Module 3: Learner-Centered Psychological Principles

Title: The Learner-Centered Psychological Principles

Overview:
This module provides foundational knowledge and understanding of a host of factors that
influence the teaching-learning process. These principles are divided into (1) Cognitive and
Metacognitive Factors, (2) Motivational and Affective Factors, (3) Developmental and Social
Factors, and (4) Individual Difference Factors. The module emphasizes that these factors
interact to bring about a particular outcome in the success or failure of the teaching-learning
process.

Technical Requirements
Content Outline
1. Introduction
2. Cognitive and Metacognitive Factors
3. Motivational and Affective Factors
4. Developmental and Social Factors
5. Individual Differences Factors

Objectives
1. Explain how the following factors influence learning:
a. Cognitive and Metacognitive factors
b. Motivational and Afective Factors
c. Developmental and Social Factors
d. Individual Difference Factors
2. Provide suggestions on how teachers can facilitate learning given the principles
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 3. Construct your own objective for this module. Write it here
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Preliminary Activity with Analysis

1. Tracing my wanting to learn or not wanting to learn
a. In the first box below, write an experience, something you experienced, heard,
saw, felt, or thought about that made you tell yourself, “I want to learn, and
study hard.” Or “I am not interested to learn, basta pasado okay na.”
b. In the second box, write I want to learn, I will study hard and all related
thoughts, feelings actions to that wanting to learn. 0r if your case, it is the
opposite, then write I am not interested to learn, basta pasado okay na.”
c. In the third box, write the consequences.

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Write a short reflection on the things that you wrote above.
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Discussion/Instructional Flow.

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The following text is directly lifted from the source of the 14 Psychological Principles that are
found in articles and textbooks, including those that we use here in school. The Psychological
Principles are from the American Psychological Association, (1997).

The following 14 psychological principles pertain to the learner and the learning process*. They
focus on psychological factors that are primarily internal to and under the control of the learner
rather than conditioned habits or physiological factors. However, the principles also attempt to
acknowledge external environment or contextual factors that interact with these internal
factors. The principles are intended to deal holistically with learners in the context of real-world
learning situations. Thus, they are best understood as an organized set of principles; no
principle should be viewed in isolation.

The 14 principles are divided into those referring to cognitive and metacognitive, motivational
and affective, developmental and social, and individual difference factors influencing learners
and learning. Finally, the principles are intended to apply to all learners -- from children, to
teachers, to administrators, to parents, and to community members involved in our educational
system.

Cognitive and Metacognitive Factors

1. Nature of the learning process. The learning of complex subject matter is most effective
when it is an intentional process of constructing meaning from information and experience.

There are different types of learning processes, for example, habit formation in motor learning;
and learning that involves the generation of knowledge, or cognitive skills and learning
strategies. Learning in schools emphasizes the use of intentional processes that students can
use to construct meaning from information, experiences, and their own thoughts and beliefs.
Successful learners are active, goal-directed, self-regulating, and assume personal responsibility

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for contributing to their own learning. The principles set forth in this document focus on this
type of learning.

2. Goals of the learning process. The successful learner, over time and with support and
instructional guidance, can create meaningful, coherent representations of knowledge.

The strategic nature of learning requires students to be goal directed. To construct useful
representations of knowledge and to acquire the thinking and learning strategies necessary for
continued learning success across the life span, students must generate and pursue personally
relevant goals. Initially, students' short-term goals and learning may be sketchy in an area, but
over time their understanding can be refined by filling gaps, resolving inconsistencies, and
deepening their understanding of the subject matter so that they can reach longer-term goals.
Educators can assist learners in creating meaningful learning goals that are consistent with both
personal and educational aspirations and interests.

3. Construction of knowledge. The successful learner can link new information with existing
knowledge in meaningful ways.
Knowledge widens and deepens as students continue to build links between new information
and experiences and their existing knowledge base. The nature of these links can take a variety
of forms, such as adding to, modifying, or reorganizing existing knowledge or skills. How these
links are made or develop may vary in different subject areas, and among students with varying
talents, interests, and abilities. However, unless new knowledge becomes integrated with the
learner's prior knowledge and understanding, this new knowledge remains isolated, cannot be
used most effectively in new tasks, and does not transfer readily to new situations. Educators
can assist learners in acquiring and integrating knowledge by a number of strategies that have
been shown to be effective with learners of varying abilities, such as concept mapping and
thematic organization or categorizing.

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4. Strategic thinking. The successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals.

Successful learners use strategic thinking in their approach to learning, reasoning, problem
solving, and concept learning. They understand and can use a variety of strategies to help them
reach learning and performance goals, and to apply their knowledge in novel situations. They
also continue to expand their repertoire of strategies by reflecting on the methods they use to
see which work well for them, by receiving guided instruction and feedback, and by observing
or interacting with appropriate models. Learning outcomes can be enhanced if educators assist
learners in developing, applying, and assessing their strategic learning skills.

5. Thinking about thinking. Higher order strategies for selecting and monitoring mental
operations facilitate creative and critical thinking.

Successful learners can reflect on how they think and learn, set reasonable learning or
performance goals, select potentially appropriate learning strategies or methods, and monitor
their progress toward these goals. In addition, successful learners know what to do if a problem
occurs or if they are not making sufficient or timely progress toward a goal. They can generate
alternative methods to reach their goal (or reassess the appropriateness and utility of the goal).
Instructional methods that focus on helping learners develop these higher order
(metacognitive) strategies can enhance student learning and personal responsibility for
learning.

6. Context of learning. Learning is influenced by environmental factors, including culture,

technology, and instructional practices. Learning does not occur in a vacuum.

Teachers have major interactive role with both the learner and the learning environment.
Cultural or group influences on students can impact many educationally relevant variables, such
as motivation, orientation toward learning, and ways of thinking. Technologies and instructional

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practices must be appropriate for learners' level of prior knowledge, cognitive abilities, and
their learning and thinking strategies. The classroom environment and the degree to which it is
nurturing or not - can also have significant impacts on student learning.

Motivational and Affective Factors

7. Motivational and emotional influences on learning. What and how much is learned is
influenced by the motivation. Motivation to learn, in turn, is influenced by the individual's
emotional states, beliefs, interests and goals, and habits of thinking.

The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can
enhance or interfere the learner's quality of thinking and information processing. Students'
beliefs about themselves as learners and the nature of learning have a marked influence on
motivation. Motivational and emotional factors also influence both the quality of thinking and
information processing as well as an individual's motivation to learn. Positive emotions, such as
curiosity, generally enhance motivation and facilitate learning and performance. Mild anxiety
can also enhance learning and performance by focusing the learner's attention on a particular
task. However, intense negative emotions (e.g., anxiety, panic, rage, insecurity) and related
thoughts (e.g., worrying about competence, ruminating about failure, fearing punishment,
ridicule, or stigmatizing labels) generally detract from motivation, interfere with learning, and
contribute to low performance.

8. Intrinsic motivation to learn. The learner's creativity, higher order thinking, and natural
curiosity all contribute to motivation to learn.

Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control. Curiosity, flexible and insightful
thinking, and creativity are major indicators of the learners' intrinsic motivation to learn, which
is in large part a function of meeting basic needs to be competent and to exercise personal

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control. Intrinsic motivation is facilitated on tasks that learners perceive as interesting and
personally relevant and meaningful, appropriate in complexity and difficulty to the learners'
abilities, and on which they believe they can succeed. Intrinsic motivation is also facilitated on
tasks that are comparable to real-world situations and meet needs for choice and control.
Educators can encourage and support learners' natural curiosity and motivation to learn by
attending to individual differences in learners' perceptions of optimal novelty and difficulty,
relevance, and personal choice and control.

9. Effects of motivation on effort. Acquisition of complex knowledge and skills requires

extended learner effort and guided practice. Without learners' motivation to learn, the
willingness to exert this effort is unlikely without coercion.

Effort is another major indicator of motivation to learn. The acquisition of complex knowledge
and skills demands the investment of considerable learner energy and strategic effort, along
with persistence over time. Educators need to be concerned with facilitating motivation by
strategies that enhance learner effort and commitment to learning and to achieving high
standards of comprehension and understanding. Effective strategies include purposeful
learning activities, guided by practices that enhance positive emotions and intrinsic motivation
to learn, and methods that increase learners' perceptions that a task is interesting and
personally relevant.

Developmental and Social Factors

10. Developmental influences on learning. As individuals develop, there are different

opportunities and constraints for learning. Learning is most effective when differential
development within and across physical, intellectual, emotional, and social domains is taken
into account.

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 Individuals learn best when material is appropriate to their developmental level and is
presented in an enjoyable and interesting way. Because individual development varies across
intellectual, social, emotional, and physical domains, achievement in different instructional
domains may also vary. Overemphasis on one type of developmental readiness--such as
reading readiness, for example--may preclude learners from demonstrating that they are more
capable in other areas of performance. The cognitive, emotional, and social development of
individual learners and how they interpret life experiences are affected by prior schooling,
home, culture, and community factors. Early and continuing parental involvement in schooling,
and the quality of language interactions and two-way communications between adults and
children can influence these developmental areas. Awareness and understanding of
developmental differences among children with and without emotional, physical, or intellectual
disabilities, can facilitate the creation of optimal learning contexts.

11. Social influences on learning. Learning is influenced by social interactions, interpersonal

relations, and communication with others.

Learning can be enhanced when the learner has an opportunity to interact and to collaborate
with others on instructional tasks. Learning settings that allow for social interactions, and that
respect diversity encourage flexible thinking and social competence. In interactive and
collaborative instructional contexts, individuals have an opportunity for perspective taking and
reflective thinking that may lead to higher levels of cognitive, social, and moral development, as
well as self-esteem. Quality personal relationships that provide stability, trust, and caring can
increase learners' sense of belonging, self-respect and self-acceptance, and provide a positive
climate for learning. Family influences, positive interpersonal support and instruction in self-
motivation strategies can offset factors that interfere with optimal learning such as negative
beliefs about competence in a particular subject, high levels of test anxiety, negative sex role
expectations, and undue pressure to perform well. Positive learning climates can also help to
establish the context for healthier levels of thinking, feeling, and behaving. Such contexts help

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learners feel safe to share ideas, actively participate in the learning process, and create a
learning community.

Individual Differences Factors

12. Individual differences in learning. Learners have different strategies, approaches, and
capabilities for learning that are a function of prior experience and heredity.

Individuals are born with and develop their own capabilities and talents. In addition, through
learning and social acculturation, they have acquired their own preferences for how they like to
learn and the pace at which they learn. However, these preferences are not always useful in
helping learners reach their learning goals. Educators need to help students examine their
learning preferences and expand or modify them, if necessary. The interaction between learner
differences and curricular and environmental conditions is another key factor affecting learning
outcomes. Educators need to be sensitive to individual differences, in general. They also need
to attend to learner perceptions of the degree to which these differences are accepted and
adapted to by varying instructional methods and materials.

13. Learning and diversity. Learning is most effective when differences in learners' linguistic,
cultural, and social backgrounds are taken into account.
The same basic principles of learning, motivation, and effective instruction apply to all learners.
However, language, ethnicity, race, beliefs, and socioeconomic status all can influence learning.
Careful attention to these factors in the instructional setting enhances the possibilities for
designing and implementing appropriate learning environments. When learners perceive that
their individual differences in abilities, backgrounds, cultures, and experiences are valued,
respected, and accommodated in learning tasks and contexts, levels of motivation and
achievement are enhanced.

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14. Standards and assessment. Setting appropriately high and challenging standards and
assessing the learner as well as learning progress -- including diagnostic, process, and
outcome assessment -- are integral parts of the learning process.

Assessment provides important information to both the learner and teacher at all stages of the
learning process. Effective learning takes place when learners feel challenged to work towards
appropriately high goals; therefore, appraisal of the learner's cognitive strengths and
weaknesses, as well as current knowledge and skills, is important for the selection of
instructional materials of an optimal degree of difficulty. Ongoing assessment of the learner's
understanding of the curricular material can provide valuable feedback to both learners and
teachers about progress toward the learning goals. Standardized assessment of learner
progress and outcomes assessment provides one type of information about achievement levels
both within and across individuals that can inform various types of programmatic decisions.
Performance assessments can provide other sources of information about the attainment of
learning outcomes. Self-assessments of learning progress can also improve students self
appraisal skills and enhance motivation and self-directed learning.

Post Activity

3 W’s

1. What did you learn from this module?

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 ________________________________________________________________________
2. So what? (Relevance, Importance, Usefulness)
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3. Now What? (How does this fit into what we are learning? Does it affect our thinking?
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Evaluation

The statements in Column A are practical steps suggested for teachers to apply the 14 Learner-
Centered Psychological Principles by the Center for Excellence in Teaching and Learning of the
University of Mississippi. Write the NUMBER of the corresponding learner-centered
psychological principle (LCP) in Column B.

Practical Suggestions for Teachers /Application of LCP LCP Number

1. Be aware of and understand developmental differences among students
with and without emotional, physical, or intellectual disabilities, to
facilitate the creation of optimal learning contexts.
2. Create a nurturing environment to have significant impacts on student

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 learning.
3. Create meaningful leaning goals that are consistent with your students’
personal and educational aspirations and interests.
4. Allow for interactive and collaborative instructional contexts to provide
your students with the opportunity for perspective-taking and reflective
thinking that may lead to higher levels of cognitive, social and moral
development, as well as self-esteem.
5. Use varied types of assessments to acquire a clearer picture of student
learning.
6. Use techniques that aid students in constructing meaning from
information, experiences, and their own thoughts and beliefs.
7. Encourage and support your students’ natural curiosity and motivation t
learn by attending to individual differences in their perceptions of the
tasks’ optimal novelty. Allow students to exercise their personal choice
and control over academic tasks.
8. Paying careful attention to factors influencing learning enhances the
possibilities for designing and implementing appropriate learning
environments.
9. Assist your students in the acquisition and integration of their newly
acquired knowledge by using concept-mapping and thematic
organization or categorizing.
10. Assist your students in the acquisition and integration of their newly
acquired knowledge by using concept-mapping and thematic
organization or categorizing.
11. Assist your students in developing, applying, and assessing their strategic
learning skills.
12. Help students avoid intense negative emotions – anxiety, panic, rage,
insecurity and other negative related thoughts like worrying about
competence, ruminating about failure, fearing punishment, ridicule, or
stigmatizing labels.
13. Be patient. Facilitate motivation by using strategies that enhance their
effort and commitment to learning and to achieving high standards of
comprehension and understanding.

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 14. Use instructional methods that focus on helping learners develop their
higher order strategies to enhance learning and personal responsibility
for learning.

Reflective Writing
Journal Writing # 3 : Create your own title and write about it.

References

American Psychologial Association. (1997). Learner-Centered Psychological Principles: A

Framework for School Reforms and Redesign. Retrieved from
https://www.apa.org/ed/governance/bea/learner-centered.pdf
Lucas, M. and Corpuz, B. (2013). Facilitating Learning: A Metacognitive Process. 3 rd Ed. Quezon
City: Lorimar Publishing Inc.
Bulusan, F., et. al. (2019). Faciltating Learner-Centered Teaching. Manila: REX Book Store.
Center for Excellence in Teaching and Learning. (2020). Learner-Centered Psychological
Principles. Retrieved from https://cetl.olemiss.edu/learning-centered-psychological-
principles/

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Answers
1. Use techniques that aid students in constructing meaning from information,
experiences, and their own thoughts and beliefs.
2. Create meaningful leaning goals that are consistent with your students’ personal and
educational aspirations and interests.
3. Assist your students in the acquisition and integration of their newly acquired
knowledge by using concept-mapping and thematic organization or categorizing.
4. Assist your students in developing, applying, and assessing their strategic learning skills.
5. Use instructional methods that focus on helping learners developtheir higher orde
strategies to enhance learning and personal responsibility for learning.
6. Create a nurturing environment to have significant impacts on student learning.
7. Help students avoid intense negative emotions – anxiety, panic, rage, insecurity and
other negative related thoughts like worrying about competence, ruminating about
failure, fearing punishment, ridicule, or stigmatizing labels.

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 8. Encourage and support your students’ natural curiosity and motivation t learn by
attending to individual differences in their perceptions of the tasks’ optimal novelty.
Allow students to exercise their personal choice and control over academic tasks.
9. Be patient. Facilitate motivation by using strategies that enhance their effort and
commitment to learning and to achieving high standards of comprehension and
understanding.
10. Be aware of and understand developmental differences among students with and
without emotional, physical, or intellectual disabilities, to facilitate the creation of
optimal learning contexts.
11. Allow for interactive and collaborative instructional contexts to provide your students
with the opportunity for perspective-taking and reflective thinking that may lead to
higher levels of cognitive, social and moral development, as well as self-esteem.
12. Help your students examine their learning preferences and expand or modify them, if
necessary.
13. Paying careful attention to factors influencing learning enhances the possibilities for
designing and implementing appropriate learning environments.
14. Use varied types of assessments to acquire a clearer picture of student learning.

Module 4 Review of Human Development Theories and Their Implications to the Teaching-
Learning Process

Title: Review of Human Development Theories and Their Implications to the Teaching-
Learning Process

Overview:
This module is a review of what you have already studied in Ed 101, The Child and Adolescent
Development. It highlights key concepts and major assumptions of Child and Adolescent
Developmental Theories and their implications to the teaching-learning process. This module
attempts to guide you in providing the link between those theories and classroom practices.

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The module skips the discussion and other activities required of a module. This Review Part is
focused on your ability to review, go back to your book, notes, and follow the structure created
for you.

Technical Requirements:

Content Outline
1. Fetal Origin Theory and its Implications to learning
2. John Bowlby’s Attachment Theory and its Implications to learning
3. Sigmund Freud’s Psychosexual Theory and its Implications to learning
4. Erik Erikson’s Psychosocial Theory and its Implications to learning
5. Jean Piaget’s Cognitive Developmental Theory and its Implications to learning
6. Lawrence Kohlberg’s Moral Development Theory and its Implications to learning
7. Lev Vygostky’s Socio-Cultural Theory and its Implications to learning
8. Urie Bronfenbrenner’s Ecological Systems Theory and its Implications to learning
Objectives:
At the end of this module, you are expected to:
1. Link/connect/relate one major assumption or key concept for every developmental
theory with a Learner-Centered Psychological Principle.
Activity: Linking Developmental Theories with Learning Principles, Strategies and Tools
Instructions
1. Identify, Define key terms and explain briefly major assumptions of the following:
1. Fetal Origin Theory
2. John Bowlby’s Attachment Theory
3. Sigmund Freud’s Psychosexual Theory
4. Erik Erikson’s Psychosocial Theory
5. Jean Piaget’s Cognitive Developmental Theory
6. Lawrence Kohlberg’s Moral Development Theory
7. Lev Vygostky’s Socio-Cultural Theory
8. Urie Bronfenbrenner’s Ecological Systems Theory

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 You are to write your answer/s in the box indicated.

2. With your answer/s in No.1, you are to find an appropriate idea from our previous
modules 1-3) that correspond to the key concept/s or major assumptions of the
Developmental Theory.You may choose from any of the following:
1. 7 Principles to Facilitate Learning (Module 1)
2. 5 Strategies to Facilitate Learning (Module 1)
3. 10 Tools to Facilitate Learning (Module 1)
4. Metacognitive Principles and Strategies to Facilitate Learning
5. 14 Learner Centered Psychological Principles by APA
6. Practical steps suggested for teachers to apply the 14 Learner-Centered
Psychological Principles by the Center for Excellence in Teaching and Learning of
the University of Mississippi.

Write your answer in the second box.

3. Make a brief discussion in the 3rd box.

Example:

1. Fetal Origin Theory

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2. John Bowlby’s Attachment Theory

3. Sigmund Freud’s Psychosexual Theory

4. Erik Erikson’s Psychosocial Theory

5. Jean Piaget’s Cognitive Developmental Theory

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6. Lawrence Kohlberg’s Moral Development Theory

7. Lev Vygostky’s Socio-Cultural Theory

8. Urie Bronfenbrenner’s Ecological Systems Theory

References:

American Psychologial Association. (1997). Learner-Centered Psychological Principles: A

Framework for School Reforms and Redesign. Retrieved from
https://www.apa.org/ed/governance/bea/learner-centered.pdf
Bulusan, F., et. al. (2019). Faciltating Learner-Centered Teaching. Manila: REX Book Store.

Facilitating Learning, Modules Page 20

Center for Excellence in Teaching and Learning. (2020). Learner-Centered Psychological
Principles. Retrieved from https://cetl.olemiss.edu/learning-centered-psychological-
principles/
Corpuz, B. et.al. (2010). Child and Adolescent Development: Looking at Learners at Different
Life Stages. Quezon City: Lorimar Publishing, Inc.
Lucas, M. and Corpuz, B. (2013). Facilitating Learning: A Metacognitive Process. 3 rd Ed. Quezon
City: Lorimar Publishing Inc.

Module 5 Individual Differences: Diversity in the Classroom

Title: Individual Differences: Diversity in the Classroom

Overview:
This module introduces you to the diversity in the classroom resulting from your students’
unique personality and background which influences the teaching-learning process. It highlights

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the importance of taking into consideration such factors as physical-biological givens, socio-
economic status, culture, religion, language, gender identity and other sources of differences
into instructional planning to make the teaching-learning process effective, productive, and
meaningful for learners.

Technical Requirements:

Content Outline:
1. Definition
2. Individual Difference Factors
3. Managing Diversity in the Classroom
4. Importance of Teaching Culture in the Classroom( Benefits)
5. Practical Tips for Teachers to create an inclusive and culturally-responsive teaching

Objectives:
At the end of the module, you are expected to:
1. Explain at least 5 individual difference factors how they influence learning
2. Suggest tips on how teachers can facilitate learning in the context of diversity
3. You are to write your own objective(s) for this module. What do you want to accomplish
at the end of this module? Write it/them here:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Preliminary Activity

1. Take a free Multiple Intelligence Test available online. Visit Personality Max at
https://personalitymax.com/report/?mi=63-50-40-50-40-63-80-
47&name_key=b3e946c162

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 2. Based on the results or the Personality Max Report, analyze the results and try to find
their applicability/truthfulness with your personal experience.

3. Examine how they influence your own learning process and motivation to learn.

Discussion

When students come to your class, they bring with them their own uniqueness resulting from a
host of factors, from their physical attributes, intelligence, preferences, experiences, values,
beliefs, even fears and insecurities. They all come into play in their learning. It is important for
teachers to take those points of differences to plan and create classroom activities to make
learning productive and meaningful for the learners.

Individual differences refer to enduring characteristics that distinguish one organism from
another and that are stable over time across situations, (psychoneuroimmunoloogy, 4 th Ed.,
2007).

One major principle of human growth and development Is: While the pattern of development is
likely to be similar, the outcomes of developmental processes and rate of development are
likely o vary among individuals, (Corpuz, et.al., 2013). All human beings go through the same
pattern of the cepalocaudal and proximodistal patterns resulting to similar parts and systems of
the body. However, considering different biological inheritance and environment which come
to interact with the pattern, it will result to different outcomes. Thus we find variation between
and among individuals.

Along similar line, we find the principle of child development and learning that “development
and learning proceeds at varying rates from child to child, as well as at uneven rates across
different areas of a child’s individual functioning. The principle implies that we cannot expect
two individuals, (even if they are of the same age) to perform similarly or to learn at the same

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rate. Further, the principles also suggest that development and learning result from a dynamic
and continuous interaction of biological maturation and experience.

Given those principles it is obvious that when learners come to your class, they bring with them
their uniqueness creating a diverse group of individuals which may be a challenge for teachers
but at the same time a source of learning for learners. We can view diversity in the classroom as
“understanding each student brings unique experiences, strengths, and ideas to our
classroom…Diversity is the exploration and incorporation of these differences to enrich our
classroom, (The University of Rhode Island in Kampen, M., 2019).

It is not only in terms of those variables that students differ. They are also different in terms of
their motivation to learn and in how they explain their academic success or failure. For
example, Williamson, J. (in Science Direct, 2020), explained that variations in motivation and
attribution affect how and why students learn adding that some traits may be adaptive while
others are stable and less flexible. The later are resistant to change especially when individuals
mature to adulthood. Teachers need to understand students’ motivation and attribution so that
they can make the necessary intervention and reinforcement to make the teaching-learning
process appropriate, interesting and relevant.

Factors

Areas of differences between and among students are viewed from many different points and
perspectives:
● Sex and gender identity
● Racial, ethnic, or cultural background
o Under culture, we consider
▪ Language

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 ▪ Religion
▪ Beliefs
▪ Values
▪ Norms
▪ Rituals
▪ Customs
▪ Technology, etc.

● Socio-economic status
● Intelligence and the Multiple Intelligence
1. Visual/Spatial Intelligence (Picture Smart)
2. Verbal/Linguistic Intelligence (Word Smart)
3. Mathematical/Logical (Number/Logic Smart)
4. Bodily/Kinesthetic Intelligence (Body Smart)
5. Musical Intelligence (Music Smart)
6. Interpersonal (People Smart)
7. Intrapersonal (Self Smart)
8. Naturalist ( Nature Smart)
9. Existential (Spirit Smart)

● Exceptionalities
A. Cognitive or Academic Difficulties
▪ Learning Disabilities
▪ Attention-Deficit-Hyperactivity-Disorder (ADHD)
▪ Speech and Communication Disorders

B. Social/Emotional and Behavioral Difficulties

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 ▪ Autism
▪ Mental Retardation
▪ Emotional Conduct Disorders
C. Physical Disabilities and Health Impairments
▪ Physical and health impairments
▪ Severe and Multiple Disabilities
D. Sensory Impairments
▪ Visual Impairments
▪ Hearing Impairments
E. Giftedness
● Motivation
● Attribution

In giving emphasis to the importance of encouraging, respecting, and promoting diversity in

schools and even in work places, Drexel University School of Education (2020) explained that
fostering inclusion and awareness around a multicultural education requires taking a culturally
responsive teaching to benefit all students. It creates not only a greater multicultural
awareness and inclusion that help students with different backgrounds and needs to succeed
but also encourages acceptance and help students prepare to prosper in a diverse world that is
constantly changing.

The University School of Education provides practical suggestions on how to manage diversity in
the classroom. Full text is in the box below.

HOW DO YOU MANAGE DIVERSITY IN THE CLASSROOM?

There are several ways teachers can ensure that both the classroom environment and
curriculum are responsive to the increasing cultural diversity of our society. These
strategies will encourage all students’ cultural awareness, enhancing each student’s

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 sense of identity, and foster inclusion in the classroom community.

1. Get to Know Your Students

Ensuring that cultural awareness is promoted in the classroom starts with the teacher
understanding each individual student. Take the time to learn about each student’s cultural
background, hobbies, learning styles, and what makes them unique. Demonstrating a
genuine interest in learning about each student and their culture will help establish trust
and allow you to form a bond with them so they feel valued. If students feel appreciated by
and comfortable with the teacher, there’s a better chance they’ll feel comfortable talking
with and respect their peers in the class – and communication is the core to a culturally
aware and inclusive classroom.

2. Maintain Consistent Communication

Aside from getting to know your students, teachers should also continue to maintain
ongoing communication throughout the semester or school year. Scheduling 1-on-1
meetings with students to “check in” every so often will allow you to consistently improve
how accessible the classroom is to everyone. Students can talk about whether they felt
included in the classroom culture. This can help identify issues or ways to improve the
overall experience. It’s also an opportunity to discuss their progress in the class and offer
guidance on how they can improve, based on their individual needs as a student.

3. Acknowledge and Respect Every Student

It’s also important for students to celebrate and respect their own diverse backgrounds, as
well as each other’s. When appropriate, teachers should encourage students to research
and learn about their own ethnic and cultural backgrounds. This allows them to better
understand their own culture as well as the differences and nuances with their peers. As a
bonus, this can be a great ice breaker assignment, allowing students to give presentations
about their family traditions and culture to help expose the class to concepts outside of their
own familiar comfort zone. Acknowledging these differences and creating a safe space for

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 discussion helps promote understanding in the classroom and beyond. Also, as you
encourage students to learn about their diverse backgrounds, remember to take the time to
highlight what’s offensive and the distinction between cultural celebration and
appropriation. Learning how to talk about other cultures in a respectful, mature way is
essential for success in life outside the classroom.

4. Practice Cultural Sensitivity

While it’s important to keep an open dialogue amongst students, it’s equally as important to
make sure you’re being sensitive to everyone’s culture, beliefs, and language concerns. Take
the time to understand each student’s cultural nuances – from learning styles to the
language they use – and use these insights to design your lesson plans. For example, provide
English language learners with appropriate and relevant resources that help them improve
their English comprehension skills. Rather than teach with a traditional lecture style, create
learning experiences that are more interactive and require collaboration. These
considerations will help ensure that every student feels included, is given the space to learn
in their own way and is given a chance to succeed.

5. Incorporate Diversity in the Lesson Plan

The classroom environment is important for fostering cultural awareness, but you also
should ensure diversity is represented in your actual lesson plan. For example, broaden
history lessons so that they encompass the world beyond United States history and culture.
Or, use references and analogies to other cultures in your lessons and assignments to help
students with diverse backgrounds personally connect. Another great strategy is bringing in
diverse speakers to add varying points of view and real-life context to different subjects.
There are several ways you can ingrain cultural awareness and diversity into your lesson
plan, and it will vary depending on the cultures represented in your classroom and the
course you’re teaching. Regardless of the subject, always try to present and connect lessons

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 to real-world issues. It’s easier to promote cultural awareness within your lessons when
there’s a real example for students to relate to.

6. Give Students Freedom and Flexibility

Teachers often feel like they need to take on a strict, authoritative approach when it comes
to managing their classroom. The most valuable lessons are often learned through a
student’s own experiences, so giving them some freedom in the course encourages more
connection to the curriculum. Allow students to read and present their own materials that
relate to the fundamental lesson so they can approach the topic from their own perspective.
As a teacher, you can act as a facilitator and encourage conversation and healthy debate
between diverse opinions. Group assignments are also a great way to expose students to
diverse perspectives, allowing them to work together to explore and solve a problem. This
will also help prepare them for a diverse workforce where they’ll have to partner with a
range of people to accomplish their professional goals.

WHY IS IT IMPORTANT TO TEACH CULTURE IN THE CLASSROOM?

It is important to remind ourselves why diversity and cultural awareness is so crucial in
the classroom and the benefits it can have on students now and in the long-term.
Teaching diversity exposes students to various cultural and social groups, preparing
students to become better citizens in their communities. These culturally responsive
teaching strategies will help you to promote diversity in the classroom.
With these culturally responsive teaching strategies in mind, it’s important to remind
ourselves why diversity and cultural awareness is so crucial in the classroom and the
benefits it can have on students now and in the long-term.

Students Become More Empathetic

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 Promoting awareness and creating a personal connection with diverse cultures in the
classroom can prevent students from developing prejudices later in life. It allows them
to empathize with people different from themselves since they’re more aware of the
experiences someone of a different race or cultural group may face.

Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures
present in the classroom, students gain a more comprehensive understanding of the
subject matter. It also teaches students how to use their own strengths and points of
view to contribute in a diverse working environment.

Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural
backgrounds, you’re encouraging them to be more open-minded later in life. This will
make them open to new ideas and be able to attain a greater comprehension on a
topic by taking in different points of view.

Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more
comfortable and safe with these differences later in life. This allows them to interact in
a wider range of social groups and feel more confident in themselves as well as in their
interactions with others.

Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it’s more important to be able to work with people from
different cultures and social groups. If students are exposed to diversity and learn
cultural awareness in the classroom, it sets them up to flourish in the workforce.

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Given the foregoing discussion on individual differences that creates diversity in the classroom,
below are practical tips for teachers or what they can do to utilize diversity found in the
classroom to the advantage of students.
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 sub-groups.
5. Use varied instructional methods to accommodate students’ diversity.
6. Vary the examples you use to illustrate concepts in order to provide multiple contexts
hat are relevant to students from diverse backgrounds.
7. Adapt to the students’ diverse backgrounds 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.
Post Activity

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 3 W’s
1. What did you learn from this module?
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2. So what? (Relevance, Importance, Usefulness)
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3. Now What? (How does this fit into what we are learning? Does it affect our thinking?
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Evaluation

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 1. Revisit what you wrote as your own objective/s at the Objectives part of this module.
You are to convert that into a question, or a product, or create anything to prove that
you have attained your own objective.

Reflective Writing

Journal Writing #3 : The Teacher as an agent of tolerance, respect, and understanding in a

diverse and multicultural world.

References

Bulusan, F., et. al. (2019). Faciltating Learner-Centered Teaching. Manila: REX Book Store.
Corpuz, B. et.al. (2010). Child and Adolescent Development: Looking at Learners at Different
Life Stages. Quezon City: Lorimar Publishing, Inc.
Drexel University School of Education. (n.d.). The Importance of Cultural Diversity and Cultural
Awareness in the Classroom. Retrieved from https://drexel.edu/soe/resources/student-
teaching/student-teaching/importance-of-cultural-diversity-in-classroom/
Lucas, M. and Corpuz, B. (2013). Facilitating Learning: A Metacognitive Process. 3 rd Ed. Quezon
City: Lorimar Publishing Inc.
Kampen, M. (2019, April 17). 7 ways to support diversity in the classroom. Retrieved from
https://www.prodigygame.com/blog/diversity-in-the-classroom/#:~:text=What%20is
%20diversity%20in%20the,religious%20belief%2C%20or%20political%20conviction.
Williamson, J. (2018). Teaching to individual differences in Science and Engineering
Librarianship. Retrieved from https://www.sciencedirect.com/topics/social-
sciences/individual-differences

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