DOMAIN 3

Diversity of
Learners
Domain 3 emphasizes the central
role of teachers in establishing
learning environments that are
responsive to learner diversity.
Domain 3, Diversity of
Learners, consists of five
strands:
1. Learners’ gender, needs, strengths, interests and
experiences
2. Learners’ linguistic, cultural, socio-economic
and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Strand 3.1
Learners’ gender,
needs,
strengths,
interests and
experiences
Beginning Teachers
1.Demonstrate knowledge and understanding of
differentiated teaching to suit the learners’ gender,
needs, strengths, interests and experiences.

Proficient Teachers
2.Use differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences.
Highly Proficient Teachers
• 3.1.3 Work with colleagues to share differentiated,
developmentally appropriate opportunities to address
learners’ differences in gender, needs, strengths,
interests and experiences.
Distinguished Teachers
• 3.1.4 Lead colleagues to evaluate differentiated
strategies to enrich teaching practices that address
learners’ differences in gender, needs, strengths,
interests and experiences.
•Strand 3.2
Learners’
linguistic,
cultural,
socio-
economic and
religious
backgrounds
Beginning Teachers
• 3.2.1 Implement teaching strategies that are
responsive to the learners’ linguistic, cultural,
socio- economic and religious backgrounds.

Proficient Teachers
• 3.2.2 Establish a learner centered culture by using
teaching strategies that respond to their linguistic,
cultural, socio-economic and religious
backgrounds
Highly Proficient Teachers
• 3.2.3 Exhibit a learner-centered culture that
promotes success by using effective teaching
strategies that respond to their linguistic, cultural,
socioeconomic and religious backgrounds.
Distinguished Teachers
• 3.2.4 Model exemplary teaching practices that
recognize and affirm diverse linguistic, cultural,
socioeconomic and religious backgrounds to
promote learner success.
Strand 3.3
Learners
with
disabilities,
giftedness
and
talents
Beginning Teachers
• 3.3.1 Use strategies responsive to learners
with disabilities, giftedness and talents.

Proficient Teachers
• 3.3.2 Design, adapt and implement teaching
strategies that are responsive to learners
with disabilities, giftedness and talents.
Highly Proficient Teachers
• 3.3.3 Assist colleagues to design, adapt and
implement teaching strategies that are responsive to
learners with disabilities, giftedness and talent.

Distinguished Teachers
• 3.3.4 Lead colleagues in designing, adapting and
implementing teaching strategies that are
responsive to learners with disabilities, giftedness
and talents.
Strand 3.4
Learners in
difficult
circumstances
Beginning Teachers
3.4.1 Demonstrate understanding of the
special educational needs of learners in
difficult circumstances, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.
Proficient Teachers
• 3.4.2 Plan and deliver teaching strategies that
are responsive to the special educational needs
of learners in difficult circumstances,
including: geographic isolation; chronic
illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse
and child labor practices.
Highly Proficient Teachers
• 3.4.3 Evaluate with colleagues teaching
strategies that are responsive to the special
educational needs of learners in difficult
circumstances, including: geographic
isolation; chronic illness; displacement due to
armed conflict, urban resettlement or
disasters; child abuse and child labor
practices.
Distinguished Teachers
• 3.4.4 Model a range of high level skills
responsive to the special educational needs
of learners in difficult circumstances,
including: geographic isolation; chronic
illness; displacement due to armed
conflict, urban resettlement or disasters;
child abuse and child labor practices.
Strand 3.5
Learners
from
indigenous
groups
Beginning Teachers
• 3.5.1 Demonstrate knowledge of teaching
strategies that are inclusive of learners
from indigenous groups.
Proficient Teachers
• 3.5.2 Adapt and use culturally
appropriate teaching strategies to address
the needs of learners from indigenous
groups.
Highly Proficient Teachers
• 3.5.3 Develop and apply teaching strategies
to address effectively the needs of learners
from indigenous groups.
Distinguished Teachers
• 3.5.4 Show comprehensive skills in
delivering culturally appropriate teaching
strategies to address effectively the needs of
learners from indigenous groups.
INDICATORS
1. Obtains information on the learning styles,
multiple intelligences and needs of learners.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

• Article VIII: The Learners and Teachers Section 9
A teacher shall ensure that conditions contribute to
the maximum development of learners are adequate,
and shall extend needed assistance in preventing or
solving learner’s problems and difficulties.
2. Designs or selects learning experiences suited
to different kinds of learners.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

• Article VIII: The Learners and the Teachers
Section 2.
A teacher shall recognize that the interest and
welfare of learners are of first and foremost concern,
and shall deal justifiable and impartially with each
of them.
3. Establishes goals that define appropriate
expectations for all learners

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

• Article III: The teacher and the community section 2
Every teacher shall provide leadership and initiative
to actively participate in community movements for
moral, social, educational, economic and civic
betterment.
William Arthur Wards once said……
The mediocre teacher tells,
The good teacher explains,
The superior teacher demonstrate,
The great Teacher Inspire

Session end…….
Thank you……