Republic of the Philippines

Basilan State College

College of education
Main Campus, Sumagdang Isabela City, Basilan

2
MODULE 1

PED 104 A
Student Diversity
Principles of Teaching
1

COURSE CODE PED 104 A DAY 1

COURSE DESCRIPTIONS Principles of Teaching 1 DURATION 3 hours/week
LESSON/TOPIC (Individual Differences) Lesson 1
1. Identify the different factors that bring about diversity.
2. Demonstrate a positive attitude towards diversity as an enriching element in the learning
LEARNING OUTCOMES
environment
3. Come up with teaching strategies that consider student diversity.
Principles of Teaching 1, 3rd Edition, LORIMAR – Brenda B. Corpuz, Ph. . Gloria G. Salandanan, Ph.D.
REFERENCES Principles and Strategies of Teaching, LORIMAR – Brenda B. Corpuz, Ph. . Gloria G. Salandanan,
Ph.D.
Course Coach MR. MICHAEL V. BALAIS, MAEd. ECEd.

LESSON 1. Individual Differences

Introduction.
You've probably heard someone say, "Everyone is
unique." Though it sounds really like a cliché, one cannot ignore
the truth in it. As a facilitator of learning, the teacher is tasked to
consider the individual differences among the students in planning
for effective instruction.

A. ACTIVATION OF PRIOR KNOWLEDGE

ACTIVITY 1
Instruction: Examine the class where you belong. Choose at least ten (5) from among your class that includes you. Each of
you will provide information provided below. Tally all your responses to come up with a class profile. Use bond paper for
this.

Name
Age
Gender
Religion
Language/Dialect Spoken
Nationality
Province
Municipality/City
Hobbies/Interest
Favorite Subjects
Subject you are best in
Subject you find difficult
Ambition
 B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING ACTIVITIES

ACTIVITY 2

Instruction: From the given activity above, answer the following questions given. Write your answer on a worksheet given.

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

2. In what ways are you and your classmates different?
3. How does a girl differ from a boy in behavior?
4. In what ways does an American differ from a Filipino?
5. How does life in the province differ from that in the city?
6. Are you glad you have similarities? differences? Explain your answer.
7. How can the teacher utilize these similarities and differences in teaching you?

Factors that Bring about Student Diversity

In all learning environments, individuals interact with others who are in some ways 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:

1. Socioeconomic status. The millionaires' lifestyle differs from that of the middle income or lower income group.
2. Thinking/ learning style. Some of you learn better by seeing something; others by just listening; and still
others by manipulating something.
3. Exceptionalities. In class there maybe one who has difficulty in spoken language comprehension or in seeing,
hearing, etc. or in some schools there may be one who is gifted.

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 a 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! Read on to discover the benefits and learning opportunities that student diversity can bring to your classroom.

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 or 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 peers
and to learn from other students, rather than the instructor only, may be especially important for promoting the cognitive
development of learners.
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 to appreciate all aspects of diversity". Furthermore, she argues: "The
classroom can provide more than just theory given by the teacher in a lecture. With student diversity, the classroom
becomes a public place' where community can be practiced.
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 of
effort while capitalizing on their diversity of backgrounds.

Some Tips on Student Diversity

1. Encourage learners to share their personal history and experiences
2. Integrate learning experiences and activities which promote students' multicultural and cross-cultural awareness.
3. Aside from highlighting diversity, identify patterns of unity that transcend group differences.
4. Communicate high expectations to students from all subgroups.
5. Use varied instructional methods to accommodate student diversity in learning styles.
6. Vary the examples you use to illustrate concepts in order to provide multiple contexts that are relevant to students from
diverse backgrounds.
7. Adapt to the students' diverse backgrounds and learning styles by allowing them personal choice and decision-making
opportunities concerning what they will learn and how they will learn it.
8. Diversify your methods of assessing and evaluating student learning.
9. Purposely, form small-discussion groups of students from diverse backgrounds. You can form groups of students with
different learning styles, different cultural background, etc.

C. REFLECTION/ RESPONSE/ ACTION

ACTIVITY 3
Instruction: By means of a graphic organizer identify the factors that bring about diversity in the classroom. Use long bond
paper for this.

ACTIVITY 4

A. Think of a slogan that celebrates diversity in the classroom. Use long bond paper for this.
B. Make posters and have a Student Diversity Day Poster Exhibit. Use long bond paper for this.

D. SUMMATIVE ASSESSMENT

Summative Assessment will be given via Google Form. Link will be sent to your email or in our GC.

E. FEEDBACK!

Write your comment or suggestion about the lesson for better learning. Write your answer on the worksheet provided.
 Republic of the Philippines
Basilan State College
College of education
Main Campus, Sumagdang Isabela City, Basilan

2
MODULE 2

PED 104 A
Student Diversity
Principles of Teaching
1

COURSE CODE PED 104 A DAY 2

COURSE DESCRIPTIONS Principles of Teaching 1 DURATION 3 hours/week
Learning/Thinking Styles
LESSON/TOPIC Lesson 2
and Multiple Intelligences
1. Describe the different learning/thinking styles and multiple intelligences.
LEARNING OUTCOME 2. Identify your own learning/thinking styles and multiple intelligences.
3. Plan learning activities that match learner’s learning/thinking styles and multiple intelligences.
Principles of Teaching 1, 3rd Edition, LORIMAR – Brenda B. Corpuz, Ph. . Gloria G. Salandanan, Ph.D.
REFERENCES Principles and Strategies of Teaching, LORIMAR – Brenda B. Corpuz, Ph. . Gloria G. Salandanan,
Ph.D.
Course Coach MR. MICHAEL V. BALAIS, MAEd. ECEd.

LESSON 2. Learning/Thinking Styles and Multiple Intelligences

Introduction.
One factor that brings about student diversity is
thinking/learning styles. Individuals think and learn in distinct
ways. In any group of learners there will always be different
learning characteristics, particularly in the learners' manner of
processing information. Some would absorb the lesson better
when they work with their hands than when they just listen,
Others would prefer to watch a video about a topic. Students,
likewise, have preferred ways off expressing their thoughts,
feelings and ideas. Some would prefer to write, others would
draw or even dance and sing. These preferences involve
thinking/learning styles and multiple intelligences.

A. ACTIVATION OF PRIOR KNOWLEDGE

ACTIVITY 1
Instruction: What type of learner are you? What's your style? Answer the Learning Style Inventory below, and find out!
Answer the following questions given and write your answer on worksheet provided.

1. If I have to learn how to do something, I learn best when I:

(V) Watch someone show me how.
(A) Hear someone tell me how.
(K) Try to do it myself.
2. When I read, I often find that I:
(V) Visualize what I am reading in my mind's eye.
(A) Read out loud or hear the words inside my head.
(K) Fidget and try to "feel" the content.
3. When asked to give directions, I:
(V) See the actual places in my mind as I say them or I prefer to draw them.
(A) Have no difficulty in giving them verbally.
 (K) Have to point or move my body as I give them.

4. If I am unsure how to spell a word:

(V) Write it in order to determine if it looks right.
(A) Spell it out loud in order to determine if it sounds right,
(K) Write it in order to determine if it feels right.
5. When I write, I:
(V) Am concerned how neat and well-spaced my letters and words appear.
(A) Often say the letters and words to myself.
(K) Push hard on my pen or pencil and can feel the flow of the words or letters as I form them.
6. If I had to remember a list of items, I would remember it best if I:
(V) Wrote them down.
(A) Said them over and over to myself.
(K) Moved around and used my fingers to name each item.
7. I prefer teachers who:
(V) Use the board or overhead projector while they lecture.
(A) Talk with a lot of expression.
(K) Use hands-on activities.
8. When trying to concentrate, I have a difficult time when:
(V) There is a lot of clutter or movement in the room.
(A) There is a lot of noise in the room.
(K) I have to sit still for any length of time.
9. When solving a problem, I:
(V) Write or draw diagrams to see it.
(A) Talk myself through it.
(K) Use my entire body or move objects to help me think.
10. When given written instructions on how to build something, I:
(V) Read them silently and try to visualize how the parts will fit together.
(A) Read them out loud and talk to myself as I put the parts together.
(K) Try to put the parts together first and read later
11. To keep occupied while waiting, I:
(V) Look around, stare or read.
(A) Talk or listen to others.
(K) Walk around, manipulate things with my hands, or move/shake my feet as I sit.
12. If I had to verbally describe something to another person, I would:
(V) Be brief because I do not like to talk at length.
(A) Go into great detail because I like to talk.
(K) Gesture and move around while talking.
13. If someone were verbally describing something to me, I would:
(V) Try to visualize what she was saying.
(A) Enjoy listening but want to interrupt and talk myself.
(K) Become bored if her description gets too long and detailed.
14. When trying to recall names, I remember:
(V) Faces but forget names.
(A) Names, but forget faces.
(K) The situation that I met the person other than the person's name or face.

B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING ACTIVITIES

The inventory you just answered reflects whether you are a visual, auditory or kinesthetic learner. This is only but one
way of describing the variations of learning and teaching styles. A. Hilliard describes "learning style" as the sum of the patterns
of how individuals develop habitual ways of responding to experience. Howard Gardner identified nine kinds of intelligences
that individuals may have.
Learning/Thinking Styles

Learning/Thinking styles refer to the preferred way an individual processes information. They describe a person's
typical mode of thinking, remembering or problem solving. Furthermore, styles are usually considered to be bipolar
dimensions. For instance, your particular learning/thinking style would lie at a point in a continuum. Having a particular
learning/thinking style simply denotes a tendency to behave in a certain manner. Your style is usually described as a
personality dimension which influences your attitudes, values and social interaction.

There are several perspectives about learning-thinking styles We shall focus on sensory preferences and the global-
analytic
continuum.

Sensory Preferences. Individuals tend to gravitate toward one or two types of sensory input and maintain a dominance in
one of the
following types:

Visual Learners. These learners must see their teacher's actions and facial expressions to fully understand the content of a
lesson.
They tend to prefer sitting in front so no one would block their view. They may think in pictures and learn best from visual
aids
including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or
classroom discussion, visual learners often prefer to take detailed notes to absorb the information.

Ri Charde further breaks down visual learners into:

Visual-iconic. Those who prefer this form of input are more interested in visual imagery such as film,
graphic displays, or pictures in order to solidify learning. They usually have good "picture memory, a.k.a. iconic
imagery and attend to pictorial detail. They would like to read a map better than to read a book.

Visual-symbolic. Those who prefer this form of input feel comfortable with abstract symbolism such as
mathematical formulae or the written word. They would prefer to read a book than a map and would like to read
about things than hear about them. They tend to be good abstract thinkers who do not require practical means for
learning.

Auditory Learners. They learn best through verbal lectures, discussions, talking things through and listening to what others
have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed
and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading
text aloud and using a tape recorder. They can attend aurally to details, translate the spoken word easily into the written
word, and are not easily distracted in their listening ability.

Auditory learners also fall into two categories:

The "Listeners". This is the more common type. “Listeners” most likely do well in school. Out of school
too, they remember things said to them and make the information their own. They may even carry on mental
conversations and figure out how to extend what they learned by reviewing in their heads what they heard others
say.

The "Talkers". They are the ones who prefer to talk and discuss. They often find themselves talking to
those around them. In a class setting when the instructor is not asking questions, auditory-verbal processors
 (talkers) tend to whisper comments to themselves. They are not trying to be disruptive and may not even realize
that they need to talk.

Tactile/Kinesthetic Learners. Tactile/Kinesthetic persons benefit much from a hands-on approach, actively exploring the
physical world around them. They may find it hard to sit still for long periods. They may not benefit so much from the
discussion or the written materials, and may become distracted by their need for activity and exploration.
Those preferring this form of input move toward active, sensorimotor learning. They tend to prefer "learning
by doing, preferring the use of psychomotor skills to, say, abstract thinking skills. They tend to have good
motor memory and motor coordination.

Global – Analytic Continuum

Analytic. Analytic thinkers tend toward the linear, step-by-step processes of learning. They tend to see finite
elements of patterns rather than the whole; they are the "tree seers." They are more comfortable in a world of
details and hierarchies of information.

Global. Global thinkers lean towards non-linear thought and tend to see the whole pattern rather than particle
elements. They are the "forest seers" who give attention only to the overall structure and sometimes ignore details.

Multiple Intelligences

The theory of multiple intelligences (MI) was first described by Howard Gardner in Frames of Mind (1983). Gardner
defines intelligence as "an ability or set of abilities that allows a person to solve a problem or fashion a product that is valued
in one or more cultures". Gardner believes that different intelligences may be independent abilities a person can be low in
one domain area but high in another. All of us possess the intelligences but in varying degrees of strength. His most current
research indicates that there are nine distinct forms of intelligences. In order to facilitate learning effectively, teachers should
use strategies that match these kinds of intelligences. The nine kinds are:

1. Verbal/Linguistic Intelligence – WORD SMART

2. Mathematical/Logical Intelligence – NUMBER SMART
3. Visual/Spatial Intelligence – PICTURE SMART
4. Bodily Kinesthetic Intelligence – BODY SMART
5. Musical Intelligence – MUSIC SMART
6. Interpersonal Intelligence – PEOPLE SMART
7. Intrapersonal Intelligence – SELF SMART
8. Natural Intelligence – NATURE SMART
9. Existential Intelligence – SPIRIT SMART

Teaching Strategies guided by Thinking/Learning Styles and Multiple Intelligence

1. Use questions of all types to stimulate various levels of thinking from recalling factual information to drawing implications
and making value judgments.
2. Provide a general overview of material to be learned, i.e., structured overviews, advance organizers, etc., so that
students' past experiences will be associated with the new ideas.
3. Allow sufficient time for information to be processed and then integrate using both the right-and left-brain hemispheres.
4. Set clear purposes before any listening, viewing or reading experience.
5. Warm up before the lesson development by using brainstorming, set induction, etc.
6. Use multisensory means for both processing and retrieving information. (Write directions on the board and give them
orally.)
7. Use a variety of review and reflection strategies to bring closure to learning (writing summaries, creating opinion surveys,
etc.).
8. Use descriptive feedback rather than simply praising ("The example you've provided is an excellent one to point to the
concept of ..."). (From Cornett, C. E. (1983). What you should know about teaching and learning styles. Bloomington, IN:
Phi Delta Kappa Educational Foundation)

C. REFLECTION/ RESPONSE/ ACTION

ACTIVITY 2

Instruction: Read and understand the following questions carefully. Write your answer on a worksheet provided.

1. In your own words, describe the different learning/thinking styles and multiple intelligences.
2. What is/are your thinking/learning style/s? What are your dominant multiple-intelligences?

ACTIVITY 3
Instruction: Choose a topic from your field of specialization. Think of at least ten learning activities relevant to the topic you
chose. Indicate the thinking/learning styles and multiple intelligences that each learning activity can address. Remember, a
learning activity may address both thinking/learning style and multiple-intelligence. Follow the matrix and use the worksheet
given to write your answer.

TOPIC LEARNING ACTIVITIES LEARNING STYLE/MULTIPLE INTELLIGENCES

 D. SUMMATIVE ASSESSMENT

Summative Assessment will be given via Google Form. Link will be sent to your email or in our GC.

E. FEEDBACK!

Write your comment or suggestion about the lesson for better learning. Write your answer on the worksheet provided.
 Republic of the Philippines
Basilan State College
College of education
Main Campus, Sumagdang Isabela City, Basilan

2
MODULE 2

PED 104 A
Student Diversity
Principles of Teaching
1

COURSE CODE PED 104 A DAY 3

COURSE DESCRIPTIONS Principles of Teaching 1 DURATION 3 hours/week
Learners with
LESSON/TOPIC Lesson 3
Exceptionalities
1. Describe the basic categories of exceptional learners.
2. Define and distinguish the terms disability and handicap.
LEARNING OUTCOME
3. Demonstrate “people first language” when referring to exceptional learners and advocate for its
use.
Principles of Teaching 1, 3rd Edition, LORIMAR – Brenda B. Corpuz, Ph. . Gloria G. Salandanan, Ph.D.
REFERENCES Principles and Strategies of Teaching, LORIMAR – Brenda B. Corpuz, Ph. . Gloria G. Salandanan,
Ph.D.
Course Coach MR. MICHAEL V. BALAIS, MAEd. ECEd.

LESSON 3. Learners with Exceptionalities

Introduction.
One significant factor that highlights individual differences and
diversity in learning is the presence of exceptionalities. We
commonly refer to learners with exceptionalities as persons who
are different in some way from the "normal" or "average". The
term "exceptional learners" includes those with special needs
related to cognitive abilities, behavior, social functioning physical
and sensory impairments, emotional disturbances, and
giftedness. Most of these learners require a lot of understanding
and patience as well as special education and related services if
they are to reach their full potential of development.

A. ACTIVATION OF PRIOR KNOWLEDGE

ACTIVITY 1

Instruction: Watch the movie titled “Taare Zameen Par” (Every Child is Special) or read a summary about the movie.
Answer the following questions below and write your answer on the worksheet provided.

1. Describe the main character in the movie you watched.

2. What was his/her exceptionality? Describe it.
3. What problems/difficulties did the main character experience?
4. Who provided support? What support did he/she get from his/her environment?
 B. ENGAGEMENT IN RELEVANT CONTENT AND APPROPRIATE LEARNING ACTIVITIES

From the movie you watched you saw the challenges that confront a person with special needs. The person's
adjustment entails the support of the people around him. As a future teacher, you would probably encounter learners with
special needs, more so if special education is your major. It is therefore necessary that you have both the right information
and proper attitude in dealing with special learners. This will help you perform your task to facilitate learning. Let us begin
by differentiating the words disability and handicap.

Disability. A disability is a measurable impairment or limitation that interferes with a person's ability, for example, to walk,
lift, hear, or learn. It may refer to “physical, sensory, or mental condition”. The word disability has become the more
accepted term, having replaced the word handicap in federal laws in the US, one of which is the Individuals with
Disabilities Education Act (IDEA). IDEA is the law that provides comprehensive service and support for exceptional
learners. Our very own 1987 Philippine Constitution, Article XIV, Sec. 2, uses the word "disabled" in paragraph (5)
"Provide adult citizens, the disabled, and out-of-School youth with training.

Handicap.The word handicap does not have the same meaning as disability. A handicap is a disadvantage that occurs as a
result or disability or impairment. The degree of disadvantage (or the extent the handicap) is often dependent on the
adjustment made by both the person and his environment. Therefore, the extent to which a disability handicaps an
individual can vary greatly. Two persons may have the same disability but not the same degree of being
handicapped.

For example, they both have a hearing impairment, one knows sign language and can read lips while the other
cannot. The first individual would not have as much handicap as the second one. Another example, two persons
who move around on a wheel chair, the one studying in a school campus with wheelchair accessibility in all areas
would be less handicapped than one in a school without wheel chair accessibility.

Categories of Exceptionalities
There are different ways of presenting categories of exceptionalities. Special education practitioners would
have varying terms and categories. For this short introduction of categories, we are basing it on the categories found in
Omrod's Educational Psychology (2000).

Specific Cognitive or Academic Difficulties

Learning Disabilities. Learning disabilities involve difficulties in specific cognitive processes like perception,
language, memory or metacognition that are not due to other disabilities like mental retardation, emotional or behavioral
disorders, or sensory impairments. Examples of learning disabilities include dyslexia (reading), dyscalculia (number
operations) and dysgraphia (writing).

Attention-Deficit Hyperactivity Disorder. ADHD is manifested in either or both of these: (1) difficulty in focusing
and maintaining attention and (2) recurrent hyperactive and impulsive behavior.
Speech and Communication Disorders. There is difficulty in spoken language including voice disorders, inability to
produce the sounds... correctly, stuttering, difficulty in spoken language comprehension that significantly hamper classroom
performance.

Social/Emotional and Behavioral Difficulties.

Autism. Autism is a condition manifested by different levels of impaired social interaction and
communication, repetitive behaviors and limited interests. Individuals with autism usually have an intense need for
routine and a predictable environment.

Mental Retardation. Mental retardation refers to significant sub-average intelligence and deficits in adaptive
behavior. There is difficulty in managing activities of daily living and in conducting themselves appropriately in social
situations.

Emotional/Conduct Disorders. This involves the presence of emotional states like depression and
aggression over a considerable amount of time that they notably disturb learning and performance in school.
Physical Disabilities and Health Impairments

Physical and health impairments. This involves physical or medical conditions (usually long-term) including one or
more of these:
(1) limited energy and strength, (2) reduced mental alertness, and/or (3) little muscle control.

Severe and Multiple Disabilities. This refers to the presence of two or more different types of disability, at times at
a profound level. The combination of disabilities makes it necessary to make specific adaptations and have more
specialized educational programs.

Sensory Impairments

Visual lmpairments. These are conditions when there is malfunction of the eyes or optic nerves that
prevent normal vision even with corrective lenses.

Hearing Impairments. These involve malfunction of the ear or auditory nerves that hinders perception of
sounds within the frequency range of normal speech.

Giftedness
This involves a significantly high level of cognitive development. There is unusually high ability or aptitude in one or
more of these aspects: intellectual ability, aptitude in academic subjects, creativity, visual or performing arts or leadership.

People-First Language
What is People-First Language? Just as the term would imply, this language trend involves putting the person first,
not the disability (c.g, a person with a disability, not a disabled person). Thus, people-first language tells us what conditions
people have, not what they are (Schicfelbusch Institute, 1996). This is similar to saying "person with AIDS, rather than
"AIDS victim". Other suggestions for referring to those with disabilities include:

 avoiding generic labels (people with mental retardation is preferable to the mentally retarded);
 emphasizing abilities, not limitations (for instance, uses a wheelchair is preferable to confined to a wheelchair);
 avoiding euphemisms (such as physically-challenged) which are regarded as condescending and avoid the real
issues that result from a disability; and
 avoiding implying illness or suffering (had polio is preferable to is a polio victim, and has multiple sclerosis is
preferable to suffers from multiple sclerosis) (Department of Physical Medicine and Rehabilitation, 2000;
Schiefelbusch Institute, 1996).

Using people-first language and applying the guidelines above will remind you to have a more respectful and
accepting attitude toward learners with exceptionalities. The presence of impairments requires them to exert more
effort to do things that others like us find quite easy to do. They are learners who may turn to you for assistance.
Beginning with the right attitude, one of compassion (not of pity nor ridicule), will make you a more effective teacher,
one with the hand and the heart who can facilitate their learning and adjustment.

C. REFLECTION/ RESPONSE/ ACTION

ACTIVITY 2
Instruction: Revise the following sentences to adhere to the people-first language and the other guidelines given in this
Module. Write your answer on the worksheet provided.

1. The teacher thought of many strategies to teach the mentally challenged.

2. Their brother is mentally retarded.
3. Their organization is for the autistic.
4. He is a polio victim who currently suffers from post-polio syndrome.
5. There was a blind girl in my psychology class.

ACTIVITY 3
Instruction: By means of a graphic organizer present the basic categories of exceptional learners and describe each
category briefly. Use the worksheet provided to write your answer.
 D. SUMMATIVE ASSESSMENT

Summative Assessment will be given via Google Form. Link will be sent to your email or in our GC.

E. FEEDBACK!

Write your comment or suggestion about the lesson for better learning. Write your answer on the worksheet provided.
 Republic of the Philippines
Basilan State College
College of education
Main Campus, Sumagdang Isabela City, Basilan

WORKSHEETS
LESSON 1. Individual Differences

NAME: _______________________________________ SCORE: _______________

COURSE & YEAR ______________________________ DATE: _________________

ACITIVITY 1.

( ATTACH YOUR WORK HERE!!!)

ACTIVITY 2.

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

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

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

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

5. How does life in the province differ from that in the city?

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

6. Are you glad you have similarities? differences? Explain your answer.

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

7. How can the teacher utilize these similarities and differences in teaching you?

____________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
ACTIVITY 3.

Instruction: By means of a graphic organizer identify the factors that bring about diversity in the classroom.
ACTIVITY 4.

A.
ACTIVITY 4.

B.

E. FEEDBACK!

____________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
 Republic of the Philippines
Basilan State College
College of education
Main Campus, Sumagdang Isabela City, Basilan

WORKSHEETS
LESSON 2. Learning/Thinking Styles and Multiple Intelligences

NAME: _______________________________________ SCORE: _______________

COURSE & YEAR ______________________________ DATE: _________________
ACTIVITY 1.

1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10.
Scoring Instructions: Add the number of responses for each letter and enter the total below. The area with the highest
number of responses is your primary mode of learning. Answer the following question.
Visual Auditory Kinesthetic
V= A= K=

1. What do your scores tell you about your learning and thinking styles?

____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

2. Do you agree with your scores?

____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

3. Is it possible for one to score equally on the three styles? Explain.

____________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________

ACTIVITY 2.
1.
____________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

2.
____________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
ACTIVITY 3.

LEARNING STYLE/MULTIPLE
TOPIC LEARNING ACTIVITIES
INTELLIGENCES

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

E. FEEDBACK!

____________________________________________________________________________________________
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 Republic of the Philippines
Basilan State College
College of education
Main Campus, Sumagdang Isabela City, Basilan

WORKSHEETS
LESSON 3. Learners with Exceptionalities

NAME: _______________________________________ SCORE: _______________

COURSE & YEAR ______________________________ DATE: _________________
ACTIVITY 1.
1. Describe the main character in the movie you watched.
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2. What was his/her exceptionality? Describe it.

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3. What problems/difficulties did the main character experience?

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4. Who provided support? What support did he/she get from his/her environment?

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ACTIVITY 2.

1. The teacher thought of many strategies to teach the mentally challenged.

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2. Their brother is mentally retarded.

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3. Their organization is for the autistic.

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4. He is a polio victim who currently suffers from post-polio syndrome.

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5. There was a blind girl in my psychology class

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ACTIVITY 3.

E. FEEDBACK!

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