Module 4 — Individual Differences | 47! Unit 2.2 Student Diversity Individual Differences In this Module, challenge yourself to attain the following learning outcomes: + identify the 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. 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. Individual Differences (Student Diversity) Classroom Strategies for Student Diversity Benefits of Diversity in the Classroom Individual Differences FactorsModule 4 — Individual Differences PRA EXTLAIN) Factors that Bring about Student Diversity In.all leaming 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 followin; 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 secing something; others by just listening; and still others by manipulating something. (You will learn more of these in Module 5). 3. Exceptionalities — In class there maybe one who has difficulty in spoken language comprehension or in seeing, hearing, etc. We will have more on these in Module 6. 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 sce 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 g the cognitive development of learners. Supreme Court Justice, William J. Brennan said: “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 and varied approaches tothe learning important for promotin} process. ‘As the German philosopher, Nietzsche, said over 100 years ago: “ EARNER-CENTERED T “82 FACILITATING L 6 5, Use varied diversity rEACHING and (scheduling instructorstdent contre. de the classroom. 8 Wig them outside HP fidents, éspecially the p-. ‘stuc 3 ES ly the foy names of your i the foreign zum the ripavedifclty pronouncing. This wi nab that Mish early personal rapport with them Which cay gy 2% @ oe pciavlemotional foundation or springboard for encour a a » ReOUraiy them to participate. . . instructional methods € accommodate earning styles. Diversify he sensonfpercentvaL modalities though wig dae and preset infomation (6, oly in prin, dram tnd pictorial representations, of “hands on” experiences) Diversify the instructional formats or procedures you ysy in class: Use formats that are student-eeitered (e.g., class discussion small group work) and feacher-eentered (e.g, lectures demonstrations). and speaker, deny © Use formats that are unstructured (e.g., trial-and-error discovery learning) and structured (e.g., step-by-step {nstructions). © Use procedures that involve both independent learning (e.g, independently completed projects, individual presentations) and interdependent learning (e.g., collaborative earning in pairs or small groups). 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 contexts that are relevant to their varied backgrounds include the following: Have students-complete personal information cards during the first week of class and use this information to select examples illustrations that are relevant to their personal interests and life experiences, " 7 Use ideas, comments and questions that students raise in cS ‘hich they choose to write about to help you think of exam? and illustrations to use oi ss Students to, provide their own examples of concepts bast ‘*periences drawn from their personal lives. / : tio Have students apply concepts by placing them in ae Sf context that is relevant to'their lives (e.g. “How wou show respect to all persons in your home?").9. Module 4 — Individual Differences ents? diverse backgrounds and learni apt to the students? diverse r learning styles by See them personal choice and decision-making opportunitic, aimrerning What they will earn and how they will learn it Giving the leamer more decision-making opportunity with respect to learning tasks: (a) promotes positive student attitudes toward the Xe ject mater, (0) fosters more positive interactions among students, id (e) results in students working more consistently with lesser teacher intervention, Also, when individuals are allowed to exert fome control over a task, they tend to experience less anxiety or sires While performing that task, . 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 io do to demonstrate learning. In addition to the traditional paper-and- pencil tests and written’ assignments, students can demonstrate their Jeaming in a variety of performance formats, such as: (a) individually- delivered oral reports, (b) panel presentations, (c) group projects, (a) visual presentations (e.g., concept maps, slide presentations, Power Point presentations, collages, exhibits), or (d) dramatic vignettes— presented live or on videotape. One potential benefit of allowing students to 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. You will have more of assessment in your courses on Assessment of Learning. Purposely, form small-discussion groups of students from diverse backgrounds, You can form groups of students with different learning styles, different cultural background, ete. Small peer-learning groups may be effective for promoting student progress to a more advanced stage of cognitive development. Peer learning groups may promote this 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. 53