Chapter 4

Individual Differences

Franz Simeon Vincent E. Cheng

Name: _____________________________________________________ 09/16/21
Date: _____________
Course & Section: _________________________________________Score:
BPEd-3A ______________

Activity

1. Ask 3 of your classmates to provide the following information.

For Classmate No. 1

Name: Lucil May Jolan Age: 20 Gender: Female
Nationality: Filipino Province: Capiz Language/Dialects Spoken:
Hiligaynon, Tagalog, and English
Hobbies/Interests: Dancing and cooking
Favorite Subjects: Mathematics
Subject you are best in: MAPEH
Subject you find difficult: Math, Science, and English
Ambition: To be a teacher
(what you want in the future)

For Classmate No. 2

Name: Joshua Dorado Age: 20 Gender: Male

Nationality: Filipino Province: Capiz Language/Dialects Spoken:
Hiligaynon, Tagalog, and English
Hobbies/Interests: Playing sports, reading books, and playing video games
Favorite Subjects: Any subject related to sports and music
Subject you are best in: Physical Education
Subject you find difficult: History
Ambition: To graduate, pass the LET, earn for myself and my family, work hard to finally pay
my debt to my parents and give them the best life I could offer.
(what you want in the future)

For Classmate No. 3

Name: Jazriel Baculna Age: 20 Gender: Female

Nationality: Filipino Province: Capiz Language/Dialects Spoken:
Hiligaynon, Karay-a, Tagalog, and
English
Hobbies/Interests: Reading blog and composing songs
Favorite Subjects: Science
Subject you are best in: Filipino
Subject you find difficult: Mathematics
 Ambition: I want to be a professional photographer in the future.
(what you want in the future)

Analysis

Examine all the responses your 3 classmates had given you and answer the following:

1. In what ways are you and your classmates similar?

As I have interviewed my classmates, I discovered that we are more alike than I
previously imagined. All four of us have similarities based on age as we are all 20 years old. I
also share the same gender as Joshua, the only male of all the interviewees. We have the same
nationalities as well. Every one of us is of Filipino heritage. Furthermore, all of us are from
the province of Capiz. The four of us also speak the same languages, including Hiligaynon,
Tagalog, and English. Lucil and I both love to dance, too. I also love to read books and play
video games like Joshua. Just like Lucil and Joshua, we also excel in MAPEH. In addition,
Jaz, Lucil, and I find mathematics to be a difficult subject. Lastly, I share common aspirations
with Joshua and Lucil of one day becoming a successful teacher.

2. In what ways are you and your classmates different?

Although me and my classmates have a lot in common, each one of us has our own
unique differences. Lucil and Jaz, for instance, are both females while Joshua and I are male.
On languages spoken, Jaz is the only one who can speak Kinaray-a. We do not also share the
same interests, such as cooking, playing sports, reading blogs, and writing songs. Unlike
Joshua and Lucil, mathematics and P.E. are my least favorite subjects. I am not also good in
Filipino, though Jaz seems to be fluent in it. Moreover, I do not find English and History to be
tough subjects as Lucil and Joshua did. Finally, Jaz appears to be on a different path because
she aspires to be a professional photographer in the future.

3. How does a girl differ from a boy in behavior?

When I was a child, I remember seeing more boys running, playing ball, and jumping.
On the other hand, girls were dressing up their dolls and playing "house". This contrast is still
evident even up to the adolescence stage. While the average boy does not move around much
more than the typical girl, the most active kids are almost always boys, and the least active,
girls. Joshua, for example, enjoys physical activities like sports. However, Lucil and Jaz are
less active in terms of cooking and composing songs. Yet, it is also important to take note that
boys and girls can share the same hobbies and interests as these do not have gender roles. In
particular, Joshua may partake in the same activities as Lucil and Jaz, such as reading.

4. In what ways does an American differ from Filipino?

One of the differences between us and Americans is that their country is largely
monolingual. In terms of how many of us are bilingual or multilingual, they are continuously
behind what feels like the rest of the world. Most Filipinos speak three languages: their
mother tongue, Tagalog, and English. It is not uncommon for a Filipino to know even more
than three languages. For example, many Waray people can speak Waray, Cebuano, Tagalog,
and English. Kankanaeys know Kankanaey, English, Tagalog, Ilokano, and often another
Cordilleran language. A Tausug in Zamboanga City could understand Bahasa Sug,
Chavacano, Tagalog, Cebuano, and English. The same goes with Jaz, she can speak
Hiligaynon, Tagalog, English, and Kiniray-a altogether. This language versatility shows the
genius of Filipinos, and it is something to be proud of.
5. How does life in the province differ from that in the city?
City life is busier and more fast-paced, with more opportunities for interesting and
well-paid jobs, as well as a wider variety of entertainment and cultural activities. The
population is also younger, more diverse, and more multicultural. There is a larger range of
public and medical services as well. In contrast, life in the province is slower and does not
provide as many opportunities for employment, leisure, and meeting different people.
Although I must admit that provincial life is much simpler and less costly than the city’s
lifestyle. Everything, from transportation to food, is a basic way of living. All commodities
are also very affordable, and fresh items may be purchased at a reduced price. Just like Lucil,
she chose to live in her province of President Roxas as it is fresher and more peaceful. She
may be studying in Roxas City, but her heart remains in her province, mostly because of her
family.

6. Are you glad you have similarities? Differences? Explain your answer.
I am happy that we have done this interview. With the help of this activity, we were
able to unfold each other’s similarities and differences and get to know each other better. I
believe it is important to learn about every one of my classmates because it fosters inclusivity
and awareness around multicultural diversity, and taking a culturally responsive approach to
education benefits all of us. Not only does creating greater multicultural awareness and
inclusion help students with different backgrounds and needs succeed, but it also promotes
acceptance and helps prepare us to thrive in an increasingly diverse world. Diversity in and
out of the classroom will continue to grow, so it is essential that we prepare ourselves to adapt
to an evolving world and embrace those different from ourselves.

7. How can the teacher utilize these similarities and differences in teaching you?
By allowing students to express their individuality in the classroom, the teacher can use
student diversity to their advantage when teaching them. Teachers can do this by enforcing
anti-bullying policies so students feel safe in their classroom. It is also important for teachers
to build positive relationships with students so they feel free to express themselves. All
students also have different learning needs. Therefore, it is valuable for teachers to use
different strategies to appeal to the different strengths of learners. Teachers may utilize a
variety of visual, audio, and tactile learning activities to meet the needs of different types of
students, provide opportunities for group activities as well as one-on-one interactions, and
listen to student feedback to adapt based on what each student needs. Being prepared to use
different teaching methods and strategies will help encourage a successful diverse classroom.

Evaluation

1. By means of a graphic organizer, identify the factors that bring about diversity in the
classroom.
2. Think of a slogan that celebrate diversity in the classroom. Make a poster to show
Students and have a Students Diversity Day Poster Exhibit.

3. Cite teaching strategies and explain how these teaching strategies consider student
diversity.

A. Encourage students to share their personal background and experiences.

Students will be made to recognize that they have something in common with the rest
of the class. They also differ in a number of ways.
B.
Integrate learning experiences and activities that foster multicultural and cross-cultural
understanding among learners.
Allow students to interview other students from various backgrounds on campus
(foreign students or students from other ethnic/racial groups). These students of
different racial and ethnic origins serve as first-hand sources of information on topics
relevant to their culture. This can also provide an opportunity for engagement among pupils
who would otherwise never come in contact with each other.

C. Identify patterns of unity that transcend group differences in addition to showcasing

diversity.
Try to establish groups of students that differ with respect to one demographic
attribute but are similar in another (e.g., similar gender but different in race/ethnicity, or
similar in age but different gender). This exercise can serve to increase student
awareness that individuals from different groups can be members of the same group at the
same time, sharing comparable experiences, needs, or concerns.

D. Communicate high expectation to students from all subgroups.

Make a conscious effort to engage learners from diverse groups by employing
effective questioning techniques that reliably generate student involvement. Learn the names
of your students, especially the foreign names that you may have difficulty pronouncing as
well. This will enable you to form early personal rapport with them, which can later act as a
social or emotional foundation or springboard for encouraging them to participate.

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

Diversify the instructional formats or procedures you use in class by using formats
that are both student-centered (e.g., class discussion and small group work) and teacher-
centered (e.g., lectures and demonstrations), unstructured (e.g., trial-and-error discovery
learning) and structured (e.g., step-by-step instruction), and procedures that involve
independent learning (e.g., independently completed projects, individual presentations) and
interdependent learning (e.g., collaborative learnings in pairs or small groups).

F. Vary the examples you use to demonstrate concepts in order to provide multiple
contexts appropriate to pupils from diverse backgrounds.
During the first week of class, have students complete personal information cards and
use this information to choose examples or illustrations that are relevant to their own interests
and life experiences.

G. Adapt to the students' various backgrounds and learning styles by giving them personal
choice and decision-making opportunities about what and how they will learn.
Giving the learner more control over learning tasks will (a) promote positive student
attitudes toward the subject matter, (b) foster more positive interaction among students, and
(c) result in students working harder. When individuals are allowed some control over a task,
they tend to experience less anxiety or stress while performing that task.

H. Diversify your methods of assessing and evaluating student learning.

You may cater to student diversity not only by varying what you do with your
teaching, but also by changing what you ask students to perform to demonstrate their
learning. One potential benefit of allowing students to select how they demonstrate their
 learning is that the range of options exercised may be a powerful way to promote student
awareness of the diversity of human learning styles.

I. Form small discussion groups of students from various backgrounds on purpose.

You can create groups of students with different learning styles, cultural
backgrounds, etc. Small peer-learning groups may be useful in facilitating student
progression to a higher level of cognitive development. Peer-learning groups may promote
cognitive advancement because: (a) the instructor is removed from center stage, 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, increasing their appreciation of multiple
viewpoints and approaches to learning.

Exercise/Drill

5-minutes non-stop writing

Your 5-minute non-stop writing begins NOW!

From the Module on Individual Differences, I realized that student diversity is important
in the classroom. Diversity in education recognizes and honors each student's unique individual
background, including race, ethnicity, religion, and nationality, and intentionally promotes a
multicultural school environment built on respect. But what is the importance of diversity for our
students? The cultural climate of a school has a direct influence on student progress. Interacting
with a varied peer group benefits students because they learn how to develop relationships across
backgrounds. They get to learn about different traditions, mindsets, languages, and so much
more. They also become stronger leaders, better global citizens, and more creative problem-
solvers. When students encounter people from diverse origins, it instills compassion and
empathy in them, allowing them to grow into kind and caring individuals.

Furthermore, diverse classrooms also support children in developing an open mind when
it comes to others’ experiences. They are able to learn about their peers’ customs and gain
insights into what it is like to live in a foreign country, be part of a different religion, or speak a
different language. It opens up debate and allows students to be open-minded in all facets of life.
They are also able to celebrate various food, dances, or religious traditions as a community that
enriches children’s experiences in these areas. It contributes to the harmonious coexistence of
various cultures and backgrounds. However, stereotyping is still an unfortunate social issue,
which is known to be a cause of unhealthy relationships with others. Being a diverse institution,
the school is in an excellent position to prevent this for pupils to be able to strengthen their
relationships with their classmates, fostering trust, respect, and empathy.

In addition, one of the most crucial skills that children need to develop during their
younger years is communication. When speaking with people from various backgrounds, it can
often be the case that there are initial challenges, whether due to language barriers, cultural
differences, or a lack of confidence. Being surrounded by other children from different origins
allows students to practice their communication skills on a daily basis so that these skills and the
understanding of others become second nature. To conclude, the goal of having diverse
classrooms is not for students to forget or neglect their cultural roots, but to be open to
understanding and respecting the traditions of others. It allows our students’ world to open up
even wider and explore the opportunities around them. It helps guide them towards adulthood,
when they may need to integrate into other cultures, whether it is due to moving to a new country
for work, having colleagues from different backgrounds, or traveling and experiencing the world.