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

Multicultural Awareness is the ability to understand and appreciate the history, life

experiences and beliefs of diverse groups of people.

Cross cultural awarenes is the ability to understand aand appreciate the history ,

life expereiences and beliefs across cultures

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 diverse groups: Disability Awareness Week, Linggo
ng Wika, Indigenous People’s Week, etc.

- So We can organize activities that would promote student diversity. Like for example sa Indigenous
People’s week, we can ask student to do a fashion show showcasing the kasuotan sa different tribes
of the Philippines, Or sa United NAtions, its common na nga they would dress up according to their
national constumes. In addiion, we can do a variety show on Un week wherein they will showcase
the national dance or song of different countries or we can have a cooking battle featuring different
cuisines of the world. Bsta the objevtive is to promote diversity awreness.

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.
- you can also assign students to interview their classmate who has a different race or ethnic origin.
It will give way that the student from different backgrounds would interact with each other. Sanan
kadtong nag interview, it would givbe them the opportunity to ask questions from their classmate
nga lahig tribo or lahi. And also the one being interviewd, it will give them the chance to let their
classmate know all about their culture and to correct any misconceptions about their culture.
- I do remember, nga sa akuang batch, mga 1/4 or almost half ang muslims, but wala mi barrier
between each other kay we often have socials bitaw in which we get to know them. And open
forums or open discussions nga we can ask evrything about them. We have learned nga dili diay ta
mag generalize nga Muslims are terrorists, they are peace loving people , well some of them, but dili
lang gyud sla biklon. And also kanang their practice of polygamy. The purpose gyud nga gi allow nla
ang polygamy is taht to help those mga orphans or kadtong mga widow. And also I have a Muslim
friend nga sila ang thirsd family, but if you will ask her, she’s really ok with their set up kay feel niya
nga mas dako ialha family and mas dghan sila magtibanagay

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 human, and like no other human”
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 tp 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 student’s consciousness of common
themes that bind all groups of people- in addition to highlighting the variations on those
themes.

- Dba we are aiming for student diversity awareness but according pa kay Clyde Kluckholn,
we are all the same in different ways. We human beings dw, we share 95% of our genes in
common, and those 5% left, it accounts for ou physical difference. So when we focus on
individual differences, individsual commonalities shhouldnt be overlookesd. Kay instead of
promoting studient diversity, we might promote divisions among the students
- so how can we promote commonality along with student diversity
So instead nga grouping together students with the same rece or ethinicity , we can group
them together according to their gender or according to their learning styles or according to
their inteeligence. SO u can group students according to Howard Gardners multiple
intelligences. Like you can group the students who are those spaitally ntelligent ,
mathematically intellegent. This can help students realize that even thought they belong to
different groups, they can still be the same with each other
Periodically place students in homogenous 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, or
students who are not on the panel can be assigned this task.
Try to form groups 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 to race/ethnicity or
similar in age but different gender). This practice can serve to increase student awareness that
humans who are members of different groups can, at the same time, be 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 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 in 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 pared 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).
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 illustrations that are relevant to their personal interests and life
experiences.
Use ideas, comments and questions that students 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
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 our home?”).

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)fosters more positive
interactions among students, and (c) results in students working more consistently with
lesser intervention. Also, when individuals are allowed to exert some control over a task,
they tend to experience less anxiety or stress while performing that task.

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, PPt presentations ,
collages , exhibits ), or (d) 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. You will have more of
assessment in your courses on Assessment of Learning

Purposely, form small-discussion groups of students form 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 the 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.

On the first day of class, I ask my students to complete a “student information card”
that includes their name and questions relating to their background experiences, future
plans, personal interests, significant developments in their life, etc. I answer the same
questions posed to students by writing my answers on the board while they write their
responses on a sheet of paper. (This allows students to get to know me while I get to
know them, and it enables me to model authentic self-disclosure that I would like
them to emulate.) After I’ve collected all their information sheets, I call out the names
of individual students, asking them to raise their hand when their name is called so I
can associate their name with their face. To help me remember their names, as I call
each name, I very rapidly jot down a quick word or abbreviated phrase next to the
student’s name for later review (e.g., something about a distinctive physical feature,
who the student reminds me of, or where the student is seated)