Student Diversity and

Individual Differences in
Lesson Planning and
Implementation
Localization of Curriculum
 Student
Diversity
 First, today’s teachers are likely to confront a range of
different types of students—students with different
socioeconomic backgrounds, different learning
abilities/disabilities, and different ethnic or religious
identities
 Second, working effectively with classroom diversity is
critical to promoting educational equity and optimizing
both access and outcomes.
 Third, learning about diversity and developing
strategies for working productively with those who are
different entails short- and long-term benefits for
students
 Finally,
diversity in the classroom is a teaching tool and
opportunity for educational enrichment in itself.
 Educational Equity
 refers to the idea that every student should have access to the necessary
resources to reach their full academic potential.
 Without educational equity, academic success is significantly more difficult
for some students. Systemic barriers—such as housing insecurity,
inadequate nutrition, and underfunded classrooms—continue to prevent
students from reaching their full potential. Certain groups of students do
not receive the same educational opportunities and accommodations as
their peers. This can lead to a lack of diversity in the workforce, barriers
to social mobility, mental health issues, and increased poverty.
 When students from disadvantaged backgrounds have access to the same
resources and opportunities as their more privileged peers, they are more
likely to succeed academically and professionally. Educational equity is
important because it prioritizes all students having the opportunity to
reach their potential, regardless of their identity or circumstances.
Diversity, Culture, and Social Identities
 Diversityin the classroom refers to
differences in social identities. A person’s
age, race, socioeconomic status, gender
identity, gender expression, sexual
orientation, disability, and nationality all
comprise a person’s social identity. Our
identities are intersectional and
overlapping, and many aspects of our
identities change over time.
 Types of diversity that can be present in
the classroom include:
 Ability diversity: This includes differences in students’ physical, mental,
and learning abilities.
 Age diversity: This includes differences in students’ ages.
 Gender diversity: This includes differences in students’ gender identity
and expression.
 Ethnic diversity: This includes differences in race, ethnicity, national
origin, and languages spoken at home.
 Religious diversity: This includes differences in belonging to and
identifying with the values and/or practices of a particular religion or sect.
 Socioeconomic diversity: This includes differences in income, education
levels, occupations, and housing security and stability with regard to
students or their families.
 Experiential diversity: This includes differences in
students’ life experiences, such as immigration,
military service, adoption, or foster care.
 Sexual orientation diversity: This includes
differences in students’ sexual orientations.
 Geographic diversity: This includes differences in
students’ local or regional identity and experiences
based on where they live, learn, and play.

https://soeonline.american.edu/blog/diversity-in-the-cl
assroom
/
 Individual Differences
 an be defined as personal characteristics that distinguish learners from
each other in the teaching and learning processes. Learners are unique
individuals who bring a critical set of variables to each learning
situation, including delicate traits as indicators of their potential and
the history of achievement as signs of previous accomplishments and
predictors of future performance.
 There are a number of individual differences that affect performance
and attitudes of learners during teaching and learning. The most
common differences of learners are gender, age, intelligence, ability,
interest, prior knowledge, learning style, motivation, locus of control,
self-efficacy, and epistemological beliefs (Kuzgun and Deryakulu 2004).
https://
link.springer.com/referenceworkentry/10.1007/978-1-4419-1428-6_370
 Lesson Planning
 A lesson plan is the instructor’s road map of what students
need to learn and how it will be done effectively during
the class time. Before you plan your lesson, you will first
need to identify the learning objectives for the class
meeting. Then, you can design appropriate learning
activities and develop strategies to obtain feedback on
student learning. A successful lesson plan addresses and
integrates these three key components:
 Objectives for student learning
 Teaching/learning activities
 Strategies to check student understanding
Contextualization

refers to the educational process of

relating the curriculum to a particular
setting, situation or area of
application to make the competencies
relevant, meaningful, and useful to all
learners (DepEd Order32 s. 2015)
The degree of contextualization may be
described and distinguished into the following:

CONTEXTUALIZATION

Localization Indigenization
Contextualization
K to 12 Curriculum
particular area of
situation application
setting

meaningful relevant useful

 Localization
the process of relating learning
content specified in the curriculum to
local information and materials from
the learner’s community
 Localization
local
information

Learning
Content

local
materials
 Examples of Localization
 Examples used in lessons start with those in the locality.
 Names, situations, setting needed to give context to test
questions or problem – solving exercises are those of the
immediate community.
 Local materials are used as often as possible in making
instructional materials (plants, animals, delicacies, etc.
 Local stories are used in the language learning areas
 Translating a story/ sentences/ paragraphs written in
another language to the language of one’s learners for use
in MTB - MLE
 Indigenization
 refers to the process of enhancing curriculum
competencies, education resources and teaching –
learning processes in relation to the biographical,
historical and socio – cultural context of the learners’
community.
 may also involved the enhancement of the curriculum
framework, curriculum design and learning standards of
subject areas, guided by the standards and principles
adhered to by the national curriculum.(indigenous means
deeply rooted to a place)