When two or more students in one

1. Multicultural classroom have arrived from various

countries or were nurtured in distinct
classrooms customs and traditions, the educational
process is multicultural. Its fundamental
Multicultural education also has
purpose is to enable kids of all genders,
specific more particular goals:
races, social classes, cultures, and ethnic
• Improve academic accomplishment
groups with equal opportunity to learn in
of all students;
school.
• Develop skills, attitudes, and
These objectives are vital for all members of society, but
knowledge necessary for community
with all of the problems that teachers confront in
functioning;
multicultural classrooms, it is clear that achieving them will
• Gain cultural competency, and so on.
take years.
In contrast to traditional classrooms, multicultural
education challenges make teaching and learning
significant for both teachers and students. All of this occurs
as a result of a teacher's difficulties in persuading students.
1. Multicultural
classrooms
1. Language barrier
✓ The most significant difference between multicultural and
regular classrooms is the language barrier. Children from
other nations and even city districts may speak the same
language, but they will never comprehend one another. This
could be due to the impact of parents, the environment,
dialects, and other factors.
✓ Learners get into the environment where a teacher uses a
language they do not understand at all. Their task is not just to
understand what a teacher says but also to gain new
information – twice harder than in a normal classroom.
1. Multicultural
classrooms
2. Predominance of various learning methods
✓ Regardless of their color, religion, orfamily history, kids can acquire information
in various ways.
✓ A teacher should give their students all the learning styles (auditory, visual,
tactile, etc.) to better understand the information.
3. Nonverbal communication
✓ Body language of another ethnic group is difficult sometimes to understand
✓ If a teacher is unaware of the nonverbal behaviors expected in the community
of his students, it can lead to a slew of problems and make proper
interpretation difficult.
✓ Raised hands, eye contact, and head nods, among other nonverbal actions,
can have a completely different meaning in another country, leave alone any
other body indicators.
1. Multicultural
classrooms
4. Presenting one topic from different perspectives
✓You may argue that every instructor in the
classroom should offer a topic from a variety of
perspectives, regardless of the ethnicity of the
students. Of course, this would be ideal, but this is
not always possible due to a limited number of
school courses.
5. Diversity of extracurricular activities
✓It is the teacher`s job to provide different
extracurricular activities that would accustomed
learners familiar with new traditions, a way of life
relationships in this modern society.
1. Multicultural
classrooms
6. Teaching communication skills
✓Apart from the difficulty of communicating in a foreign
language, students may feel hesitant or unwilling to
express themselves due to the fear of being
misunderstood. In some Muslim cultures, boys avoid
interacting with girls, whereas in a new environment, it is
widespread.
✓Teachers should encourage students to explore various
issues, express their opinions on a variety of topics, and
maintain a pleasant classroom environment.
1. Multicultural
classrooms
7. Constant collaboration with parents
✓Every instructor should know how a student feels in a
completely new situation, and communication with the
student's parents can help. It is critical to comprehend
how a child was raised from childhood, what traditions
shaped his worldview, and what is entirely unacceptable.
This knowledge will assist teachers in more efficiently
planning classes and assisting students in finding their
place in the classroom.
2. Learner-Centered
Teaching
✓Designs of the classrooms are not appropriate design
for the learner-centered teaching methods
✓Some teachers are in a rush to implement the
approach without a thorough understanding of the
principles and a careful plan of teaching.
✓It may be the case that while many teachers are
personally committed to serving learner`s needs, the
structure of their organization and policies may not
accommodate or, in some cases, hinder the desire to
be more learner-centered.
2. Learner-Centered
Teaching
✓Teachers must try to manage all learners` activities at
once which can be challenging when learners are
working on different stages of the identical project.
✓Because the teacher does not deliver instructions to all
learners at once, some learners may miss vital facts.
✓Some learners choose to work alone; thus group work
become challenging

Source: [Link]
[Link]
3. Multi-grade
classes
✓Needs further planning of learning materials for the
curriculum
✓Needs a more thorough analysis of learners`
development features at all age levels participating in
the class, approaches, and strategies that are
successful and feasible within a multi-grade class.
✓More investment in the organization of the classroom as
a learning environment.
✓More meticulous and systematic record-keeping to
keep track of student progress, curriculum development
and implementation is required.
3. Multi-grade
classes
Challenges for LEARNERS:
• Requires more discipline, concentration,
and focus in order to profit from effective
tactics
• Less reliance on direct instructor
supervision
• Requires more initiative and
resourcefulness to perform well
• Less individual attention from a less
experienced teacher
3. Multi-grade
classes
Teachers' Challenges
•Requires a more thorough examination of
student developmental features across the
age levels participating in the class and
practical and variable techniques and
strategies within a multigrade class.
• More attention to classroom organization as
a learning environment is required.
• More precise and systematic record-keeping
is required to maintain student achievement,
curriculum development, and implementation.
3. Multi-grade
classes
Challenges for the COMMUNITY and
SCHOOL SYSTEM
• Student achievement may be low in
programs that lack the necessary
resources and teachers who are not
adequately trained.
• Teachers, supervisors, and
administrative personnel must be trained
to meet multigrade teaching and
administration demands.
4. ICT integration
✓ICT use to introduce, reinforce, augment, and expand
skills is known as ICT integration (Pisapia, 1994).
✓ Researchers in professional development groups and
human-computer interaction circles have been very
interested in ICT integration.
✓Students' engagement in ICT-based learning
environments and shared learning resources leads to a
radically new pedagogy; a shift from the traditional
instruction model of knowledge transmission to
autonomous, active, and collaborative learning through
ICT-based learning environments and shared learning
resources.
4. ICT integration
✓Technology is being used in education in a
comprehensive and transformative way.

✓This refers to the degree to which information and

communication technologies have been integrated into
the school environment and the impact they have had
on the school's structure and pedagogies. The interplay
between infrastructure, teacher motivations,
innovations, and the growth of e-pedagogies
determines the amount of integration.
4. ICT integration
Integration of ICT Challenges
1. Change aversion:
The easy way out is to maintain the status quo.
Educators are accustomed to and comfortable with the
old way of instruction and hence reject change and
stepping outside their comfort zones. According to the
researchers, technological experimentation is typically
outside the purview of teachers’ and school
administrators' job descriptions.
4. ICT integration
Integration of ICT Challenges
1. Change aversion:
The easy way out is to maintain the status quo.
Educators are accustomed to and comfortable with the
old way of instruction and hence reject change and
stepping outside their comfort zones. According to the
researchers, technological experimentation is typically
outside the purview of teachers’ and school
administrators' job descriptions.
4. ICT integration
Integration of ICT Challenges
2. Lack of hardware and instruction on using it:
Schools are still unsure of which computers and other
technological equipment to employ. Institutions must
comprehend their needs and work under them. The availability
of gadgets is critical for efficient and trouble-free operation.
Institutions and teachers must prepare themselves to
have students work collaboratively on a single device and
separately on a single device. There is also a need for
instructors to receive sufficient and timely guidance on using
technology effectively.
4. ICT integration
Integration of ICT Challenges
[Link] will know more than I do attitude:
Today's children are more engaged and knowledgeable regarding
technical matters. Teachers are terrified of the potential of technology
and the power of knowledge it may provide to kids.
This mindset that children may know more than I do makes
educators feel uneasy and defend themselves.
Instead, teachers should connect with and interact with other
students, attempting to learn alongside them. To reap the benefits of
this combination, teachers must also become learners.
4. ICT integration
Integration of ICT Challenges
4. Technology Fear :
Educators have a fear of the unknown
when it comes to new technologies. They
are hesitant to try out new technologies.
Also, the concept of having to learn
everything at once deters people from
incorporating technology.
4. ICT integration
Integration of ICT Challenges
5. Inadequate training opportunities and restrictive teaching
models:
Educators do not have adequate training or technical support. There is
not enough time to practice with new and ever-changing technologies because
there are many roles to fulfill. The current teaching models are too rigid to be
changed.
Teachers must be able to grasp the benefits of technology as a learning
tool to comprehend the benefits of using it for learning correctly. They must see
the tool as advantageous to their students and themselves, allowing them to do
their tasks more efficiently. Classrooms must provide learning settings that
reflect an understanding of what motivates students to learn.
• Brain-based education strives to improve and
5. Brain-based expedite the learning process by selecting a

education curriculum and method of delivery for each group

of students based on the science of learning.
• Educators must set aside traditional conventions when using this strategy. They must
also let go of preconceived notions about learning and previous behaviors. Instead,
teachers must draw inspiration for future course delivery from the most recent cognitive
science breakthroughs.
• Teaching methods, lesson designs, and school programs based on the latest scientific
research about how the brain learns, including factors like cognitive development—how
students learn differently as they age, grow, and mature socially, emotionally, and
cognitively—are referred to as brain-based learning.
The following are some of the typical obstacles that come with brain-based learning:
1. Finding individuals and resources to learn from that you can trust (websites, famous
people, etc.)
2. Choosing on a learning format or vehicle (in person, online, books?)
3. Setting aside time to make it happen (learning plus the implementation)
[Link]
Intelligences
• Verbal-Linguistic Intelligence- the
ability to understand and communicate
in a variety of languages. People with
high linguistic-verbal intelligence can
utilize words well in both writing and
speech. These people are usually
excellent at composing stories,
memorizing facts, and reading.
[Link]
Intelligences
• Logical-Mathematical Intelligence -
Reasoning, spotting patterns, and
rationally assessing situations are skills
that people with high logical-
mathematical intelligence have. These
people tend to think in terms of
numbers, relationships, and patterns.
[Link]
Intelligences
• Musical Intelligence-People with a
high level of musical intelligence can
think in terms of patterns, rhythms, and
sounds. They have a tremendous
musical appreciation and are
frequently talented in musical
composition and performance.
[Link]
Intelligences
• Visual-Spatial Intelligence - is a
skill that allows people to visualize
objects. These people are usually
good with maps, charts, films,
photographs, and directions.
[Link]
Intelligences
• Bodily-Kinesthetic Intelligence - is a
type of intelligence that is based on the
sense of touch. Body movement, action,
and physical control are suitable for
those with vital bodily-kinesthetic
intelligence. People with good hand-eye
coordination and dexterity are usually
good in this field.
[Link]
Intelligences
• Interpersonal Intelligence -People
with high interpersonal intelligence
are adept at comprehending and
communicating with others. These
people are adept at analyzing
feelings, motivations, desires, and
intentions.
[Link]
Intelligences
• Intrapersonal Intelligence - is a type of
intelligence that exists between people.
Intrapersonal intelligence is the ability to
recognize and understand one's emotional
states, feelings, and motivations. They like
self-reflection and analysis, fantasizing,
examining interpersonal interactions, and
evaluating their personal qualities.
[Link]
Intelligences
• Naturalistic Intelligence - Naturalistic is Gardner's
most recent addition to his theory, and it has
sparked more controversy than his initial seven bits
of intelligence. Individuals with high levels of this
type of intelligence, according to Gardner, are
more in tune with nature and are more interested
in nurturing, exploring the environment, and
learning about other species. These people are
known to be acutely observant of even minor
changes in their surroundings.
[Link]
Intelligences
• Existential Intelligence - is an individual’s capacity
or ability to understand and contemplate
philosophical topics relating to mankind’s existence.
• According to the theory of existential intelligence, some
individuals have an easier time conceptualizing deep
philosophical questions, such as the origin of mankind, what
constitutes consciousness, and man’s purpose on earth.
• Those individuals with a strong tendency toward existential
intelligence are, according to some experts, more inclined to
ask questions regarding these ultimate realities, including the
meaning of life.
Intelligence Skills and Career Preferences
1 Verbal-Linguistic Intelligence Skills - Listening, speaking, writing,
Well-developed verbal skills and teaching.
sensitivity to the sounds, Careers - Poet, journalist, writer,
meanings and rhythms of words teacher, lawyer, politician, translator
2 Logical-Mathematical Skills - Problem solving (logical &
Intelligence Ability to think math), performing experiments
conceptually and abstractly, and Careers - Scientists, engineers,
capacity to discern logical or accountants, mathematicians
numerical patterns
3 Musical Intelligence Skills - Singing, playing instruments,
Ability to produce and appreciate composing music
rhythm, pitch and timber Careers - Musician, disc jockey,
singer, composer
Intelligence Skills and Career Preferences
4 Visual-Spatial Intelligence Skills - puzzle building, painting,
Capacity to think in images and constructing, fixing, designing objects
pictures, to visualize accurately Careers - Sculptor, artist, inventor,
and abstractly architect, mechanic, engineer
5 Bodily-Kinesthetic Intelligence Skills - Dancing, sports, hands on
Ability to control one's body experiments, acting
movements and to handle objects Careers - Athlete, PE teacher,
skillfully dancer, actor, firefighter
6 Interpersonal Intelligence Skills - Seeing from other
Capacity to detect and respond perspectives, empathy, counseling,
appropriately to the moods, co-operating
motivations and desires of others Careers - Counselor, salesperson,
politician, business person, minister
Intelligence Skills and Career Preferences
7 Intrapersonal Intelligence Skills - Recognize one’s S/W,
Capacity to be self-aware and in tune reflective, aware of inner feelings
with inner feelings, values, beliefs and Careers - Researchers, theorists,
thinking processes philosophers
8 Naturalist Intelligence Skills - Recognize one’s connection
Ability to recognize and categorize to nature, apply science theory to life
plants, animals and other objects in Careers – Scientist, naturalist,
nature landscape architect
9 Existential Intelligence Skills – Reflective and deep thinking,
Sensitivity and capacity to tackle deep design abstract theories
questions about human existence, Careers – Scientist, philosopher,
such as the meaning of life, why do theologian
we die, and how did we get here
[Link]
Intelligences
Multiple Intelligence Challenges
• Encourages teachers to differentiate their
teachings to fit the requirements of varied
students
• Provides eight distinct learning routes if a
student is struggling with the traditional
approach.
7. Children with
Special Needs
• Special needs is an umbrella phrase covering many
conditions, ranging from those that resolve quickly to those
that will be a lifelong burden and from moderate to severe.
• Developmental delays, medical issues, psychiatric conditions,
and congenital conditions can all affect children with special
needs. These children's unique requirements necessitate
adjustments in order for them to realize their full potential.
• The special needs label is helpful for a variety of reasons. It
can assist you in obtaining necessary resources, establishing
reasonable goals, and gaining a better understanding of your
child and the stressors that your family may be experiencing.
7. Children with
Special Needs
Triumphs and Challenges
• Milestones are frequently missed, foods are forbidden,
activities are shunned, and experiences are denied to children
with special needs. These obstacles can be particularly difficult
for families, making special needs feel like a sad label.
• Their child's unrealized potential will always sadden some
parents, and some conditions worsen over time. Other families
may discover that their child's trials sweeten victories and that
incredible strengths frequently complement deficits.
7. Children with
Special Needs
Introduction
• There is a great need to develop a broader vision of
educational goals, to facilitate holistic approaches to
reorganizing educational contents, and to build national
capacity in developing critical competencies required of all
learners through curriculum renewal in emerging knowledge-
based societies of the twenty-first century in order to achieve
the goals of quality education for all (EFA).
Introduction
• A desire to learn continuously through one’s
lifetime is a mark of a 21st century learner.
The International Commission on Education
for the Twenty-first Century to UNESCO,
headed by Jacques Delors, identified
learning throughout life as a key to meet the
challenges of the 21st century.
Introduction
• The purpose of the four pillars of learning proposed by
the International Commission for the Twenty-First
Century in its report (Delors et al.) to UNESCO, Learning:
The Treasure Within, and to consider their implications
for curricular change as guiding principles and cross-
cutting themes. One primary argument is that, in order
for education to achieve its goals, the curriculum should
be reorganized or repacked around the four pillars of
learning: learning to know, learning to do, learning to live
together, and learning to be.
Introduction
• The Commission’s 1996 report, Learning: The Treasure Within,
highlighted the need for individuals to "learn how to learn” to
cope with the rapid changes and challenges of the present and
the future. It describes a holistic approach to learning that
encompasses more than what occurs in the classroom.
• This is referred to as lifelong learning -a philosophy that involves
the development of knowledge, skills, attitudes, and values
throughout one’s life—from early childhood through adulthood.
Learning is seen not just as an intellectual process, but one that
encompasses all aspects of an individual’s life, including their role
in the community, performance in the workplace, personal
development, and physical well-being.
Introduction
• Apply the four pillars of learning-learning to know,
learning to do, learning to live together, learning to
be- in responding to the aspirations of the learner
and the community.
Introduction
• The report presented a framework that
organized lifelong learning into four pillars:
learning to know, learning to live together,
learning to do, and learning to be. The four
pillars of learning are seen as fundamental
principles for reshaping 21st century
education. An Overview of the Four Pillars of
Learning
Introduction
Key Topics
• Learning: The Treasure Within
• UNESCO’s Task Force on Education for the Twenty-first
Century
• Lifelong Learning
• Four Pillars of Learning: to know, to do, to live together,
and to be.
Introduction
“Learning: The Treasure Within”
✓ The four pillars of learning is proposed by the International
Commission for the twenty-first Century chaired by Jacques
Delors, in its Report to UNESCO: “Learning: The Treasure
Within”
✓ A central argument is that if education is to succeed in its
task, curriculum as its core should be restructured or
repacked around the four pillars of learning: learning to
know, learning to do, learning to live together, and learning
to be.
UNESCO
✓ United Nations Educational, Scientific and Cultural Organization
✓ Founded in 1945
✓ Preamble: Since war begins in the mind of men, it is in the minds of men that the
defenses of peace must be constructed.
✓ Founding fathers believe:
a. In full and equal opportunities for EFA
b. In the unrestricted pursuit of objective truth
c. In the free exchange of ideas and knowledge
✓ Purpose of the organization:
a. Contribute to the peace and security
b. Collaboration among nations thru education, science and culture
c. Universal respect for justice, for the rule of law and for the human rights
and fundamental freedoms
d. Without distinction of race, sex, language or religion.
LEARNING TO KNOW
✓ Learning to KNOW lays the foundations of lifelong learning
✓ It is about basic knowledge that we need to be able to
understand our environment and to live with dignity
✓ It is about competences to acquire info and search
actively knowledge
✓ It is arousing curiosity, allowing to experience the pleasure
of research and discovery
✓ It is about developing the powers of concentration,
memory and thought
✓ Learning to KNOW is Learning to learn
LEARNING TO KNOW
➢ LET Essential:
Metacognitive skills, curiosity, scientific
research, memory concentration, art of
discourse, competence in collecting,
selecting, processing and managing
information, competence in mastering
instruments of knowing and understanding.
LEARNING TO DO
✓ Learning to DO refers to the acquisition of practical skills,
but also of social and psychological skills
✓ It refers to an aptitude for teamwork and initiative, and
readiness to take risks
✓ It is about personal initiative and the ambition to innovate,
and a readiness to take risks.
✓ It is about competence of putting what was learned into
practice so as to act creatively to the environment
✓ Learning to DO enables us to turn knowledge into effective
innovations
✓ From skill and practical know-how to competence
LEARNING TO DO
➢ LET Essential:
Occupational Skills, Education for Work,
Social Skills, Acquisition of Competence,
Competence in cooperatively working in
teams, Technical Vocational Education
and Training or Tech-Voc, Competence in
effectively communicating with.
LEARNING TO LIVE
TOGETHER
✓ Learning to live TOGETHER is the pillar that the UNESCO
Commission
emphasizes more than any other.
✓ It refers to developing an understanding of others thru dialogue –
leading to empathy, respect and appreciation.
✓ And, if we are to understand others, we must first know ourselves.
✓ It is about recognizing our growing interdependence, about
experiencing
shared purposes, and about implementing common projects and
a joint future (peace, education for all, environment…)
✓ Appreciate the diversity of human race
LEARNING TO LIVE
TOGETHER
➢ LET Essential:
Art of dialogue Diplomacy, Peace
education, engaging in common projects,
interdependence, art of empathy,
competence in resolving conflict through
peaceful dialogue and negotiation.
LEARNING TO BE
✓ Learning to be is founded on the fundamental principles
that education needs to contribute to the all-round
development of each individual
✓ It is about the broadening of care for each aspect of
personality
✓ It deals with the freedom of thought, feeling and
imagination that we need to act more independently, with
more insight, critically and responsibly.
✓ The end of education is to discover and open the talents
which are hidden like a treasure within a person.
LEARNING TO BE

➢ LET Essential:
Human Development, Personality Training
Independence, Self-Actualization,
Competence in adapting oneself to
changes in life.
Summary of the Four Pillars
To Know To Do To Be To Live Together

Acquiring tools Putting knowledge to work Encouraging discovery Discovering others by

for understanding and experimentation discovering one-self
the world
Access to the Acquiring technical and Revalorizing oral culture Adopting the perspective of
scientific method professional trainings other ethnic, religious, and
social groups.

Expanding Developing skills for a Developing imagination Participating in projects with

general culture variety of situations and creativity people from different groups

Exercising the Exploring innovative and Acting with greater Developing the ability to
power of creative abilities inaction autonomy and personal resolve tensions and
concentration, responsibility conflicts.
memory and
thought
Summary of the Four Pillars
Reorienting Curriculum Objectives
✓ The pillar of learning to be reflects a shift from an
instrumental view of education (e.g economic productivity)
to a humanistic view of education that emphasize the
development of the complete person.
✓ The pillars of learning stresses an important educational
goal in contributing to social cohesion, intercultural and
international understanding, peaceful interchange, and
harmony.
✓ The pillars of learning imply an educational goal in
developing a learning society in a new century.
✓ The pillars of learning points to a goal for much closer
linkage between education and the world of work.
Application
Activity 1:
Let’s Create
Create a Concept mapping on images or symbols related
to the roles of a “professional teacher”.
Activity 2: Formulate your own Oath of Commitment for the
challenges of teaching.