Student Diversity Review PDF

**Module 4** **Student Diversity** Factors that bring about Student Diversity **Socioeconomic status** -- The millionaires' lifestyle differs from that of the middle class or lower income group. **Thinking Learning Style** -- Some people learn better when they see things; others by just listenin...

**Module 4** **Student Diversity** Factors that bring about Student Diversity **Socioeconomic status** -- The millionaires' lifestyle differs from that of the middle class or lower income group. **Thinking Learning Style** -- Some people learn better when they see things; others by just listening; and still others by manipulating something. **Exceptionalities** - Some people have difficulty in spoken language, some cannot hear well, some cannot see well. **How Student Diversity Enriches the Learning Environment** **Benefits and learning opportunities that student diversity can bring to the classroom** 1\. **Students' self-awareness is enhanced by diversity**. When they see how others are different, they learn to assess their own attitudes, values and behaviors. 2\. **Student diversity contributes to cognitive development** The breadth and depth of student learning is enhanced by exposure to others with different background with different points of view. 3\. **Student diversity prepares learners for their role as responsible members of the society** "The classrooms can provide more than the theory given by a 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 activities are introduced into the classroom, the process become a vehicle for promoting harmonious relationships especially when they interact and collaborate to finish a task **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. Gardner phrases the idea of learning styles as \"a hypothesis of how an individual approaches a range of materials.\" **Several perspective about learning-thinking styles** A. Sensory preferences - individuals tend to like one or two types of sensory input and maintain dominance in one 1. Visual learners - they think in pictures and learn best from visuals including diagrams, videos, flipcharts, and handouts. a. Visual-iconic - would rather read a map than to read a book. b. Visual-symbolic- would rather read a book than a map, comfortable with abstract symbolism such as mathematical formula. 2. Auditory Learners -- learn best through verbal lectures, discussions, talking things through and listening to what others will say. They easily interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. c. Listeners -- they remember things said to them. d. Talkers - they prefer talking to those around them. 3. Tactile / Kinesthetic Learners- they learn best from hands --on approach. They prefer learning by doing. They have good motor memory and motor coordination. B. Global-Analytic Continuum 1\. Analytic thinkers -- tend toward the linear, step by step processes of learning. They are more comfortable in a world of details and hierarchies of information. They are the "tree seers." 2\. Global thinkers -- tend to see the whole patterns rather than particle elements. They sometimes ignore details and give attention to the overall structure. They are the forest seers  **Multiple Intelligences** Howard Gardner 1\. **Visual/spatial Intelligence (Picture Smart)** - learning visually and organizing ideas spatially. This is 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 words. This is always valued in the traditional classroom 3\. **Mathematical/Logical (Number Smart/logic Smart)** -- learning through reasoning and problem solving 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 an 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. It promotes collaboration and working cooperatively with others 8\. **Naturalist (Nature Smart)** - learning through classification, categories and hierarchies. This intelligence picks up on subtle differences in meaning 9\. **Existential (Spirit Smart)** - learning by seeing the "big picture"; "why are we here" What is my role in the world?" **Learners with Exceptionalities** IMPAIRMENT (ORGAN OR BODY PART) DISABILITY (INABILITY TO DO SOMETHING BECAUSE OF AN IMPAIRMENT) HANDICAP (A DISADVANTAGE DUE TO AN IMPAIRMENT OR A DISABILITY) \- A VISUAL IMPAIRMENT MEANS A DEFECTIVE EYE -A VISUAL DISABILITY MEANS HAVING AN ABNORHAL EYESIGHT \- A PERSON WITH A VISUAL HANDICAP HAS A VISUAL IMPAIRMENT OR IS VISUALY DISABLED **Individuals with Disabilities Education Act** (IDEA). IDEA is the law that provides comprehensive service and support for exceptional learners **Categories of Exceptionalities** **Cognitive or Academic Difficulties** **Social / Emotional and Behavioral Difficulties** **People First Language** "People First Language" (PFL) puts the person before the disability, and describes what a person has, not who a person is. **Classical Conditioning Ivan Pavlov** 1\. **Stimulus generalization**- once the dog has learned to salivate at the sound of the bell, it will salivate at other similar sounds. 2\. **Extinction** -- if you stop pairing the bell with the food, the salivation will eventually cease in response to the bell. 3\. **Spontaneous recovery** -- extinguished responses can be "recovered" after an elapse time, but will soon extinguish again if the dog is not presented with food. 4\. **Discrimination** -- The dog could learn to discriminate between similar bell (stimuli) and discern which bell would result in the presentation of food. 5\. **Higher Order Conditioning**. -- Once the dog has been conditioned to associate bell with food, another unconditioned stimulus such as a light may be flashed at the same time that the bell is rung. Eventually the dog will salivate at the flash of a light even without a bell. **John Watson** he said that if he is given a dozen healthy infants he can make them into anything you want them to be, basically through making stimulus-response connections through conditioning **Experiment on Albert.** Albert, a young child and a white rat. In the beginning, Albert was not afraid of the rat; but Watson made a sudden loud noise each time Albert touched the rat. Because Albert was frightened by the loud noise, he soon become conditioned to fear and avoid the rat. Later, the child's response was generalized to other small animals. Now, he was also afraid of small animals. Watson then "extinguished" or made the child "unlearn" fear by showing the rat without the loud noise- TRIPPINGS AMPOTA HAHAHAHA **Connectionism** **Edward L. Thorndike**'s connectionism explained that learning is the result of associations forming between stimuli (S) and responses (R). Such associations or "habits" become strengthened or weakened by the nature and frequency of the S-R pairings. Law of effect: A positive outcome strengthens an S-R bond, while a negative outcome weakens it. Law of exercise: S-R bonds are strengthened through practice. Law of readiness: A stronger S-R bond is formed when a person is prepared to learn. **Operant Conditioning** **Burrhus Frederick Skinner** **Fixed-Ratio Schedule** Reinforcement is given after a specific number of responses. - **Example:** A student gets a reward after completing 5 math problems correctly. This schedule reinforces effort and can lead to high response rates. **Variable-Ratio Schedule** Reinforcement is provided after an unpredictable number of responses, which varies around an average. - **Example:** Slot machines use this schedule, as a player receives a payout after a random number of lever pulls. This schedule tends to produce a high and steady rate of responding because of the unpredictability. **Fixed-Interval Schedule** Reinforcement is given for the first response after a fixed amount of time has passed. - **Example:** A teacher praises a student for staying on task every 10 minutes. The student learns to wait for a specific period before expecting reinforcement. **Variable-Interval Schedule** Reinforcement is given for the first response after varying amounts of time, which averages out over time. - **Example:** A teacher randomly checks students\' work at different times throughout the class and gives praise if they are on task. This unpredictability keeps students consistently engaged because they don't know when reinforcement will come. Learning is always purposive and goal-directed. He believed that individuals act on beliefs, attitudes, changing conditions and they strive toward goals. Cognitive maps in rats. He used rats in his experiment. He found out that organisms will select the shortest or easiest path to achieve a goal. Latent Learning is a kind of learning that stays with the individual until needed. It may not be manifested at once but can exist even without reinforcement. A two year old child may learn how to use the remote control through latent learning (after observing his father do it for some time) **Bandura's Social Learning Theory** It focuses on the learning that occurs within a social context. It considers that people learn from one another. General Principles: Congrats! You're done reviewing At dahil jan, here's a Gayuma recipe for you The drink is aromatic and very refreshing, it has a balanced combination of sour from lambanog, calamansi, and fresh notes of cucumber and basil. It is a perfect cocktail for your Valentine's date. It lures, it lingers and will keep anyone wanting for more. **Ingredients:** - 60ml Barik Lambanog - 2 slices Cucumber slice - 10ml Manille Calamansi liqueur - 2 Basil leaves - 7.5ml Calamansi - 2 drops Angostura - Bagsik Bitters **Directions:** 1. In a shaker, add lambanog, Manille Calamansi liqueur, calamansi juice, and rosemary syrup. 2. Muddle basil and cucumber together; add to the mixture and shake. 3. Strain in a rock glass, add 2 drops of Angostura bitters. 4. Garnish with speared cucumber with rosemary and basil. 5. Spray the top with Bagsik Bitters (pandan, kaffir, and green herbs)