Learning to Accommodate Diversity and Learner Differences

Diversity, Culture, Language, Learner Difference, And Learner Needs

Educators need to recognize the reality that learners hail from diverse racial, ethnic, religious and cultural backgrounds, and that this diversity may impact learning significantly. The learning environment should accommodate the learning needs of students from these diversities. For instance, a female student previously raised in Saudi Arabia by Muslim parents may find it difficult to participate in collaborative learning activities in the United States where boys and girls are supposed to work together. Collective Asian culture may differ significantly from individualistic American culture in terms of learning outcomes. Culture is also intricately associated with language, and this also subsequently impacts learning. For example, the Japanese do not have the “r” and “l” sounds in their language, and may therefore have a problem pronouncing English words with these sounds (Woolfolk, 2016). Learners being taught English as a second language need to be taught with great patience, understanding and consistency.  Learner differences and needs sometimes occur because of the differences in growth and development. Some learners acquire certain skills and abilities faster than their peers, and it does not mean that those who seemingly lag behind are naturally incapable. Most of the time, learners need diversified teaching approaches to understand the same concepts (Robinson, 2016). For example, some students may have hearing or sight problems. In such cases, learning should incorporate integrated approaches (Douglas, 2014). For instance, a teacher can combine print text with audio technology to help students with sight problems. Therefore, no learner is limited because students have different strengths; the teacher aims at unearthing the potential of each student to attain the set goals and objectives.

A Synopsis of My Class

My class uses an integrated approach to learning. Students are encouraged to learn both individually and in groups to support personal development as well as to take care of cultural issues. I train students to be problem solvers and critical thinkers by allowing them to try different tools and strategies to complete tasks other than just correcting the errors they make (Woolfolk, 2016). I have realized that allowing students to work in groups leads to peer-learning where students critique, consult each other, and discuss some issues that some students shy away to ask the teacher. In my class, you can expect to find an integration of traditional and emerging technology learning options. Traditional learning and teaching tools include printed textbooks, charts, and timetables, among other tools. On the other hand, I augment the traditional teaching tools and materials with technology, especially using computers to make presentations. Children who may have hearing problems can view images, symbols, and other visuals to stimulate their interest in learning. Sound tools are also crucial elements that I use in class to address the diverse needs of students. Learners that have sight problems listen to audio texts and can feel part of the class. Through the use of technology, I also have sessions where learners watch videos, listen to stories, and music to help them learn faster and develop an interest in learning. Songs and rhymes have been powerful tools particularly in helping students learn language. The arrangement of the class is flexible enough to foster individual learning and group engagement. Students sit on chairs facing the chalkboard but can also sit facing each other at tables to collaborate on certain projects and assignments. The classroom is also painted in bright colors with paintings of symbols, patterns, letters and numbers that are captivating, and through constant sight, students can learn certain concepts better and faster. Overall, my classroom, through its physical attributes and the strategies used to teach, intends to address learners’ diverse needs and differences.

References

Douglas, A. S. (2014). Addressing diverse learning needs: differentiation behaviors of five teachers towards the same class of students. The Teacher of the 21st Century: Quality Education for Quality Teaching, 28. https://www.researchgate.net/publication/263784708_Addressing_Diverse_Learning_Needs_Differentiation_behaviour_of_five_teachers_towards_the_same_class_of_students Robinson, J. (2016, June 21). How can we best address the learning needs of our students? National Board for Professional Teaching Standards. https://www.nbpts.org/how-can-we-best-address-the-learning-needs-of-our-students/ Woolfolk, A. (2016). Education Psychology: Learner Differences and Learning Needs. Pearson Education Limited.