Good morning
GROUP 1
Jamaica Maniego
Johanna Nicole Dela
Cruz
Shamed Charm
Desiderio
Josie Diaz
LESSON 1
learner’s gender,
needs, strengths,
interests, and
experiences
learners gender, needs, strengths,
interests, and experiences
The objectives of this lesson are the following:
01
1. observe how stakeholders can promote a
gender-sensitive school/classroom;
2. discuss the steps in creating a student-
centered classroom; and
3. determine the strengths and weaknesses
of your students.
learners gender, needs, strengths, interests, and
experiences
Aniekee Ezekiel once quoted that the ability to
recognize and respect individual differences is the
beginning of a successful relationship.Student-teacher
EDUCATION THEORY
relationship is very important to promote a more
effective instruction.
However, this will be impossible without knowing the uniqueness and differences
of your students-the heart and center of teaching and learning. To promote
gender-sensitive classrooms, the DepEd issued DepEd Order 32, series of 2017.
This policy ensures a gender-responsive physical and social environment that
promotes respect for all people and has a zero tolerance for all forms of
discrimination, violence, and abuse.
learners gender, needs, strengths, interests, and
experiences
EDUCATION THEORY
It also promotes the institutionalization of gender-responsive
teaching-learning plans, guides, processes, activities,
mechanisms and measures. With this policy, we can assure that
gender stereotyping which ignores individual differences in
basic education will be prevented. Through these policies,
schools can follow a learner-centered curriculum that is
anchored in the learners' needs and interests.
learners gender, needs, strengths, interests,
and experiences
Barnes (2013) outlines five steps to create a progressive,
student-centered classroom:
1. create ongoing projects;
2. integrate technology;
3. replace homework with engaging in-class activities;
4. eliminate rules and consequences; and
5. involve students in evaluation
learners gender, needs, strengths, interests,
and experiences
HOWARD GARDNER
(1983)
LESSON 2
learners’ Linguistic,
Cultural, Socio-
economic, and
Religious Backgrounds
learners’ Linguistic, Cultural, Socio-economic, and
Religious Backgrounds
The objectives of this lesson are the following:
02
1. determine the learners' linguistic, cultural,
and religious backgrounds;
2. assess how teachers can address
individual differences; and
3. observe how teachers give importance in
differentiated instruction.
learners’ Linguistic, Cultural, Socio-economic, and
Religious Backgrounds
It can be a great challenge for teachers to
consistently make an effort in understanding the
learners’ differences. However, embracing their
diversity can create unity in making meaningful,
authentic and interdependent learning
experiences together.
learners’ Linguistic, Cultural, Socio-economic, and
Religious Backgrounds
LINGUISTIC CULTURAL
BACKGROUND BACKGROUND
This refers to the learners’
This refers to the language
existing values and prior
and communication system
experiences influenced by the
understood, used and valued
traditions, customs and beliefs
by the learners at home and
of the society where they
prior to formal schooling.
belong
learners’ Linguistic, Cultural, Socio-economic, and
Religious Backgrounds
SOCIO-ECONOMIC RELIGIOUS
BACKGROUND BACKGROUND
This concerns the learners’ combined
social and economic status characterized This refers to the learner’s
by parental education, occupation, orientation, beliefs, feelings
income and expenditures; family and practices that defines
structure, size, wealth, history and
his/her religion.
expectations; and home educational
resources and access to community
resources.
learners gender, needs, strengths, interests, and
experiences
Brown-Martin (2017) mentions in his article
entitled Education and the Fourth
Industrial Revolution that we are on the
EDUCATION THEORY precipice of what the World Economic
Forum calls the Fourth Industrial
Revolution.
Evidence of dramatic change is all around us and it is
happening at an exponential rate. Almost everything has been
replaced by robots through artificial intelligence. However,
teachers with a heart will never be replaced by a machine.
learners gender, needs, strengths, interests, and
experiences
John C. Maxwell, an American author, speaker, and
pastor, quoted that students do not care how much
you know until they know how much you care.
EDUCATION THEORY Teachers who show care to their students will earn
respect and trust from their students, which will
later lead to successful teaching and learning.
Knowing your learners' linguistic, cultural, socio-economic, and religious
backgrounds and adjusting the instruction based on their differences will direct you
to differentiated instruction. Differentiated means tailoring instruction to meet
individual needs. Whether teachers differentiate content, process, products, or the
learning environment, the use of ongoing assessment and flexible grouping make
this a successful approach to instruction (Tomlinson 2000).
LESSON 3
learners with
disabilities,
giftedness, AND
TALENTS
learners gender, needs, strengths,
interests, and experiences
03
The objectives of this lesson are the following:
1. determine how the internal stakeholders
deals with exceptional learners;
2. observe how teachers use various
strategies in teaching talented students;
learners with disabilities,
giftedness, AND TALENTS
A teacher deals with different students with
different personalities on a daily basis. This is
probably one of the greatest challenges in teaching.
This lesson will guide you in understanding the
characteristics and categories of exceptional
learners and how a teacher should handle them.
learners with disabilities, giftedness,
AND TALENTS
TALENTED
GIFTED LEARNERS
LEARNERS
Those learners who Those learners who have
exceptional skills and ability
have extraordinary
in a specific area such as art,
intellectual ability and music, science and
creativity language.
learners with disabilities,
giftedness, AND TALENTS
No learner should be left behind. This is a common
tagline in promoting inclusive education, which is
being implemented nationwide.
In every instruction, there are students who can easily
cope with the lessons and there are students who have
difficulty in understanding a simple lesson. The latter are
considered exceptional learners.
learners with disabilities,
giftedness, AND TALENTS
Integrating exceptional learners into the
regular classroom adds further challenge to the
job of teaching diverse students.
learners with disabilities,
giftedness, AND TALENTS
Sadker et al. (2008) categorize exceptional
learners into the following:
1. students with mental retardation;
2. students with learning disabilities;
students with emotional disturbance or behavior
3. disorders;
learners with disabilities,
giftedness, AND TALENTS
Sadker et al. (2008) categorize exceptional
learners into the following:
4. students with hearing and language impairments;
5. students with visual impairments;
students with attention deficit hyperactivity
6. disorder;
learners with disabilities,
giftedness, AND TALENTS
Sadker et al. (2008) categorize exceptional
learners into the following:
7. students with other health and physical impairments;
8. students with severe and multiple disabilities; and
9. gifted and talented students.
learners with disabilities,
giftedness, AND TALENTS
Teachers use the term "students with disabilities" to
highlight the person, not the disability. In the past, the
term "handicapped students" was used. On the other
hand, "gifted and talented" refers to students with the
ability to learn fast and with ease. They may also possess
exemplary ability in arts and music, sports, leadership,
and the like.
ANY
QUESTIONS?
