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STUDENT
DIVERSITY
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Diversity comes from factors like the following:

IOOSONCMCEICO SUTSTA
INKTGHIN/RELIGNAN
SLTEY
CEIPXTEOITAIS
ENL
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Diversity comes from factors like the following:

SOCIOECONOMIC STATUS
THINKING/LEARNING
STYLE
EXCEPTIONALITI
ES
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HOW STUDENT DIVERSITY

ENRICHES THE LEARNING
ENVIRONMENT
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STUDENTS’
______________ IS
ENHANCED BY
DIVERSITY
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STUDENTS’ SELF-
AWARENESS IS
ENHANCED BY
DIVERSITY
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Exposing students to others with diverse

backgrounds, experiences also serves to
help students focus on their awareness of
themselves.
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STUDENT DIVERSTIY
CONTRIBUTES TO
__________
DEVELOPMENT
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STUDENT DIVERSTIY
CONTRIBUTES TO
COGNITIVE
DEVELOPMENT
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The opportunity to gain access to the

perspectives of peers and to learn from other
students rather than the teacher only, may be
important for promoting the cognitive
development of the learners
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Student Diversity prepares

learners for their role as
__________ members of
society
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Student Diversity prepares

learners for their role as
responsible members of
society
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With student diversity, the classroom

becomes a “public place” where community
can be practiced.
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STUDENT DIVERSITY
Can __________ harmony
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STUDENT DIVERSITY
Can Promote harmony
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Diverse students can be encouraged to interact

and collaborate with one another on learning
tasks that emphasize unity while promoting
harmonious race relations.
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SOME TIPS ON STUDENT

DIVERSITY
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Encourage learners to share

their personal _____ and
_____.
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Encourage learners to share

their personal history and
experiences
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Integrate learning
experiences and activities
which promote students’
_____ and _____ awareness.
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Integrate learning
experiences and activities
which promote students’
multicultural and cross-
cultural awareness.
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Identify _____ of unity that

_____ group differences
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Identify patterns of unity that

transcend group differences
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Communicate high _____ to

_____ from all subgroups.
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Communicate high
expectations to students from
all subgroups.
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Use _____ instructional

methods to accommodate
student diversity in _____
styles
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Use varied instructional

methods to accommodate
student diversity in learning
styles
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Vary the _____ you use to

illustrate concepts to provide
multiple contexts that are
relevant to students from
diverse _____.
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Vary the examples you use to

illustrate concepts to provide
multiple contexts that are
relevant to students from
diverse backgrounds.
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Allow students to have their

_____ choice and give them
decision-making _____
concerning what and how will
they learn.
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Allow students to have their

personal choice and give them
decision-making opportunities
concerning what and how will
they learn.
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Diversify your methods of

_____ and _____ student
learning.
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Diversify your methods of

assessing and evaluating
student learning.
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Purposely form group of

students with _____ learning
styles, _____ background, etc.
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Purposely form group of

students with different learning
styles, cultural background, etc.
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LEARNING/
THINKING
STYLES
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__________
_

This refers to the preferred way

an individual processes
information.
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LEARNING/THINKING STYLE

This refers to the preferred way

an individual processes
information.
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Styles are usually considered to be bipolar

dimensions whereas abilities are unipolar
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SENSORY PREFERENCES

• _____________________
• _____________________
• _____________________
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SENSORY PREFERENCES
• VISUAL LEARNERS
• AUDITORY LEARNERS
• TACTILE/KINESTHETIC
LEARNERS
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_____________________
They learn through verbal lectures,
discussions, talking things through
and listening to what others have to
say.
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AUDITORY LEARNERS
They learn through verbal lectures,
discussions, talking things through
and listening to what others have to
say.
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TWO CATEGORIES

• _____________
• _____________
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TWO CATEGORIES

• LISTENERS
• TALKERS
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LISTENERS
They may carry on mental
conversations and figure out how to
extend what they learned by reviewing
in their head what they heard others
say.
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TALKE
RS
They often find themselves talking to
those around them. In a class setting
when the instructor is not asking
questions, they tend to whisper
comments to themselves
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VISUAL LEARNERS

They learn through diagrams , illustrated

text books, videos, flipcharts, and hand
outs.
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TWO CATEGORIES

• _____________
• _____________
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TWO CATEGORIES

• VISUAL-ICONIC
• VISUAL-SYMBOLIC
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VISUAL ICONIC

They usually have good picture

memory or iconic imagery and attend
to pictorial detail.
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VISUAL SYMBOLIC

They feel comfortable with abstract

symbolism such as mathematical
formulae or the written word.
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TACTILE/KINESTHETIC
LEARNERS
They benefit much from a
hands-on approach, actively
exploring the physical world
around them.
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GLOBAL-ANALYTIC
CONTINUUM
• ______________
• ______________
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GLOBAL-ANALYTIC
CONTINUUM

• ANALYTIC
• GLOBAL
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ANALYTIC
They tend to see finite elements
of patterns rather than the whole.
They are more comfortable in a
world of details and hierarchies of
information
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GLOB
AL
They give attention only to the
overall structure and
sometimes ignore details.
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May the bridges you burn, light the

way.