Inclusivity, Community Building and Differentiation

For many years I have been devoted to creating an inclusive environment in my classroom. I feel that students learn best in an environment in which they feel fully supported and understood. Because of this I have spent much time studying the areas of cultural awareness, diversity, multiple intelligences and differentiation. Below are some of my favorite activities for inclusivity and community building as well as some information on learning differences and differentiating instruction. Please check them out! 

Inclusivity

Diversity- The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status.
Equity- A condition or state of fair, inclusive, and respectful treatment of all people. Equity does not mean treating people the same without regard for individual differences.
Inclusive Education- Is based on the principle of acceptance and inclusion of all students. Students see themselves reflected in their curriculum, their physical surroundings, and the broader environment, in which diversity is honored and all individuals are respected. 
(Ministry of Education Guidelines for Policy Development and Implementation – 2009, Equity and Inclusive Education in Ontario Schools)

Recommended reading and resources for teachers: 

• Uprooting Racism: How White People Can Work for Social Justice by Paul Kivel

• The Teacher's Guide to Diversity: Building a Knowledge Base, Volume I by Elise Trumbull and Maria Pacheco

• Teaching Tolerance: Professional Development, Classroom Work and Magazine

• SEED: Seeking Educational Equity and Diversity  

Community Building

I spend much time fostering a strong sense of community in the classroom. I use a variety of methods to teach social-emotional skills such as empathy, kindness and respect. Students begin the year by asking questions such as "Who am I?" and "What kind of classroom community do I want to be a part of?" I employ the Responsive Classroom approach to foster academic, social and emotional growth amongst my students. The Responsive Classroom approach consists of a set of practices that build academic and social-emotional competencies and that can be used along with many other programs.

                           

Morning Meeting- Greetings, Activities and Games

Class Meeting- Topics and Activities

Buddy Program

Throughout the school year students are paired up with different buddies in the classroom. By the end of the year students should have had a "buddyship" with every student. The goal is for students to interact with and get to know classmates that they may not have developed relationships with yet. The pairs spend about a week and half to two weeks together. They begin the "buddyship" by filling in a Venn Diagram together (focusing on family culture, physical, personality and character traits). This highlights their similarities as well as their differences. During their "buddyship" they work together whenever we do a lesson, game or activity that requires a partner. They also plan to spend at least one recess playing together outside of the classroom. They choose a specific day and decide on an activity before they leave the classroom. At the end of the "buddyship" the students write each other a letter describing their time together and what they enjoyed most about working together. At the end of the school year I compile all of the letters and create a Buddy Book for each student.

Differentiation 

I am constantly working on improving my skills in differentiating instruction, activities and assessments in order to effectively teach my students. Please take a look at some of the research I have done surrounding differentiation.

Learning Difference Resource Book-Third Grade by Nicole Dickson - Mini-resource book that I wrote about recognizing learning disabilities in third graders and how teachers can make accommodations in their classroom to support student learning.   

Engaging Students and Differentiating Instruction by Nicole Dickson - Research paper that I wrote about the plethora of ways teachers can effectively differentiate to ensure that all students are engaged in the learning process.

Using Assessments to Differentiate Instruction by Nicole Dickson -Research paper that I wrote about how teachers can use a variety of assessments to determine student learning and use this information to successfully differentiate instruction.