Professional Portfolio
Piyawan Sunasuan
Goal Setting 2024/2025
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Area/ Topic to Be Addressed
Diversity and Inclusion
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Where I am now?
I attended a workshop for "Intercultural Competency, Diversity & Inclusion for International Schools" in March 2023 in Korea. This is the topic that MUIDS does not address much, thus I would like to understand the concept and see how it can be implemented in the classroom.​
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Goal Statement (My desired results)
The diversity aligns with the differentiation instruction in the classroom. I wish to design lessons to promote future leaders and global citizens by meeting the school’s ESLOs.
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Activities I will use to accomplish my goal
I would like to investigate the issues and plan for the improvement.
Accomplishments at Year End
Meet the goals
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Throughout the 2024–2025 academic year, I intentionally integrated principles of diversity, inclusion, and intercultural competency into my Marketing and Leadership courses. Building on my prior professional development in intercultural education, I aligned diversity practices with differentiated instruction to better support varied learning styles, backgrounds, and student readiness levels.
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Instructionally, I designed flexible project-based learning experiences that allowed students choice in topic, format, pace, and approach. This promoted student voice, cultural perspective-sharing, and inclusive participation.
At the end of the school year, I got evaluation results from the deputy director for academic and student affairs, and the head of the department commented that I used varied instructional strategies (multimedia, discussion, collaborative work, reflection journals, and authentic business simulations) created multiple access points for learners and aligned with the school’s ESLOs in developing global citizens and future leaders. My assessment practices included diverse formative and summative tools to allow differentiated demonstration of understanding.
However, based on observation feedback, I recognize the need to further strengthen classroom management systems and refine assessment structures to ensure individual accountability within group work. These adjustments will support equitable engagement and reinforce inclusive expectations for all learners.