Unit 2: Student Diversity

Module 4 : Student Diversity: Individual Differences, Learning/Thinking Styles,

Multiple Intelligences and Learners with Exceptionalities

Student diversity deals with understanding that each individual is unique. Having
a diverse group of students specifically in the classroom simply means recognizing
that all of them are unique in their own way and also making them to understand that
people around them are unique in their own way as well.
This module explains the different factors that make individuals unique from each
other or commonly known as individual differences. It also includes some concepts
about how student diversity enriches the learning environment. As future educator,
you will be able to know how you can apply different teaching strategies that facilitate
learning in a diverse set of learners for the delivery of effective instruction.

Learning Outcomes
It is expected that after learning the contents of this module, you can
demonstrate the following competencies:
1. Discuss with in - depth understanding the principles and strategies of diverse
teaching and learning;
2. Apply teaching strategies/techniques on learning /thinking styles and multiple
intelligences for various diverse teaching and learning situations;
3. Design learning activities attune to learning/thinking styles and multiple
intelligences of learners without/with exceptionalities; and
4. Contextualize student diversity in real life situations.
Learning Contents
In this module, you will learn the following topics and sub – topics:
1. Student Diversity
1.1 Individual Differences
1.1.1 Factors
1.1.2 Benefits of Diversity in the Classroom
1.1.3 Classroom Strategies for Student Diversity
1.2 Learning /Thinking Styles and Multiple Intelligences
1.2.1 Learning /Thinking Styles
1.2.2 Multiple Intelligences
1.3 Learners with Exceptionalities
1.3.1 Categories of Exceptionalities
1.3.2 Physical Disabilities and Health Impairments
1.3.3 People – First Language
Teaching and Learning Activities
1. Teaching Activities
What is diversity?

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 Diversity is what makes people different from each other. This includes
various factors: race, ethnicity, gender, sexual orientation, socio-economic status, ability,
age, religious belief, political conviction and anything that makes a difference in all
individuals. All these factors concertedly work together to inform how students (and
teachers, and everyone else) encounter the real scenario of the world.
Diverse student learners include students from racially, ethnically, culturally,
and linguistically diverse families and communities of lower socioeconomic status.
Why is diversity in the classroom important?
There are three major reasons on the importance of promoting diversity in the
classroom:
1.It builds better thinkers.
2. It improves academic outcomes.
3. It involves more students.

What are the ways of encouraging a culture of diversity in the classroom?

1. Evaluate your teaching materials.
2. Know your students.
3. Be willing to address inequality.
4.Connect with parents and community.
5. Meet diverse learning needs.

Factors that Makes Student Diversity

As mentioned above, there are many factors that make a classroom
diverse because of the differences, in one way or another, of the students that interact
with each other. This includes the following:
1. Gender
2. Race
3. Ethnic or Cultural Background (nationality, province, language)
4. Socioeconomic status- socioeconomic level or status (SES) is defined by
the income, education, and occupation of members of the household.
5.Thinking/ Learning Styles which includes multiple intelligences - some learners learn
better when they get to see something, others by hearing or manipulating
something
and many more.
6. Exceptionalities – in class, there maybe learning difficulties such as difficulty in
spoken
language comprehension or maybe having a learner who is physically disabled or
having
health impairment.

How Do Individual Differences Help Enrich Learning Environment?

In a classroom setting, a teacher may find it hard to deal with a diverse

set of learners in a learning environment. He/she might struggle to cater the learning
needs of these individuals. Challenging as it may seem, a wise and reflective teacher,

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rather than grumble, would consider this situation as a great way to promote
understanding across diversity. Below are benefits of how individual differences or
student diversity help enrich the learning environment.
1. Student’s self-awareness is enhanced by diversity. Exposing students to
others with diverse backgrounds and experiences also serves to help students focus
on their awareness of themselves. When they see how others are different, students
are given reference points or comparative perspectives which sharpen assessment of
their own attitudes, values, and behaviors.
2. Student diversity contributes to cognitive development. In cognitive
development of the learners, opportunities to gain access to the perspective of peers
and to learn from other students, rather than the instructor only, maybe especially
important for promoting Supreme Court Justice, William J. Brennan said: “the
classroom is peculiarly the market place of ideas.” The depth and breadth of student
learning are enhanced by exposure to others from diverse backgrounds. Student
diversity in the classroom brings about different points of view and varied approaches
to the learning process.
As the German philosopher, Nietzsche, said over 100 years ago: “ The more
affects we allow to speak about one thing, the more eyes, different eyes we can use
to observe one thing, the more complete will our concept of this thing, our objectivity,
be.”
3. Student diversity prepares learners for their role as responsible members of
society. Suzanne Mores stresses one competency that has strong implications for
instructional strategies that capitalize on diversity: "The capacity to imagine situations
or problems from all perspectives and to appreciate all aspects of diversity”.
Furthermore, she argues: “The classroom can provide more than just theory given by
the teacher in a lecture. With student diversity, the classroom becomes a ‘public place’
where community can be practiced.
4. Student diversity can promote harmony. When student diversity is integrated
into the classroom teaching and learning process, it can become a vehicle for
promoting harmonious race relations. Through student-centered teaching strategies,
diverse students can be encouraged to interact and collaborate with one another on
learning task that emphasize unity of effort while capitalizing on their diversity of
backgrounds.
Some Tips on Teaching Strategies and Techniques on Student Diversity
1. Encourage learners to share their personal history and experiences.
Students will be made to realize that they have something in common with the
rest. They also differ in several ways.
2. Integrate learning experiences and activities which promote students’
multicultural and cross-cultural awareness.
you can encourage or even initiate co-curricular experiences that are aimed
at promoting diversity awareness. These activities could be held to coincide with
already-scheduled national weeks or months which are designated for appreciation of

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diverse groups: Disability Awareness Week, Linggo ng Wika, Indigenous People’s
Week, etc.
Let students interview other students on campus who are from diverse
backgrounds (foreign students or students from other ethnic/racial groups). These
students of different racial and ethnic origin serve as source of first-hand information
on topics related to their culture. This can also provide opportunity for interaction
among students who may otherwise never come in contact with each other.
Invite students to Internet discussion groups or e-mail; have students “visit”
foreign countries and “talk” to natives of those countries.
Ask students if they have ever been the personal target of prejudice or
discrimination, and have them share these experiences with other members of the
class.
3. Aside from highlighting diversity, identify patterns of unity that transcend group
differences.
Clyde Kluckholn, an early American anthropologist who spent a lifetime
studying human diversity across different cultures, concluded from his extensive
research that , “Every human is, at the same time, like all other humans, like some
humans, and like no other human” (cited in Wong, 1991). His observation suggests a
paradox in the human experience, namely: We are all the same in different ways. It
may be important to point out to students the biological reality that we, human beings,
share approximately 95% of our genes in common, and that less than 5% of our genes
account for the physical differences that exist among us. When focusing on human
differences, these commonalities should not be overlooked; otherwise, our repeated
attempts to promote student diversity may inadvertently promote student divisiveness.
One way to minimize this risk , and promote unity along with diversity, is to stress the
universality” of the learning experience by raising students’ consciousness of common
themes that bind all groups of people- in addition to highlighting the variations on those
themes.
Periodically place students in homogeneous groups on the basis of shared
demographic characteristics (e.g., same-gender groups or same-race/ethnicity
groups), and have them share their personal views or experiences with respect to
course issues. Then form a panel comprised of representatives from each group who
will report their group’s ideas. You can serve as moderator and identify the key
differences and recurrent themes that emerge across different groups who are not on
the panel can be assigned this task.
To form group of students who are different with respect to one demographic
characteristic but similar with respect to another (e.g., similar gender but different with
respect race/ethnicity, or similar in age but different gender). This practice can serve
to increase student awareness that humans who are members of the same group- and
share similar experiences, needs or concerns.
After students have completed self-assessment instruments (e.g., learning
style inventories or personality profiles), have them line up or move to a corner of the
room according to their individual scores or overall profile. This practice can visibly

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demonstrate to students how members of different student populations can be quite
similar with respect to their learning styles or personality profiles, i.e., students can
see how individual similarities can often overshadow group differences.
4. Communicate high expectations to students from all subgroups.
Make a conscious attempt to call on, or draw in students from diverse groups
by using effective questioning techniques that reliably elicit student involvement. In
addition to consciously calling on them on class, other strategies for “drawing in” and
involving students include: (a) assigning them the role of reporter in small-group
discussions, i.e., the one who reports back the group’s ideas to the class, and (b)
having them engaged in paired discussions with another classmate with the stipulation
that each partner must take turns assuming the role of both listener and speaker, and
(c) scheduling instructor-student conferences with them outside the classroom.
Learn the names of your students, especially the foreign names that you may
have difficulty pronouncing. This will enable you to establish early personal rapport
with them which can later serve as a social /emotional foundation or springboard for
encouraging them to participate.
5. Use varied instructional methods to accommodate student diversity in
learning styles.
Diversify the sensory/perceptual modalities through which you deliver and
present information (e.g., orally, in print, diagrammatic and pictorial representations,
or “hands on” experiences).
Diversify the instructional formats or procedures you use in class:
Use formats that are student-centered (e.g., class discussions, small group
work) and teacher-centered (e.g., lectures demonstrations).
Use formats that are unstructured (e.g., trial and error discovery learning)
,and structured (e.g., step-by-step instructions).
Use procedures that involve both independent learning (e.g., independently
completed projects, individual presentations) and interdependent learning (e.g.,
collaborative learning in pairs or small groups).
6.Vary the examples you use to illustrate concepts in order to provide multiple
contexts that are relevant to students from diverse backgrounds.
Specific strategies for providing multiple examples and varied contexts that are
relevant to their varied backgrounds include the following:
Have students complete personal information cards during the first week
of class and use this information to select examples or illustration that are relevant to
their personal interests and life experiences.
Use ideas, comments and questions that student raise in class, or which they
choose to write about to help you think of examples and illustrations to use.
Ask students to provide their own examples of concepts based on
experiences drawn from their personal lives.

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 Have students apply concepts by placing them in a situation or context that
is relevant to their lives (e.g., “How would you show respect to all persons in your
home?”).
1. Adapt to the students’ diverse backgrounds and learning styles by allowing
them personal choice and decision-making opportunities concerning what they will
learn and how they will learn it.
Giving the learner more decision-making opportunity with respect to learning
tasks: (a) promotes positive student attitudes toward the subject matter, (b) foster
more positive interactions among students, and (c) results in students working more
consistently with lesser teacher intervention. Also, when individuals are allowed to
exert some control over a task, they tend to experience less anxiety or stress while
performing the task.
2. Diversify your methods of assessing and evaluating student learning.
You can accommodate student diversity not only by varying what you do with
your teaching, but also varying what you ask students to do to demonstrate learning.
In addition to the traditional paper-and-pencil tests and written assignments, students
can demonstrate their learning in a variety of performance formats, such as: (a)
individually-delivered oral reports, (b) panel presentations, (c) group projects, (d)
visual presentations (e.g., concept maps, slide presentations, Power Point
presentations collages, exhibits), or (e) dramatic vignettes-presented live or on
videotape. One potential benefit of allowing students to choose how they demonstrate
their learning is that the variety of options exercised may be a powerful way to promote
student awareness of the diversity of human learning styles.
3. Purposefully, form small-discussion groups of students from diverse
backgrounds. You can form groups of students with different learning styles,
different cultural background, etc.
Small peer-learning groups may be effective for promoting student progress to
a more advanced stage of cognitive development. Peer-learning groups may promote
this cognitive advancement because: (a) the instructor is removed from center stage,
thereby reducing the likelihood that the teacher is perceived as the ultimate or absolute
authority; and (b) students are exposed to the perspectives of other students, thus
increasing their appreciation of multiple viewpoints and different approaches to
learning.
Other Tips on Student Diversity
1. Learn about your own culture
Become aware of how the influence of your own culture, language, social
interests,
Goals, cognitions, and values could prevent you from learning how you could
best teach your students of culturally and linguistically diverse backgrounds.
2. Learn about your students’ culture
Understand how your students’ cultures affect their perceptions, self-esteem,
values, classroom behavior, and learning. Use that understanding to help your
students feel welcomed, affirmed, respected, and valued.

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 3. Understand your students’ linguistic traits
Learn how students’ patterns of communication and various dialects affect their
classroom learning and how second-language learning affects their acquisition of
literacy.
4. Use this knowledge to inform your teaching
Let your knowledge of your students’ diverse cultures inform your teaching.
This, along with a sincerely caring attitude, increases student participation and
engagement.
5. Use multicultural books and materials to foster cross-cultural understanding
Open to a variety of instructional strategies as students’ cultures may make
certain strategies (such as competitive games or getting students to volunteer
information) uncomfortable for them.
6. Know about your students’ home and school relationships
Collaborate with parents and caregivers on children’s literacy development and
don’t rely on preconceived notions of the importance of literacy within your students’
families. Acquiring this rich store of knowledge may seem overwhelming, but whatever
investment you can make will be well worth the time and effort. Make it a career-long
goal to build your knowledge bases a little piece at a time. Listen to what others around
you are saying, and look for feedback and ways to continuously improve. Change doesn’t
happen overnight, but the most important step is getting started.
A study from the University of California, Los Angeles looked at diverse
classrooms to assess the emotional gains of students, and found encouraging results.
According to the study, students in the most diverse classrooms were more likely to feel
safer, less lonely and less bullied at school.
You may visit the following links to watch the videos discussing individual
differences.
https://www.youtube.com/watch?v=cggONQZT9kM
https://www.youtube.com/watch?v=Cg8HrChyq0A
Enrich also your readings on student diversiy or individual differences through
visiting the following links:
https://www.imaginelearning.com/blog/2010/06/esl_struggling-readers-2
https://oecdedutoday.com/teachers-diverse-classrooms-students-migration/
https://www.prodigygame.com/main-en/blog/diversity-in-the-classroom

Learning/Thinking Styles

According to Kolb and Kolb (2005), learning style describes individual

differences in approaches to or ways of learning. A person’s learning style is a
biologically and developmentally imposed set of personal characteristics that make
the same teaching method effective for some and ineffective for others.

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 Some students may like to make diagrams to help remember a reading
assignment, whereas another student may prefer to write a sketchy outline instead.
Yet in many cases, the students could in principle reverse the strategies and still learn
the material: if coaxed (or perhaps required), the diagram-maker could take notes for
a change and the note-taker could draw diagrams. Both would still learn, though
neither might feel as comfortable as when using the strategies that they prefer. This
reality suggests that a balanced, middle-of-the-road approach may be a teacher’s best
response to students’ learning styles. Example, a student may prefer to hear new
material rather than see it; he may prefer for you to explain something orally, for
example, rather than to see it demonstrated in a video. But he may nonetheless
tolerate or sometimes even prefer to see it demonstrated. In the long run, in fact, he
may learn it best by encountering the material in both ways, regardless of his habitual
preferences.

Learning Styles

1. Visual - best acquire new information by sight

2. Auditory - needs to hear content explanations. He/She appreciates and learns
faster through songs and stories. He/She also finds it easier to learn through
sounds.
3. Kinesthetic - they prefer activities that involve their whole bodies. Learners like
him prefer dramatizations, pantomimes, and fieldtrips. They may often be
restless in class. Role-playing and interactive games are good strategies to help
them learn.
4. Tactile - learns best by manipulating materials. He/She requires
experimentation and hands-on activities to learn well. He/She needs to touch,
feel, and experience.

Categories of Learning Styles

1. Imaginative learners: They perceive information concretely and process it

reflectively. They learn well by listening to and sharing with others while
integrating others’ ideas with their own experiences. They often have a
difficulty with traditional teaching approaches.
2. Analytic learners: They perceive information abstractly and process it
reflectively. They prefer sequential thinking, require details, and value what
experts have to offer. They do well in traditional classrooms.
3. Common sense learners: They process information abstractly and actively.
They enjoy practical and hands-on learning. They often find school frustrating
because they do not see an immediate use for learning.
4. Dynamic learners: They provide information concretely and process it
actively. They prefer hands-on learning and get excited with new concepts
and ideas. They like taking risks. Activities that are tedious and sequential
frustrate them.

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Individual Preferences

 Sound levels
 Lighting
 Temperature levels
 Seating arrangements
 Mobility
 Group sizes
 Types of learning activities
 Eating or drinking while concentrating
 Time preferences

There are two major ways to use knowledge of students’ cognitive styles
(Pritchard, 2005). The first and the more obvious is to build on students’ existing style
strengths and preferences. A student who is field independent and reflective, for
example, can be encouraged to explore tasks and activities that are relatively analytic
and that require relatively independent work. One who is field dependent and
impulsive, on the other hand, can be encouraged and supported to try tasks and
activities that are more social or spontaneous. But a second, less obvious way to use
knowledge of cognitive styles is to encourage more balance in cognitive styles for
students who need it. A student who lacks field independence, for example, many
need explicit help in organizing and analyzing key academic tasks (like organizing a
lab report in a science class). One who is already highly reflective may need
encouragement to try ideas spontaneously, as in a creative writing lesson.

What more about Learning/Thinking Styles?

Learning/Thinking Styles refer to the preferred way an individual processes
information. They describe a person’s typical mode of thinking, remembering or
problem solving. Furthermore, styles are usually considered to be bipolar dimensions.
For instance, your particular learning/thinking style would lie at a point in a continuum.
Having a particular learning/thinking style simply denotes a tendency to behave in a
certain manner. Your style is usually described as a personality dimension which
influences your attitudes, values and social interaction.

There are several perspectives about learning-thinking styles. We shall focus

on sensory preferences and the global-analytic continuum.

Sensory Preferences. Individuals tend to gravitate toward one or two types of

sensory input and maintain a dominance in one of the following types:

Visual Learners. These learners must see their teacher’s actions and facila
expressions to fully understand the content of a lesson. They tend to prefer

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 sitting in front so no one would block their view. They may think in pictures
and learn best from visual aids including: diagrams, illustrated text books,
overhead transparencies, videos, flipcharts, and hand-outs. During a
lecture or classroom discussion, visual learners often prefer to take
detailed notes to absorb the information.

Ri Charde further breaks down visual learners into:

Visual-iconic. Those who prefer this form of input are more

interested in visual imagery such as film, graphic, displays, or pictures in
order to solidify learning. They usually have good “picture memory”, a.k.a.
iconic imagery and attend to pictorial detail. They would like to read a map
better than to read a book.

Visual-symbolic. Those who prefer this form of input feel

comfortable with abstract symbolism such as mathematical formulae or the
written word. They would prefer to read a book than a map and would like
to read about things than hear about them. They tend to be good abtracts
thinkers who do not require practical means for learning.

Auditory Learners. They learn best through verbal lectures, discussion, talking
things through and listening to what others have to say. Auditory learners
interpret the underlying menings of speech through listening to tone of
voice, pitch and other nuances. Written information may have little meaning
until it is heard. These learners often benefit from reading text aloud and
using a tape recorder. They can attend aurally to details, tranlate the
spoken word easily into the written word, and are not easily distracted in
their listening abilitty.
Auditory learners also fall into two categories:
The “Listeners”. This is the more common type. ‘Listeners’ most likely
do well in school. Out of school too, they remember things said to them and
make thye information their own. They may even carry on mental
conversations and figure out how to extend what they learned y reviewing
in their heads what they heard ohers say.

The “Talkers”. They are the ones who prefer to talk and discuss. They
often find themselves talking to those around them. In a class setting when
the instructor is not asking questions, auditory-verbal processors (talkers)
tend to whisper comments to themselves. They are not trying to be
disruptive and may not even realize that they need to talk.

Tactile/Kinestheitic Learners. Tactile/Kinestheitic persons benefit much from a

hands-on approach, actively exploring the physical world around them.
They may find it hard to sit still for long periods. They may not be benefit

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 so much from the discussion or the written materials, and may become
distracted by their need for activity and exploration. Those preferring this
form of input move toward active sensorimotor learning. They tend to prefer
“learning by doing,” preferring the use of psychomotor skills to, say,
abstract thinking skills. They tend to have good motor memory and motor
coordination.

Global – Analytic Continuum

Analytic. Analytic thinkers tend toward the linear, step-by-step
processess pf learning. They tend to finite elements of patterns rather than
the whole; they are the “tree seers”. They are more comfortable in a world
of details and hierarchies of information.

Global. Global thinkers lean towards non-linear thought and tend to see
the whole pattern rather than particle elements. They are the “forest seers”
who give attention only to the overall structure and sometimes ignore
details.

Several theorists have tied the global-analytic continuum to the left-

brain/right-brain continuum. In accord with Roger Sperry’s model, the left-
brained dominant individual is potrayed as the linear (analytic), verbal,
mathematical thinker while the right-brained person is one who is viewed as
global, non-linear and holistic in thought preferences.

Both sides of the brain can reason but through different strategies. In an
individual, one side may be more dominant than the other. The left brain is
regarded as analytic in approach while the right is described as holistic or global.
A successive processor (left brain) prefers to learn in a step-by-step sequential
format, beginning with details leading to a conceptual understanding of a skill. A
simultaneous processor (right brain) prefers to learn beginning with the general
concept and then going on to specifies. See the comparison below:

Left and Right Brain (Comparison Chart)

LEFT BRAIN (Analytic) RIGHT BRAIN (Global)

Successive Hemispheric Style Simultaneous Hemispheric Style

1. Verbal 1. Visual

2. Responds to word meaning 2. Responds to tone of voice

3. Sequential 3. Random

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 4. Processes information linearly 4. Processes information in varied
order

5. Responds to logic 5. Responds to emotion

6.Plans ahead 6. Impulsive

7. Recalls people’s name 7. Recalls people’s faces

8. Speaks with few gestures 8. Gestures when speaking

9. Punctual 9. Less punctual

10.Prefers formal study design 10.Prefers sound/music background

while studying

11. Prefers bright lights while 11. Prefers frequent mobility while
studying studying

Teaching Strategies on Different Learning Styles

 Be inquisitive and ask them what they think about the concept/idea/topic.
 Ask them to bounce ideas off of each other and compare their ideas with others.
 Allow them to discuss and share stories.
 Include group work that accepts each other’s’ different ideas.
 Engage in a role-play that depicts different way of learning/thinking styles and
multiple intelligences.

For you to acquire in- depth understanding on the learning styles, pls visit the
following links and watch the videos:
https://www.youtube.com/watch?v=FVg9n0l0Gf0
https://www.youtube.com/watch?v=C9hTWRwfZOc
https://www.youtube.com/watch?v=855Now8h5Rs

Multiple Intelligences

The Theory of Multiple Intelligences (MI) wa first described by Howard

Gardner in Frames of Mind (1983). He defines intelligence as a ability or set of
abilites that allows a person to solve aproblem or fashoned a product that s valued in
one or more cultures. According to him, , different intelligences maybe independent
abilities – a person can be low in one domain but high in another.
The theory of multiple intelligences also has strong implications for adult
learning and development. Many adults find themselves in jobs that do not make
optimal use of their most highly developed intelligences (for example, the highly bodily-
kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she

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would be much happier in a job where they could move around, such as a recreational
leader, a forest ranger, or physical therapist).

The theory of multiple intelligences gives adults a whole new way to look at
their lives, examining potentials that they left behind in their childhood (such as a love
for art or drama) but now have the opportunity to develop through courses, hobbies,
or other programs of self-development. It suggests that teachers be trained to present
their lessons in a wide variety of ways using music, cooperative learning, art activities,
role play, multimedia, field trips, inner reflection, and much more.

Gardner’s most current research emphasized that there are nine (9) distinct forms
of intelligences that have grabbed the attention of many educators around the country,
and hundreds of schools are currently using its philosophy to redesign the way it
educates children. In order to facilitate learning effectively, teachers should use
strategies that match the following intelligences:

1. Visual/Spatial Intelligence (Picture Smart) - learning visually and organizing

ideas spatially. Seeing concepts in action in order to understand them. The ability to
“see” things in one’s mind in planning to create a product or solve a problem.
2. Verbal/Linguistic (Word Smart) - learning through the spoken and written word.
This intelligence is always valued in the traditional classroom and in traditional
assessments of intelligence and achievement.
3. Mathematical/Logical (Number Smart/Logic Smart) - learning through reasoning
and problem solving. Also highly valued in the traditional classroom where students
are asked to adapt to logically sequenced delivery of instruction.
4. Bodily/Kinesthetic (Body Smart) - learning through interaction with one’s
environment. This intelligence is the domain of ‘overly active learners. It promotes
understanding through concrete experience.
5. Musical (Music Smart) - learning through patterns, rhythms and music. This
includes not only auditory learning but also the identification of patterns through all the
senses.
6. Intrapersonal (Self Smart) - learning through feelings, values and attitudes. This
is a decidedly affective component of learning through which students place value on
what they learn and take ownership for their learning.
7. Interpersonal (People Smart) - learning through interaction with others. Not the
domain of children who are simply “talkative” or “overly social.” This intelligence
promotes collaboration and working cooperatively with others.
8. Naturalist (Nature Smart) - learning though classification, categories and
hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is
not simply the study of nature; it can be used in all areas of study.
9. Existential (Spirit Smart) - learning by seeing the “big picture”: “Why are we here?”
“What is my role on the world?” “What is my place in my family, school and
community?” This intelligence seeks connections to real world understanding and
application of new learning.

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 It is important for teachers to use their knowledge about thinking/learning style
and multiple intelligences in planning activities to help their students learn effectively.

Teaching Strategies guided by Thinking/Learning Styles and Multiple

Intelligences
(Cornnet C.E. 1983) :
1. Use questions of all types. This is to stimulate various levels of thinking from
recalling factual information to drawinh implicatons and making value
judgments.
2. Provide a general overview of material to be learned. Students past
experiences will be associated with new ideas.
3. Allow sufficient time for informationto be processed and then integrate using
both the right – and – left brain hemispheres.
4. Set clear purposes before any listening, viewing or reading experience.
5. Warm up before the lesson development by using brainstorming, etc.
6. Use multisensory means for both processing and retrieving informaton
(Write directions on the board and give them orally).
7. Use descriptive feedback rather than simply praising.

What makes a difference between thinking/learning styles and multple

intelligences?

Although related to learning styles, multiple intelligences focus more on

intellectual abilities. On the other hand, learning styles emphasize preferences or
how a person likes to approach their learning. Learning styles display the
different ways people think and feel as they solve problems, create products, and
interact while the theory of multiple intelligences is an effort to understand how
cultures and disciplines shape and develop human potential.
You may visit the following links to watch the videos explaining and illustrating
the theory of multiple intelligencse:
https://www.youtube.com/watch?v=_ocUjtB6-
4Qhttps://www.youtube.com/watch?v=lEYWK3DJ3No
https://www.youtube.com/watch?v=32TPd6gKp2A
You may also visit the following links to read and understand further the
information/concepts on the thinking/learning styles and multiple intelligences:

https://www.classcraft.com/blog/features/learning-styles-vs-multiple-
intelligences/#:~:text=Although%20related%20to%20learning%20styles,likes%20to
%20approach%20their%20learning.
http://www.ascd.org/publications/educational-
leadership/sept97/vol55/num01/Integrating-Learning-Styles-and-Multiple-
Intelligences.aspx

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Learners with Exceptionalities

One significant factor that highlights individual differences and diversity in

learning is the presence of exceptionalities. We commonly refer to learners with
exceptionalities as persons who are different in some way from the “normal” or
“average”. Most of these learners that have disabilities require a lot of understanding,
more patience and respect as well as special education and related services if they
are to reach their full potential of development.

The term learners with exceptionalities refers to the individuals whose physical,
behavioral, or cognitive performance is so different from the normal and additional
services are required to meet for individual’s needs. They are differ from their peers
through their differences in requirements to learning and the classroom environment
in regard to factors such as support systems, teaching methods, and social interaction
with other learners and teachers. Each group needs a special level and type of support
for their individual learning needs. It is therefore necessary to a teacher to have both
the right information and the rigth attitudein dealing with special learners. To begi with,
let us differentiate the words disability and handicap.

Disability. It is a measurable impairment or limitation that interferes with

a person’s ability, for example, to walk, lift, hear, or learn. World health organization
defines a disabled individual to have any lack of ability in carrying out an activity in the
means viewed as normal by the community. A disability is a reduced capacity to
specifically perform a movement detects certain sensory information, or executes a
cognitive function. The word disability has become the more accepted term having
replaced the word handicap in federal laws in the us, one of which is the Individuals
with Disabilities Educaton Act (IDEA) which provides comprehensive service and
support for exceptional learners. Article XIV, Sec. 2 of our very own 1987 Constitution
used the word “disabled”in paragraph (50 which states that”Provide adult citizens, the
disabled and out – of –school youth with training..

Handicap. The word handicap does not have the same meaning as disability.
The World Health Organization defines handicapped person to have a loss or limited
opportunities in being involved in activities as compared to the majority of the
population. A handicap is the effect of disability. It focuses on an obstacle experienced
by a person due to a restriction in the environment.

Disability and handicap are closely related terms which are often used
concerning people with special needs. They are usually interchangeable used, in
situations, social stigma, low self-esteem, and support system issues may be
experienced by the individuals. Therefore, the extent to which a disability handicaps
an individual can vary greatly. Two persons may have same disability but not the
same degree of being handicapped. For example, they both hearing impairment,

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one knows sign language and can read lips while the other cannot. The first individual
would not have as much handicap as the second one.

Categories of Exceptionalities

There are different ways of presenting categories of exceptionalities. Special

education practitioners would have varying terms and categories.

Specific Cognitive or Academic Difficulties

 Learning Disabilities refers to a disorder in one or more of the basic

psychological processes in the understanding or using language, written or
spoken, which may manifest itself in difficulty performing basic task like
arithmetic
(dyscalculia), reading (dyslexia), writing (dysgraphia) , spelling or attention.

 Attention-Deficit hyperactivity disorder (ADHD) is manifested in either or

both of these: (1) difficulty in focusing and maintaining attention and (2)
recurrent hyperactive and impulsive behavior. A with ADHD has differences in
brain development and brain activity that affect attention, the ability to sit still,
and self-control.

 Speech and communication disorder people with speech problems can

understand language code ( rules governing word construction, meaning,
grouping, and pragmatics) but there is difficulty in spoken language including
voice disorders, inability to produce the sounds correctly, stuttering, difficulty in
spoken language comprehension that significantly hamper classroom
performance.

Social/emotional and Behavioral Difficulties

 Autism refers to a developmental disability affecting verbal and non-verbal

communication and social interaction, manifested by different levels of impaired
social interaction and communication, repetitive behaviors and limited interest.
Individuals with autism usually have an intense need for routine and a
predictable environment.

 Mental Retardation refers to substantial limitations in present functioning

characterized by significant sub-average intelligence and deficits in adaptive
behavior. There is difficulty in managing activities of daily living and in
conducting themselves appropriately in social situations.

 Emotional/Conduct disorders this involves the presence of emotional states

like depression and aggression over a considerable amount of time that they
notably disturb learning and performance in school.

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 Physical Disabilities and Health Impairments

 Physical and health impairments this involves physical or medical conditions

(usually long-term) including one or more of these: (1) limited energy and
strength, (2) reduced mental alertness, and /or (3) little muscle control.

 Severe and Multiple Disabilities this refers to the presence of two or more
different types of disabilities, at times at a profound level. The combination of
disabilities makes it necessary to make specific adaptations and have more
specialized educational programs.

 Visual Impairments these are conditions when there is malfunction of the eyes
or optic nerves that prevent the normal vision even with corrective lenses.
Visual disabilities can be divided into low vision and blindness. Individuals with
low vision can function but with assistance of optical or non-optical devices and
environmental modifications and/or techniques. Blindness refers to being
without functional use of vision and reliance on other sensory systems
education.

 Hearing Impairments. These involve malfunction of the ear or auditory nerves

that hinder perception of sounds within the frequency range of normal speech.
Hearing disability can be sub-divided into hard of hearing or profoundly hard of
hearing or deaf.

Giftedness

 Giftedness. This involves a significantly high level of cognitive development.

There is unusually high ability or aptitude in one or more of these aspects:
intellectual ability, aptitude in academics subjects, creativity, visual or
performing arts or leadership. For that reason, these children require activities
or services not provided ordinarily by schools. Gifted and talented children
tend to be highly motivated, learn to read early and perform well academically.

Recognizing a Student with Learning Disability

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 students with
learning
disabilities...
have average or have processing
difiulties
above average
ability (thinking
and reasoning

demonstrate a
significant
demonstrate difference
below average between
academic achievement
achievement and ability

What is People-First Language?

It is a type of linguistic prescription in English. It simply means putting

the perso first, not the disability. It aims to avoid perceived and subconscious
dehumanization when discussing people with disabilities and is sometimes referred to
as a type of disability etiquette (e.g., a person with disabilities, not a disabled person).
Thus, people first language tells us what conditions people have, not what they are.
Other suggestions for referring to those with disabilities include:

 Avoiding generic labels (people with mental retardation is preferable to

mentally retarded);

 Emphasizing abilities, not limitations (for instance, uses a wheelchair is

preferable to confined to a wheelchair);

 Avoiding euphemism which are regarded as condescending and avoid the

real issues that result from a disability; and

 Avoiding implying illness or suffering had polio is preferable to is a polio

victim, and has multiple sclerosis is preferable to suffers from multiple sclerosis)

Using people-first language and applying the guidelines above will remind you
to have be more respectful and accepting attitude toward learners with
exceptionalities.

Learners with exceptionalities need more attentions and understanding

from others. The presence of impairments requires them to exert more effort to do
things that others like us find quite easy to do. We need to exert more effort to show
and to make them feel that they like normal like others them that they not. And as
future teachers we should have a right attitude and compassion neither to pity nor
ridicule them will make us more effective and have a heart to facilitate their learning
and adjustment.

Teaching Strategies on Learners with Exceptionalities

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 Special education classes provide a unique service to physically or
mentally challenged students. The ideal special education classroom provides quality
instruction to students with disabilities. Some strategies that teachers can use to
benefit all of their students:

 Form small groups

 Create classroom centers

 Maintain an organized classroom and limit distractions

 Blend the basics with more specialized instruction

 Rotate lessons

 Provide different levels of books and materials

 Use music and video inflection

 Use multi-sensory strategies

Here are few videos on the strategies for teaching learners with exceptionalities,
pls visit the links provided.
https://www.youtube.com/watch?v=GXEZlA8mn4Q

https://www.youtube.com/watch?v=eMXKscVEzEs

https://www.youtube.com/watch?v=lk8qesnsdec

1. Learning Activities

Learning Acitvity 1. Conduct an online interview to at least 5 of your

classmates to gather data or information on the following using the matrix
below:

Student’s Thinking/Learning Multiple

Personal Style Intelligenges
Information
1. Name:
Age :
Gender:
Language spoken:

Hobbies/interests:

Favorite subject/s:

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 Subject you are
best in:

Subject you find difficult:

2. Name:
Age :
Gender:
Language spoken:

Hobbies/interests:

Favorite subject/s:

Subject you are

best in:

Subject you find difficult:

3. Name:
Age :
Gender:
Language spoken:

Hobbies/interests:

Favorite subject/s:

Subject you are

best in:

Subject you find difficult:

4. Name:
Age :
Gender:
Language spoken:

Hobbies/interests:

Favorite subject/s:

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would be much happier in a job where they could move around, such as a recreational
leader, a forest ranger, or physical therapist).

The theory of multiple intelligences gives adults a whole new way to look at
their lives, examining potentials that they left behind in their childhood (such as a love
for art or drama) but now have the opportunity to develop through courses, hobbies,
or other programs of self-development. It suggests that teachers be trained to present
their lessons in a wide variety of ways using music, cooperative learning, art activities,
role play, multimedia, field trips, inner reflection, and much more.

Gardner’s most current research1 emphasized

0 that there are nine (9) distinct forms
of intelligences that have grabbed the attention of many educators around the country,
and hundreds of schools are currently using its philosophy to redesign the way it
educates children. In order to facilitate learning effectively, teachers should use
strategies that match the following intelligences:

1. Visual/Spatial Intelligence (Picture Smart) - learning visually and organizing

ideas spatially. Seeing concepts in action in order to understand them. The ability to
“see” things in one’s mind in planning to create a product or solve a problem.
2. Verbal/Linguistic (Word Smart) - learning through the spoken and written word.
This intelligence is always valued in the traditional classroom and in traditional
assessments of intelligence and achievement.
3. Mathematical/Logical (Number Smart/Logic Smart) - learning through reasoning
and problem solving. Also highly valued in the traditional classroom where students
are asked to adapt to logically sequenced delivery of instruction.
4. Bodily/Kinesthetic (Body Smart) - learning through interaction with one’s
environment. This intelligence is the domain of ‘overly active learners. It promotes
understanding through concrete experience.
5. Musical (Music Smart) - learning through patterns, rhythms and music. This
includes not only auditory learning but also the identification of patterns through all the
senses.
6. Intrapersonal (Self Smart) - learning through feelings, values and attitudes. This
is a decidedly affective component of learning through which students place value on
what they learn and take ownership for their learning.
7. Interpersonal (People Smart) - learning through interaction with others. Not the
domain of children who are simply “talkative” or “overly social.” This intelligence
promotes collaboration and working cooperatively with others.
8. Naturalist (Nature Smart) - learning though classification, categories and
hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is
not simply the study of nature; it can be used in all areas of study.
9. Existential (Spirit Smart) - learning by seeing the “big picture”: “Why are we here?”
“What is my role on the world?” “What is my place in my family, school and
community?” This intelligence seeks connections to real world understanding and
application of new learning.

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 It is important for teachers to use their knowledge about thinking/learning style
and multiple intelligences in planning activities to help their students learn effectively.

Teaching Strategies guided by Thinking/Learning Styles and Multiple

Intelligences
(Cornnet C.E. 1983) :
1. Use questions of all types. This is to stimulate various levels of thinking from
recalling factual information to drawinh implicatons and making value
judgments.
2. Provide a general overview of material to be learned. Students past
experiences will be associated with new ideas.
3. Allow sufficient time for informationto be processed and then integrate using
both the right – and – left brain hemispheres.
4. Set clear purposes before any listening, viewing or reading experience.
5. Warm up before the lesson development by using brainstorming, etc.
6. Use multisensory means for both processing and retrieving informaton
(Write directions on the board and give them orally).
7. Use descriptive feedback rather than simply praising.

What makes a difference between thinking/learning styles and multple

intelligences?

Although related to learning styles, multiple intelligences focus more on

intellectual abilities. On the other hand,
1 learning
0 styles emphasize preferences or
how a person likes to approach their learning. Learning styles display the
different ways people think and feel as they solve problems, create products, and