Key learnings from Diverse learners
Teaching
The importance of land annaoucement
learning
Correct Pronunciation in Land acknowledgement
learners
Self-reflection
instruction
Establishing courageous environment
assessment
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teach students to self-reflection
Anishi-na-bek
Hau-de-no-sau-nee
Tka-ron-to
Huron-wendat
Our words
Stay Engaged
listen for understanding
Speak your truth
Honour Confidentiality
Expect and except Non-closure
Changing yourself, not others
Teach students to value others' thoughts and using “I” statements
Refrain from being distracted by things around you
Listen without thinking about how you respond and don't compare our experience with another person's
don't share with other who are not in this group
group members should encourage each other
To understand deeply in new ways and know why they show the behaviours like that.
To respect each other, such as using the tree of life
Tree of life
Sketch or Draw
Journaling
Invisible dimensions inform visible differences
As educators, we must aware of the social identity which impacts our thinking, conversation and behaviours
What is the things you intentionally hide? (90-80%)
What are things visible? (10-20%)
Building relationships is the key to know your students.
To be aware of power and privilege
Socio-cultural influences on situated cognition
"socially dominant" groups are not always the majority in the population
Power and privilege in our society
We become better allies when we are aware of our privilege.
Say the land acknowledgement at the beginning of the class or school day. As Amy said in the understanding the land acknowledgement video," being respectful means not talking about somebody while they're not present, so I made sure that the land is present"
Share with students my social identify: What is my culture most emphasize? My life in primary school were embraced with homework and high marks. My parents' expectation was high, and they all worked 24/7 which showed the example of hard work.
My own shift of thinking in power and privilege will impact how I plan my lesson, address conflict and interact with learners and their families.
To create equity, diversity and inclusion in the classroom, teachers should be careful what words they use.
Be aware of calling your students "Boys and girls"
Use polite words "Please..."
Use "We" instead of "you". Always say "our classroom"
Welcome students everyday moring
Instead of "stand in line from shortest to tallest," say," if you wearing red, please line up.
instead of say,"choose a partner" you can say, "find someone you haven't worked with before."
Being able to recognize and acknowledge our various identities allow us to examine our advantages and disadvantages. It also allows our identities can show in our planning, thinking, teaching, instruction and evaluation.
Intersectionality"We have multiple identities and group memberships with which they identify and find meaning." (from Understanding intersectionality is critical to advancing educational equity for all)
Class and race: Students of colour in schools located low-invested are less likely receive grade-appropriate coursework and reflect higher-level cognitive demand.
Sex and race: girls of colour face higher rates or suspension and expulsion
Gender identity, sexual orientation, and race: Students of colour who identify as LGBTQ+ experienced higher victimization.
Do not allow stereotypes, bias and discrimination impact my students
Learners need to understand the cycle of prejudice
As educations, we need to help our students to understand their biases and stereotype can create discrimination and lead to privilege or marginalization, It also will impact how they solve the problems, and how to build a close relationship with their friends and teachers.
Asking them to write or draw a biases they have been, heard or experienced. Display each biases in our classroom board
Teaching about race
Encourage all my students to talk about how racism affects lives and allow other people to recognize "white fragility."
How to apply in the classroom: 1. Working with power structures 2. Bringing students' real lives into classroom 3. Building relationship with students
Interrupting Microaggressions
Inquire, paraphrases, use"I" and redirect an reframe
"Can you elaborate on what you mean?"
To be aware of Microaggression
Addressing unkindness part when you work with young students (Teaching First-Grades about Microaggressions)
Microaggressions reinforce stereotypes in surreptitious ways
Support children in their efforts to be anti-racist, courageous upstanders!
Inclusive teaching by James Banks Model 1. Contribution approach 2. Additive approach 3. Transformative approach 4. social action approach
Those four approaches should be mixed and blended in teaching. The move from the lowest to the highest levels of ethnic content integration is more realistic in learning.
The words they use and the questions they ask
Their arts
Observation
Student's behaviors in a group
Student's interaction with others
in group discussion
Products
The results from activities
Their assignments
Their assignments
One to one conversation