DOMAIN 3

DIVERSITY OF LEARNERS

The most important stakeholders of the teaching-learning process are the students
because the whole process should be centered around them. Therefore, it is
imperative that teachers should know their students. In today’s education setting,
inclusivity is a buzzword. The school and the teachers should strive to ensure that ‘no
children should be left behind’. Hence, the PPST stresses the need for teachers to
exhibit the competencies on catering and responding to the needs of the learners.
Such competencies are described in Domain 3—Diversity of Learners.
Specifically, the Domain 3 aims to develop among teachers’ competency to:
1. Demonstrate knowledge and understanding of differentiated teaching to
suit the learners’ gender, needs, strengths, interests and experiences.
2. Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds.
3. Use strategies responsive to learners with disabilities, giftedness and
talents.
4. 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.
 LESSON 1
LEARNERS’ GENDER, NEEDS, STRENGTHS, INTERESTS AND
EXPERIENCES IN DIFFICULT CIRCUMSTANCES

The role of the teachers requires them to be knowledgeable not only of the content of
their subject matter but also other essential information such as relevant details about their
diverse learners. The domain that covers this lesson emphasizes the central role of teachers
to establish learning environments that are responsive to the diversity of learners. Knowing
and understanding the diverse background of learners is pertinent to the design and
planning of learning opportunities that teachers do.
Diversity is celebrated and is considered to play an important role in the success of every
learning activity. Recognizing diversity of learners will help lead teachers to differentiate
teaching and learning activities that will ensure the production of productive citizens
contributing to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs, strengths,
interests and their situation.

COMPETENCY INDICATOR

At the end of the session, the practice teachers (PTs) will be able to:
● Demonstrate knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths, interests and
experiences.
 TRIGGER THE DESIRE FOR
TEACHING & LEARNING

A TEACHERS’ STORY IN TEACHING INDIGENOUS PEOPLE

Directions:
1. Go to the link below and read the article entitled: Indigenous people’s education
during COVID-19: An environmentalists’ perspective
https://arete.ateneo.edu/connect/indigenous-peoples-education-during-covid-19-an-envir
onmentalists-perspective

GUIDE QUESTION::
What were the notable experiences of the teachers?
The teacher had experienced a lot of things in the entire selection but the most
notable for me was during her PhD dissertation in Bukidnon when she met Zuilo Oresma
who have been able to name over 400 different plants and trees in the forest plots just by
looking at their trunks. She later verified to check if Nong Zuilo have been able to
recognize these plants correctly and confirmed that he rarely made mistakes in naming
them which is indeed not easy even for people with immense knowledge on
environment.

GUIDE QUESTION::
What struggles did the teacher describe?
As I am reading through the selection, I have been able to visualize the struggles the
teacher pertains through her experience. Most indigenous people lacks access to education
even before the Covid-19 pandemic, this was much evidently experienced after the response
to the situation of forbidding to conduct face to face classes until the availability of the
vaccines. The teacher worries for the delivery of instructions as the IPs also do not have
access to technology for online classes and educating them on the pandemic situation
being experienced. I could also feel the sincerity and worries the teacher convey through the
article.

GUIDE QUESTION::
Why do you think that teachers should address the challenges described?
I think that teachers should address the challenges described in the selection as we
are the ones who have directly observed or experienced the phenomena. It is saddening
to know that most people even myself is not totally aware of the education reinforcement
among IPs. As we teachers know what is best for our students, we are the one who
should foster and initiate possible solutions for these challenges. At the near end of the
article, the teacher suggested offering scholarships for IPs who dominantly could not
access higher education due to financial difficulties. Furthermore, I am impressed with
how they proposed to strengthen students’ learning through their native language and
even translating the Covid-19 infographic of Department of Health for them to
understand the pandemic being experienced.
 OBSERVATION FOR CLARIFICATION

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a. Actual online synchronous lesson;
b. Video clip of a class showcasing diversity of learners; and
c. Allow you to interview teachers on how they address diversity of learners that
are not observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a. Gender
b. Needs
c. Strengths
d. Interests
e. Experiences
f. Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are
evident in the classes. If the statements are evident in the classes you have seen or as
attested by the teacher you have interviewed, put a tick mark (/) on the appropriate column.
Provide additional details of observations you have noted.
Actual Online Synchronous Lesson (11/23/21)
Table 1. Observation Guide for Diversity of Learners

Statement Evident
(/)

Teaching Learning Process

1. The teacher effectively uses a variety of teaching methods that meet different
✔
learning styles.

2. The learner assessment is fair and does not discriminate against any learner. ✔

3. The language used by the teacher is non-discriminatory, inclusive and

✔
appropriate.
 Statement Evident
(/)

Teaching Learning Process

4. Discussion and comments within the learning environment are managed to

✔
ensure learner language is appropriate, inclusive and non-discriminatory.

5. The class is well-managed to ensure a safe learning environment. ✔

6. Materials and topics are sensitively presented.

7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large

✔
print, etc.)

8. Provision is given to help learners access information needing additional

resources.

Classroom Interactions

1. Discriminatory behavior is always dealt with in accordance with the provider’s

disciplinary and harassment policy and charter

2. Learners treat each other with respect, and listen to one another’s views, even
✔
if they do not agree with them. Learners respect the teacher.

3. The teacher addresses the needs of individual learners, for example the
potential isolation of a learner who is the only male or female in the group, or ✔
requests to observe religious practices or holidays

4. Discussion and small group work ensures that a range of views are
represented and cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and from
✔
different backgrounds.

6. Alternative approaches are naturally considered when group activities

present communication difficulties who find social interaction difficult

7. The lesson plan gives evidence of how the teacher and learning support staff
have liaised together. Learning support staff are allocated and deployed to meet ✔
student’s needs.

8. Behavior of all students is fairly and consistently managed always taking into
✔
account the severity/level of their disability
 Statement Evident
(/)

9. Respect is shown for religious beliefs and practices, for example appropriate
break times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice,
for example modelling language and behaviour that promotes inclusivity and ✔
respect for others

2. Prejudiced or inappropriate language, views or behaviour are always

appropriately challenged to promote understanding and bring about ✔
behavioural change

3. In their behaviour, teachers, encourage harmonious relationships between

✔
different groups of learners

4. No assumptions are ever made about students, for example the assumption
that students are white, middle class, English speaking, non-disabled, living in a
✔
house owned by two biological heterosexual parents with internet access,
broadband and PC’s

5. The teacher creates an atmosphere of mutual trust where each learner feels
✔
valued regardless of background, identity or personal circumstances

6. The teacher sets high expectations for all students. ✔

7. The teacher is confident in talking about equality and diversity and tackling
✔
equality and diversity issues

Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

 REALIZATIONS THROUGH
REFLECTIONS

Analyze the data you have gathered in the Observation activities that you have done. Reflect
on the data that you have gathered and answer the questions that follow.

What are the common evidence of teachers’ conscious efforts to ensure that diversity of
learners is properly addressed?
The common evidence of the teachers’ conscious efforts to ensure that diversity of
learners is addressed within the class is acknowledging and continuously giving feedback
for their responses. As the topic about human dignity also implies during the lesson, the
teacher initiates student participation and validates responses in all forms in the platform
(Zoom) such as oral and even through nonverbal means of reaction button and chatbox.

What are the effective ways to ensure that diversity of learners will be properly
addressed?
There are various effective ways to ensure that diversity learners will be properly
addressed within our classroom but what works for me as a teacher is being sensitive and
reasonable in coming up with activities to be enforced within the class discussion. For
example, in using appropriate tech integration we must think about its accessibility and
alternatives like enabling them to still participate despite not being able to access the
site. Also, being flexible enough for deadlines to enable students to finish the tasks in
their own pace yet being prompt with the deadline given for efficiency.

Should teachers always be able to effectively address concerns on diversity of learners?

What are their common difficulties/challenges?
Yes, teachers should always be able to effectively address concerns on diversity of
learners and they must continuously do so. There are a lot of difficulties that teachers
may experience even before the pandemic but the recent issues are the students’
internet connectivity and unable to participate during classes for various reasons. I am
also aware that apart from these, students may also experience hardships unbeknownst
to us teachers such as financial or family-related difficulties that we must also consider in
asking questions or formulating activities for our lessons.

In your future practice, how do you see yourself ensuring that diversity of learners will be
properly dealt?
In my rich experience and observations during the entire Field Study course, I have
been able to come across the various type of students and with that I can say that I will
be a kind of teacher that is careful, sensible and understanding with my students and
also among my colleagues. I want to be someone they could be comfortable to engage
without compromising the content and learning within my subject. And honestly, I want
to be the kind of teacher I wish I had wayback my younger years.
 CONFIRMATION OF PASSION

Consider the following pictures and illustrations depicting diversity of learners. Accomplish
the second and third column by: 1) Describing the diversity of learners shown (column 2) and
2) Identifying the issues and concerns related to the picture (column 3). Answer the guide
questions that follow.

Description Diversity issues and concerns

Brainstorming and Group Students may perceive not

Activities within the class being “belong” in the class
group leading to decreased
https://www.gettingsmart.com/2017/02/3-vis participation.
ions-truly-inclusive-education/

Teaching street children Students’ socio-economic

basic literacies within their status and learning
spot. environment that may incur
distraction.

Bangketa Eskwela: UE student sets up Varied responses of Gender biased and

foundation to teach street kids
(rappler.com) students based on gender insensitivity to students’
within the class. differences that induces
comparison.

Student may soon

The remarkably different answers men
and women give when asked who’s Students whose experience
the smartest in the class - The
Washington Post non-disabled and diabled physical/disability
are combined to learn in a discrimination if the situation
same class. was not properly explained
to the students.

Non-disabled and disabled students

(in this case a boy in a wheel Stock
Photo - Alamy
Students come together Some people may not be in
regardless of their religion favor of this practice in their
and beliefs. religion.

https://www.pinterest.ph/pin/118712140
150007629/?autologin=true&lp=true
GUIDE QUESTION::
What are the common factors that you have identified that differentiate a learner from
another?
All factors contributing to diversity is important but the common factor I have
identified that differentiated a learner from another is their uniqueness and differences
in ability and language. This is what I find most important as this is what we must firstly
consider in crafting our class activities followed by the remaining ones, religion, political
orientation, sexual orientation, gender identity, age, race, ethnicity, socio-economic
status, and family structure.

GUIDE QUESTION::
What issues have you identified based on the given pictures?
The given pictures enunciated a lot of diversity issues such as learner’s differences &
comfortability, socio-economic aspects of the students, gender identity, physical
differences of students and religion. These are just some of the factors we must consider
in order to create an inclusive classroom environment for our students in accordance to
the K-12 Classroom Structure implemented.

GUIDE QUESTION::
As a future teacher, how would you address these issues?
As a teacher, I would address these issues by taking appropriate measures in
conducting and facilitating classroom activities which should be evident right from the
planning stage. As we craft our lessons, we must continuously be sensitive to the
different diversity factors factors that we should consider. If there is something that I am
not sure about, I would not hesitate to ask questions from my colleagues and
experienced mentors who will gladly share their insights about it. As a beginning teacher,
I should be careful not to violate any of these aspects in order to maintain an inclusive
classroom.
 HABITUATE TO PERPETUATE

IN YOUR OWN EXPERIENCE

Recall your encounter with children and site a specific challenge that you have experienced.
How did you manage the said challenge? Post an evidence of the said experience (if there
is).

EXPERIENCE
My experience take place last September 2019 when we conducted an immersion in a
public elementary where I am assigned to teach some students from the 3rd grade level. As
we studied by group, I noticed that most of the students have a hard time understanding
the topic and blending within the group. I decided to take turns in teaching them
individually. Before I leave the student for another, I give him/her an activity to finish before I
get back to them that way, it would be time efficient both for me and the student.
It took a bit more time and effort to accomplish it that way but it would ensure
students’ learning. I realized that day that if the student is not comfortable with the setup
then it would hinder their capability to learn within the day. As I remember these students
are labeled by their teachers as “slow learners & problematic” but I think that there is no such
thing as problematic if we would take time to understand our students and their varying
needs.

EVIDENCE