latin word divertere, which means to
turn away from, separate from, or oppose (Latin Dictionary n.d.). Diversity is defined by the Collins
dictionary as "the state or quality of being different or varied; a variety or assortment; a point of difference;
the inclusion of people of different races, genders, religions, etc. in a group; the relation that holds
between two entities when and only when they are not identical; the property of being numerically
distinct."
Diversity is defined as "people's differences that may relate to their race, ethnicity, gender, sexual
orientation, language, culture, religion, mental and physical ability, class, and immigration status"
according to the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) Guide on
Ensuring Inclusion and Equity in Education (2017). UNESCO, 2017.
We must confront and overcome the issue of diversity. People nowadays recognize and value the
differences that each individual possesses. We all live in a global village, which means that demographics
in the labor force and education are changing. As our communities become more diverse, we must make
an effort to understand the various dimensions of diversity, which go beyond simply accepting,
understanding, and tolerating one's uniqueness or differences. Confronted with the need to live in a global
village, it is essential that we discover and explore areas that can connect us and allow us to collaborate.
Accepting and celebrating each individual's uniqueness allows for respecting different experiences and
qualities of individuals, which opens up more avenues for problem solving and innovation. Collaboration
and communication are necessary skills for growth and success. As a result, it is crucial that we
understand our differences and master how to use them to foster tolerance, cooperation, and unity, which
will lead to productivity.
2. Loden’s Diversity Wheel
In 1990, Marilyn Loden, an American writer, and Judy Rosener, a professor at the University of
California, Irvine's graduate school, developed a framework to address America's growing labor-force
divergence. Their goal was to empower people to make their voices heard by emphasizing their diversity
and its impact on their person, rights, and freedom (Lou and Dean 1991). The book was published by
Loden and Rosener "America's Workforce! Managing Employee Diversity as a Vital Resource" (Irwin
Publishing 1991). (Irwin Publishing 1991). The original version of the Diversity Wheel model was
introduced in this book. Loden recognized the need for a tool that would assist people in better
understanding how group differences influence people's social identities. When the various dimensions
of diversity are not recognized, dissatisfaction, distrust, and competition will result. Loden and Rosener's
extensive research led them to the conclusion that maximizing the workforce of a diverse group of people,
managing differences as assets to develop productive working relationships, was the best way to
maximize the workforce of a diverse group of people. In 1996, the model was revised to include additional
aspects of group differences that were implied in the original model. The modifications were made in
order to recognize the experiences of people who identified these aspects as being most important to
their personhood. The various components of the Diversity Wheel all played important roles in character
development and possibly stereotype formation. She hoped that this would be used to further discuss
diversity, not just in the workplace, but globally. "I think. diversity discussions are really about
understanding our social identities, acknowledging what is important, and learning to integrate into
society so that no sub-group feels excluded or one down," Loden writes in her book (Loden and Rosener
1991).
The Diversity Wheel emphasized the importance of our social personalities and the ways in which
people develop their identities when they are able to connect with a specific group of people. The wheel
is made up of primary or core and secondary diversity dimensions. The categories describe how these
differences affect a person's beliefs, expectations, and life experiences. The dimensions are the elements
that make up the entire person.
The inner circle contains the primary or core dimensions. These are the most powerful. These are
the characteristics that we were born with or that were shaped by significant experiences or people with
whom we interacted. These are thought to be very persuasive in determining who we are—our principles,
our sense of self, our image, our perceptions, and how we think about others. These core dimensions or
characteristics are already in place or established and are unlikely to change. Age, ethnicity, gender,
physical abilities/qualities, race, income, sexual orientation, class, and spiritual beliefs are the core
elements.
The secondary dimensions are located on the outside of the circle. These characteristics are also
a part of our social identity, but they can change or be discarded as we go through life. They are
influenced by the people we meet, the places we visit or live in, and the experiences we have. Geographic
location, marital status, religious beliefs, parental status, income, education, work experience, military
experience, first language, family status, and work and communication styles comprise the second
dimension.
Together, the core or primary dimensions and the secondary dimensions have a significant impact
on our prior experiences, viewpoints, and principles, providing us with a unique perspective on the world
around us and distinguishing each of us as unique individuals.
Loden and Rosener’s Diversity Wheel (Loden 1991)

Source: http://www.loden.com/Web_Stuff/Dimensions.html
2.1 How to use the Diversity Wheel
"The Diversity Wheel is useful in explaining how group-based differences contribute to individual
identities," says Loden (1991). The wheel's function is to encourage people to talk and discuss with one
another in order to generate new points of view among everyone in the group. Each individual is made
aware of his/her differences in the two dimensions of the wheel.
2.2 The Diversity Wheel
Define each factor in the two dimensions of the Diversity Wheel before beginning this activity. A
thorough understanding of what each factor means allow each individual to explain what is this for
him/her.
Title of Activity: How Diverse is your Class?
Materials:
֎ a blank piece of paper with two columns: one that is headed Primary and the other
Secondary
֎ a poster of the Diversity Wheel
Directions:
1. Under each heading, write down the dimensions as shown on the wheel.
2. Next to each dimension, write in your personal information.
3. Choose a volunteer in the class to organize the information into a graph or spreadsheet
that describes each dimension (i.e., how many in your class are catholic, female, etc.).
4. Discuss your findings.
For example:
Primary Secondary
Age: 22 Work Experience: None
Gender: Female First Language: Filipino
Race: Malay Education: First Year, Tertiary
Spiritual belief: Christian
The following major question is, "What comes next? What do we do when we realize we are so
dissimilar to one another in so many ways?" Understanding everything about each culture, person,
spiritual belief, and so on will be a daunting task. Loden presents four principles for managing our own
behavior in a global context and successfully interacting with people around the world. "The four guiding
principles are respect, inclusion, cooperation, and responsibility, abbreviated as RICR" (Loden 1996).
She defines each principle as: "respect treating others the way they wish to be treated; inclusion: making
certain everyone on the team is truly a part of the team's decision-making process; cooperation: actively
helping others succeed rather than competing or attempting to one-up someone; responsibility: managing
personal behavior to maintain a diversity-positive environment and questioning inappropriate behavior
when it occurs."
Using the Diversity Wheel, one can consider how various aspects, such as spiritual beliefs and
cultural differences, may shape other people's identities and perspectives in the world. Knowing all of this
should give everyone a more open and accepting attitude toward different points of view and behaviors.
As a result, when working together to achieve a common goal or goal, a person's attitude should be one
of tolerance and cooperation. The kind of world we live in will be determined by our collective efforts to
bridge differences, come together, and contribute what we can to the betterment of the world.
3. Ability (Disability) as a Dimension of Diversity
Another important aspect of diversity is the dimension of ability and disability. Diversity
encompasses the innumerable domains of an individual's distinct characteristics, experiences, and
capabilities. Diversity entails respect for and tolerance of differences, which allows for the celebration of
one's uniqueness.
The Collins English Dictionary defines ability as "the possession of the qualities required to do
something; necessary skill, competence, or power." Disability, on the other hand, is defined as an
umbrella term for impairments by the World Health Organization (WHO n.d.). The negative aspects of
the interaction between an individual (with a health condition) and that individual's contextual factors are
referred to as activity limitations and participation restrictions (environmental and personal factors). This
definition emphasizes that disability is not only a health issue, but also an issue that affects a person's
life situation and the environment in which he or she lives. Both ability and disability influence a person's
self-identity and perspectives on the world around him/her. The Americans with Disabilities Act (ADA) of
1990 "A person with a disability is defined as someone who has a physical or mental impairment that
significantly limits one or more major life activities. People with such an impairment are included, even if
they do not currently have a disability. It also includes people who do not have a disability but are
perceived to have one."
"Disabilities may affect one's senses or one's mobility; they may be static or progressive,
congenital or acquired, formal (affecting the shape of the body) or functional, visible or invisible" (Couser
2005).
A person's disability distinguishes him or her as a distinct individual who is sometimes excluded
from places and activities. They must be recognized as part of the diversity spectrum. They must be
recognized as human beings who should be understood, accepted, and tolerated rather than
discriminated against. They must be granted their rights. Disabilities must be viewed as a natural part of
life and of diversity. People with disabilities must be seen and accepted as individuals with distinct
abilities. They must identify themselves as disabled in order for the world to accept them and provide
opportunities for them to live.
4. The Dilemma of Diversity
There are still challenges that confront many people who have been identified as "different" in this
age of fast-paced development where diversity plays a unique role. Despite charters, laws, and policies
that promote diversity, issues of discrimination based on race, gender, age, and intellect persist.
Women and people of color are still discriminated against in some workplaces and are not given
positions in management or administration. People of a certain race are stereotyped as having a certain
personality. Muslims have been taken aside and interrogated several times during immigration. In some
parts of the world, non-married and same-sex couples are still not accepted. Children with special needs
are shunned in some schools because they are not ready for school or are not suited to the school.
Children from indigenous groups must go through an educational system that does not take their ethnic
background, needs, or values into account. Though there is still much work to be done to ensure that
diversity is accepted, respected, and tolerated, there has been significant progress in many areas. In
more workplaces, systems and processes have been put in place to intentionally promote diversity.
Diverse ways of thinking and acting foster creativity and productivity. When different people work together
to find solutions to problems or challenges, innovative thinking and collaboration are encouraged. In
schools, diversity is the most effective way to teach students to be tolerant and respectful of one another's
differences. In government, the recognition that diversity is an essential component of community
translates into the passage of laws and policies to protect the rights of people of diverse cultures and
backgrounds. As a result, diversity is an essential component of life and living.
VI. LEARNING ACTIVITIES
A. Essay. Define and discuss the concept of diversity. What is diversity in the context of the teaching
and learning process? Is it significant that there is diversity in the learning process? What does this
mean for you as a teacher? Make at least three to five paragraphs. (20 points)
Rubrics
Criteria Excellent (4) Satisfactory Good (2) Poor (1) (0) Score
(3) Multiplier
Content The essay is The essay is The essay is The essay The essay
complete, with complete, but simple and contains an did not
sufficient detail there are lacking in excessive provide an
to back up insufficient detail. discussion of answer to
assertions. details to back Unrelated unrelated the
The answer is up the ideas were ideas. question.
limited to ideas assertions. introduced. X2
related to the It appears to be
question. written solely
for the purpose
of completing
for compliance.
Organization The essay The essay is The essay is The essay is
demonstrates coherent and well coherent. not logically
a high level of logically Some points organized. It
attention to organized, with are still out of has some
logic and point transitions place and coherence, but
reasoning. used to create deviate from the ideas are
Unity clearly coherence the topic. disorganized. X1
leads the between ideas Transitions are
reader to the and visible but not
conclusion and paragraphs. used
stimulates There is an throughout the
thought about overall unity of essay.
the topic. ideas.
Grammar and There are no The essay The essay The essay is
mechanics distracting contains contains dominated by
spelling, occasional numerous (3- spelling,
punctuation, errors (1-2) in 5) spelling, punctuation,
capitalization, spelling, punctuation, capitalization, X1
sentence punctuation, capitalization, sentence
structure, or capitalization, sentence structure, and
grammatical sentence structure, and grammar errors
errors in the structure, and grammar (more than 5),
essay. grammar, but errors. making the
the meaning is meaning
not obscured. unidentifiable.
Originality The essay The essay The essay The essay The entire
demonstrates contains at has 3-4 ideas contains more essay was
the student's least 1-2 ideas that were than five (5) plagiarized
original ideas. that were copied from ideas that were from a book,
There was no copied from a book, the copied from the internet,
copy-pasting. books, the internet, or a books, the or a
internet, or a classmate. internet, or a classmate.
classmate. classmate.
B. CIRCLES OF MY MULTICULTURAL SELF. This activity highlights the multiple dimensions of our
identities. It addresses the importance of individuals self-defining their identities and challenging
stereotypes. (25 points)
➢ Place your name in the center circle of the structure below. Write an important aspect of your
identity in each of the satellite circles -- an identifier or descriptor that you feel is important in
defining you. This can be anything: Asian American, female, mother, athlete, educator,
Taoist, scientist, or any other descriptor from Loden's Diversity Wheel with which you identify.
1. Share a story about a time you were especially proud to identify yourself with one of the
descriptors you used above. (6 points)
2. Share a story about a time it was especially painful to be identified with one of your identifiers
or descriptors. (6 points)
3. Name a stereotype associated with one of the groups with which you identify that is not
consistent with who you are. (6 points)
4. Fill in the following sentence: I am (a/an) _____________________ but I am NOT

(a/an)_____________________. (2 points)
(So if one of my identifiers was "Christian," and I thought a stereotype was that all Christians
are radical right Republicans, my sentence would be: I am a Christian, but I am NOT a radical
right Republican.
Rubrics for the Short Answer Response

Criteria Excellent (3) Competent (2) Unsatisfactory (1)
Content Answers are Answers are Answers are not
comprehensive, accurate and comprehensive or
accurate and complete. Key completely stated.
complete. Key points are stated Key points are
ideas are clearly and supported. addressed, but not
stated, explained, well supported.
and well supported.
Mechanics and Paragraph has 0-2 Paragraph has 3- Paragraph has 5 or
Grammar errors in 4 punctuation, more punctuation,
punctuation, capitalization, capitalization,
grammar, grammar, and/or grammar, and/or
capitalization, and spelling errors. spelling errors.
spelling.
C. COLLAGE or E-COLLAGE MAKING. Make a collage or an e-collage outlining how you will promote
diversity as a positive component of relationships, education, and organizations. The collage must
emphasize the significance of acknowledging, respecting, and tolerating diversity. (20 points)
Criteria Poor (1) Good (2) Satisfactory (3) Excellent (4)
Variety of Limited variety of Adequate variety Good variety of Excellent variety

pictures used to pictures (4-6) of pictures (7-10) pictures (11-14) of pictures (15
develop main used to develop used to develop used to develop above) used to
idea the main idea. the main idea. the main idea develop the main
idea.
Relevance of Little material Some material Material selected Material selected

materials/ selected is selected is is mostly relevant is all relevant and
pictures relevant and relevant and and connected to clearly connected
rarely connected somewhat the main idea. to the main idea.
to the main idea. connected to the
(Score x 3) main idea.
Creativity Not much effort Not much effort The student The student
put into making put into making demonstrated demonstrated
the collage the collage creative methods creative methods
colorful, unique, colorful, unique, for designing a for designing a
or eye-catching. or eye-catching. collage. Various collage. Various
materials were materials were
utilized and utilized and
colors were colors were
distributed. distributed. It was
very neat and
appealing.
VII. ASSIGNMENT
Look for a scientific journal or research on addressing diversity in the classroom on the internet. Read
and identify five ways of dealing with student diversity. Follow the format outlined below. (10 points)
Title of Research:
Author/s or Researcher/s:
Year published:
Source in APA format:

5 ways in dealing class diversity indicated in the study:

1.
2.
3.
4.
5.
VIII. EVALUATION
IX. REFERENCES
A. Book
Aligada-Halaa, C. N., Yuzon, M. R. A., Padilla, C. R. S., & Ligon, C. C. M. (2020). Foundation of
Special and Inclusive Education. Rex Book Store, Inc.
B. E-resource
Lou, K. & Dean, B. (2010, September 3). Global diversity puts new spin on Loden's Diversity Wheel by
Kimberley Lou & Barbara Dean. Retrieved October 29, 2021, from
http://www.loden.com/Web_Stuff/Articles_-_Videos_-
_Survey/Entries/2010/9/3_Global_Diversity_Puts_New_Spin_on_Lodens_Diversity_Wheel.html.
University of Houstoun. (n.d.). Diversity Resource Guide. Retrieved October 29, 2021, from
https://www.uh.edu/cdi/diversity_education/resources/_files/_activities/diversity-activities-resource-
guide.pdf.
Prepared by: Recommending Approval:
JUDITH P. ALINDAYO LAILA G. HERNANDEZ, PhD

Faculty Program Chair, BSED
Approved by:
ELMA P. APOSTOL, EdD

Dean, College of Teacher Education

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Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College: __Teacher Education

DEGREE PROGRAM BSED COURSE NO. PROFED 104

I. UNIT TITLE/CHAPTER TITLE

II. LESSON TITLE

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, the students should be able to:

2. Loden’s Diversity Wheel

Loden and Rosener’s Diversity Wheel (Loden 1991)

2.1 How to use the Diversity Wheel

Title of Activity: How Diverse is your Class?

3. Ability (Disability) as a Dimension of Diversity

4. The Dilemma of Diversity

4. Fill in the following sentence: I am (a/an) _____________________ but I am NOT

Rubrics for the Short Answer Response

Criteria Poor (1) Good (2) Satisfactory (3) Excellent (4)

Variety of Limited variety of Adequate variety Good variety of Excellent variety

Relevance of Little material Some material Material selected Material selected

Source in APA format:

5 ways in dealing class diversity indicated in the study:

Prepared by: Recommending Approval:

JUDITH P. ALINDAYO LAILA G. HERNANDEZ, PhD

ELMA P. APOSTOL, EdD

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