This document provides guidance on embedding equality and diversity into the curriculum. It discusses why it is important to focus on these issues and provides suggestions for how to do so. Specifically, it recommends choosing inclusive resources, challenging prejudiced assumptions, and promoting respect for diversity among students. Teachers are encouraged to consider equality and diversity in lesson planning, delivery, and discussions to meet all students' needs and prevent discrimination.
This document provides information about the fields of study and questions for the Advanced Higher History exam in Scotland. It lists 11 fields of study that candidates can choose from, with each field containing two parts - Part 1 lists 5 short-answer questions to choose from, and Part 2 provides sources and questions related to that field of study. The document provides the fields of study, their corresponding page numbers, and all the questions for Parts 1 and 2 for each field. It is the information booklet that candidates will use to answer questions on their chosen field for the Advanced Higher History exam.
Half day open training event held in London. Audience included diversity professionals, HR people, business owners, NHS employees and individuals employed in charities. We had an interesting debate on the new TUC report around sexual harassment.
This document discusses equality and diversity, providing definitions and perspectives from various sources. Equality refers to equal treatment and opportunities regardless of personal attributes, while diversity acknowledges and respects individual differences. The document outlines relevant UK legislation and how positive action differs from illegal positive discrimination. It provides guidance for organizations to establish equitable policies and procedures regarding recruitment, training, and addressing issues like harassment.
This presentation is actually about equal opportunities of education system in Pakistan. I have made critical analysis of education system of Pakistan. Then at the end i have given different recommendations for removal of existing inequalities in our education system.
The document is a song about individuality and celebrating differences between people. It discusses how each person has their own preferences for alone time versus with others, activities, appearance and tastes in food. The song emphasizes that it's good that all people are unique with different shapes, sizes and personalities, rather than all being the same. It ultimately celebrates individuality and encourages embracing differences between people.
This document discusses individuality and how to attain it. It defines individuality as the state or quality of being individual. Some key ways to attain individuality mentioned are to be true to yourself, know who you are, make a list of your likes, and mold your life around what you enjoy rather than changing yourself for society. The document also discusses understanding one's own individuality by recognizing limitations and connecting with your inner self. Having a strong individuality can help people survive in the world, succeed, provide unique leadership skills, and foster entrepreneurship.
Equality & Diversity Slideshare july 2015Patrick Doyle
This course aims to raise awareness of Equality & Diversity and encourage candidates to take a proactive approach within the workplace. Equality and Diversity can be compromised by values, opinions, and prejudice; this course explores how prejudice may develop and how they may influence people. Candidates gain awareness of discriminatory practice and gain knowledge on how to promote equal opportunities for all and recognise the value of diversity.
Duration: 3 Hours
Experience: None required
This course is suitable for: all staff currently working within health and social care settings in the United Kingdom. The course is designed to meet the training needs of domiciliary care agencies, care home or hospital settings and all staff. The course is also ideal for carers.
Number of Trainees: 15 maximum
Course Standard: Certificate of attendance
Equipment Needed: A range of learning materials will be provided
Candidates will cover:
•Defining Equality
•Defining Diversity
•Equal Opportunities
•Social & Individual characteristics including identity and Individuality
•Managing Different Beliefs, values and attitudes
•Understanding discrimination and prejudice
•Rights & Responsibilities
•Legislation
•Overcoming bad practice
By the end of the course Candidates will be able to:
•Define the terms equality and diversity
•Understand the concept of equal opportunities
•Discuss underpinning legislation
•Understand the concept of stigma
This document provides information about the fields of study and questions for the Advanced Higher History exam in Scotland. It lists 11 fields of study that candidates can choose from, with each field containing two parts - Part 1 lists 5 short-answer questions to choose from, and Part 2 provides sources and questions related to that field of study. The document provides the fields of study, their corresponding page numbers, and all the questions for Parts 1 and 2 for each field. It is the information booklet that candidates will use to answer questions on their chosen field for the Advanced Higher History exam.
Half day open training event held in London. Audience included diversity professionals, HR people, business owners, NHS employees and individuals employed in charities. We had an interesting debate on the new TUC report around sexual harassment.
This document discusses equality and diversity, providing definitions and perspectives from various sources. Equality refers to equal treatment and opportunities regardless of personal attributes, while diversity acknowledges and respects individual differences. The document outlines relevant UK legislation and how positive action differs from illegal positive discrimination. It provides guidance for organizations to establish equitable policies and procedures regarding recruitment, training, and addressing issues like harassment.
This presentation is actually about equal opportunities of education system in Pakistan. I have made critical analysis of education system of Pakistan. Then at the end i have given different recommendations for removal of existing inequalities in our education system.
The document is a song about individuality and celebrating differences between people. It discusses how each person has their own preferences for alone time versus with others, activities, appearance and tastes in food. The song emphasizes that it's good that all people are unique with different shapes, sizes and personalities, rather than all being the same. It ultimately celebrates individuality and encourages embracing differences between people.
This document discusses individuality and how to attain it. It defines individuality as the state or quality of being individual. Some key ways to attain individuality mentioned are to be true to yourself, know who you are, make a list of your likes, and mold your life around what you enjoy rather than changing yourself for society. The document also discusses understanding one's own individuality by recognizing limitations and connecting with your inner self. Having a strong individuality can help people survive in the world, succeed, provide unique leadership skills, and foster entrepreneurship.
Equality & Diversity Slideshare july 2015Patrick Doyle
This course aims to raise awareness of Equality & Diversity and encourage candidates to take a proactive approach within the workplace. Equality and Diversity can be compromised by values, opinions, and prejudice; this course explores how prejudice may develop and how they may influence people. Candidates gain awareness of discriminatory practice and gain knowledge on how to promote equal opportunities for all and recognise the value of diversity.
Duration: 3 Hours
Experience: None required
This course is suitable for: all staff currently working within health and social care settings in the United Kingdom. The course is designed to meet the training needs of domiciliary care agencies, care home or hospital settings and all staff. The course is also ideal for carers.
Number of Trainees: 15 maximum
Course Standard: Certificate of attendance
Equipment Needed: A range of learning materials will be provided
Candidates will cover:
•Defining Equality
•Defining Diversity
•Equal Opportunities
•Social & Individual characteristics including identity and Individuality
•Managing Different Beliefs, values and attitudes
•Understanding discrimination and prejudice
•Rights & Responsibilities
•Legislation
•Overcoming bad practice
By the end of the course Candidates will be able to:
•Define the terms equality and diversity
•Understand the concept of equal opportunities
•Discuss underpinning legislation
•Understand the concept of stigma
Schools exist as institutions to educate students and are connected to the communities in which they reside. A community is defined as a group that shares common characteristics or interests. Schools function as a subsystem within the larger societal system and must coordinate with their local community. When schools and communities partner effectively, it can lead to improved school facilities, leadership, learning programs, and new resources that benefit both students and the community at large. The main stakeholders in the school-community relationship are school administration, teachers, students, parents, and governing bodies. An effective partnership involves welcoming community participation in school activities.
The document discusses the concepts of equality and diversity, defining equality as equal rights and treatment for all individuals, while defining diversity as differences from what is normal or expected. It outlines various types of discrimination prohibited under the Equality Act 2010, including direct, indirect, associative, and perceptive discrimination. The Equality Act 2010 aims to strengthen and streamline anti-discrimination legislation in the UK by protecting individuals from discrimination based on several characteristics.
This document discusses creating a positive learning environment through structuring the physical and emotional climate of the classroom. It addresses desk arrangements, student placement, classroom decoration, and the role of music. It also covers five basic emotional needs for students: psychological safety, positive self-image, a sense of belonging, purposeful behavior, and personal competence. Specific strategies are provided for creating a positive emotional climate, managing teacher expectations, and characteristics of effective teachers.
The document discusses the differences between 20th century education models and 21st century learners. It notes that traditional teachers often teach the way they were taught, but today's students may learn differently. Specifically, it outlines that while old learners were more passive and competitive, new learners are hands-on, collaborative and prefer non-linear learning. Additionally, 21st century learners are used to learning with technology and accessing information from various online sources. The document advocates that educators should understand how today's students learn best and leverage technologies to enhance and visualize learning.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
This document discusses individuality and defines key related terms. It notes both pros and cons of being an individual, such as having accepted oneself but also being a target of society. A story is presented of a man named Lil' Timmie who loses his identity by conforming to social pressures in college. Components of individuality are outlined, including having purpose, defining oneself rather than being labeled, and choosing influences. Characteristics of an individual are provided, such as being grounded, self-aware, and able to think for oneself. Resources for learning more about oneself are recommended.
Multicultural Diversity and Broadening Teaching PerspectivesAllaine Santos
This document discusses the challenges that global teachers face in multicultural classrooms and various teacher exchange programs that aim to promote cultural understanding. It notes that classrooms are becoming more diverse in terms of students' ethnic backgrounds, languages, socioeconomic statuses, and experiences. To help teachers address this diversity, it recommends that they gain awareness of differences, avoid stereotyping students, get to know each student, and infuse multicultural materials. It then outlines several international teacher exchange programs between countries and their goals of transforming lives through cultural exchange, providing opportunities for teachers to learn from other environments, and developing global competencies.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
This document discusses 21st century learning and teaching. It covers several topics: (1) the evolution of learning from a teacher-centric model to a more student-centric approach utilizing technologies; (2) changes in higher education with the rise of MOOCs, OERs, and online learning; (3) the skills and attributes employers desire in graduates which include collaboration, communication, creativity and critical thinking; and (4) the roles and strategies needed for educators to develop 21st century skills in students and prepare them for a changing world.
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
This document discusses creating culturally inclusive classrooms. It begins by noting the cultural diversity that exists in India and around the world. It then defines culture and discusses how culture is learned. The document outlines different types of diversity, including diversity within diversity. It discusses how cultural diversity impacts areas like beliefs and learning styles. The document emphasizes that diversity benefits education by providing different perspectives and experiences. It provides strategies for teaching diverse students and creating a culturally inclusive classroom environment that recognizes and appreciates diversity.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
Commentonat least 3 Classmates’Posts (approximately 150 -300 wo.docxdrandy1
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
According to the dictionary, culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. The capacity building series article “Culturally Responsive Pedagogy” explains that culture goes beyond the understanding of ethnicity, race and faith. In regards to teaching and learning, it is essential that teachers understand the similarities and differences about their students various social identities. Gay explains that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personal and meaningful, have higher interest appeal and are learned more easily and thoroughly (pg. 106). As humans, our identities play a huge role in our overall mood. When we feel unaccepted or neglected, we tend to shut down. It is essential to the learning process that all students are able to identify with their cultures.
Escudera explains that cultural competence requires that teachers understand their own cultural backgrounds and actively learn about those of their students (2019). Teachers must also take the time to truly learn and understand the different cultural backgrounds of their students. This will allow students to identify with what is being taught and will result in a more engaged group of students. Real learning takes place when students around able to connect with what is being taught. Students and teachers need to coexist. Teachers who are reluctant about obtaining knowledge about culture or incorporating culture into their classrooms may bring their own bias based on their own culture; knowingly or unknowingly.
Culturally responsive teaching refers to using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching (Gay, 2001). In culturally responsive classrooms, teachers need to develop knowledge about cultural diversity, design culturally relevant curricula, demonstrate cultural caring, build a learning community, have cross-cultural communications, and inclu.
Commentonat least 3 Classmates’Posts (approximately 150 -300 wo.docxcargillfilberto
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
According to the dictionary, culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. The capacity building series article “Culturally Responsive Pedagogy” explains that culture goes beyond the understanding of ethnicity, race and faith. In regards to teaching and learning, it is essential that teachers understand the similarities and differences about their students various social identities. Gay explains that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personal and meaningful, have higher interest appeal and are learned more easily and thoroughly (pg. 106). As humans, our identities play a huge role in our overall mood. When we feel unaccepted or neglected, we tend to shut down. It is essential to the learning process that all students are able to identify with their cultures.
Escudera explains that cultural competence requires that teachers understand their own cultural backgrounds and actively learn about those of their students (2019). Teachers must also take the time to truly learn and understand the different cultural backgrounds of their students. This will allow students to identify with what is being taught and will result in a more engaged group of students. Real learning takes place when students around able to connect with what is being taught. Students and teachers need to coexist. Teachers who are reluctant about obtaining knowledge about culture or incorporating culture into their classrooms may bring their own bias based on their own culture; knowingly or unknowingly.
Culturally responsive teaching refers to using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching (Gay, 2001). In culturally responsive classrooms, teachers need to develop knowledge about cultural diversity, design culturally relevant curricula, demonstrate cultural caring, build a learning community, have cross-cultural communications, and inclu.
This document discusses how values are developed in schools. It states that values guide human behavior and are generally adopted from one's culture. In schools, values are developed through classroom culture that encourages respect and participation, and practices like morning assemblies. All curricular areas can integrate value development. Key questions around value education include whether it should be a separate subject, how to address conflicts between school and home values, and how development of values should be assessed. The focus should be on behaviors that demonstrate values rather than direct assessment of having values. Developing teachers' understanding of values is also important to integrate them in school culture.
The document discusses the importance of teaching tolerance and embracing diversity in education. It argues that educators must interrupt inequality and oppression stemming from negative reactions to people's natural differences. It also states that flawed ideas about intelligence and differences influence school policies and practices, and advocates for affirming classrooms free of discrimination. The document provides examples of types of discrimination and argues that educators must eliminate their own stereotypes and biases, communicate effectively across differences, appreciate diverse cultures, and teach students to embrace diversity, tolerate differences, and treat others with compassion.
What Is Diversity, Equity And Inclusion In Education? 10 Key Strategies | Fut...Future Education Magazine
10 Key Strategies for Equity and Inclusion in Education: 1. Resource Allocation 2. Culturally Responsive Teaching 3. Early Intervention Programs 4. Professional Development 5. Inclusion in Education
School culture is shaped by shared attitudes, values, beliefs, expectations, and relationships within a school. It is driven by daily interactions between administrators, teachers, students, support staff, and the outside community. Research shows that a positive school culture focused on student learning and achievement leads to greater student and teacher success than any other reform effort. Key aspects of a positive transformative school culture include having student learning and well-being as the central mission, rich traditions that promote core values, and an environment where all members of the school community feel respected and empowered.
Schools exist as institutions to educate students and are connected to the communities in which they reside. A community is defined as a group that shares common characteristics or interests. Schools function as a subsystem within the larger societal system and must coordinate with their local community. When schools and communities partner effectively, it can lead to improved school facilities, leadership, learning programs, and new resources that benefit both students and the community at large. The main stakeholders in the school-community relationship are school administration, teachers, students, parents, and governing bodies. An effective partnership involves welcoming community participation in school activities.
The document discusses the concepts of equality and diversity, defining equality as equal rights and treatment for all individuals, while defining diversity as differences from what is normal or expected. It outlines various types of discrimination prohibited under the Equality Act 2010, including direct, indirect, associative, and perceptive discrimination. The Equality Act 2010 aims to strengthen and streamline anti-discrimination legislation in the UK by protecting individuals from discrimination based on several characteristics.
This document discusses creating a positive learning environment through structuring the physical and emotional climate of the classroom. It addresses desk arrangements, student placement, classroom decoration, and the role of music. It also covers five basic emotional needs for students: psychological safety, positive self-image, a sense of belonging, purposeful behavior, and personal competence. Specific strategies are provided for creating a positive emotional climate, managing teacher expectations, and characteristics of effective teachers.
The document discusses the differences between 20th century education models and 21st century learners. It notes that traditional teachers often teach the way they were taught, but today's students may learn differently. Specifically, it outlines that while old learners were more passive and competitive, new learners are hands-on, collaborative and prefer non-linear learning. Additionally, 21st century learners are used to learning with technology and accessing information from various online sources. The document advocates that educators should understand how today's students learn best and leverage technologies to enhance and visualize learning.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical space, establishing clear expectations and building relationships on the first day of school. It also stresses creating a positive classroom climate through motivation, diversity and recognizing students' multiple intelligences. Building self-esteem and developing consistent discipline policies are also identified as important for a supportive environment.
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
This document discusses individuality and defines key related terms. It notes both pros and cons of being an individual, such as having accepted oneself but also being a target of society. A story is presented of a man named Lil' Timmie who loses his identity by conforming to social pressures in college. Components of individuality are outlined, including having purpose, defining oneself rather than being labeled, and choosing influences. Characteristics of an individual are provided, such as being grounded, self-aware, and able to think for oneself. Resources for learning more about oneself are recommended.
Multicultural Diversity and Broadening Teaching PerspectivesAllaine Santos
This document discusses the challenges that global teachers face in multicultural classrooms and various teacher exchange programs that aim to promote cultural understanding. It notes that classrooms are becoming more diverse in terms of students' ethnic backgrounds, languages, socioeconomic statuses, and experiences. To help teachers address this diversity, it recommends that they gain awareness of differences, avoid stereotyping students, get to know each student, and infuse multicultural materials. It then outlines several international teacher exchange programs between countries and their goals of transforming lives through cultural exchange, providing opportunities for teachers to learn from other environments, and developing global competencies.
The document outlines standards for 21st century teachers and professional development. It discusses 5 standards for teachers: leadership, establishing a respectful environment, content knowledge, facilitating learning, and reflecting on practice. It then discusses what 21st century professional development looks like, including ensuring educators understand 21st century skills, enabling collaboration, tapping expertise within schools, and using 21st century tools. Successful professional development balances direct instruction with projects, enhances subject matter with skills like problem-solving, enables learning communities, and helps teachers support diverse students.
This document discusses 21st century learning and teaching. It covers several topics: (1) the evolution of learning from a teacher-centric model to a more student-centric approach utilizing technologies; (2) changes in higher education with the rise of MOOCs, OERs, and online learning; (3) the skills and attributes employers desire in graduates which include collaboration, communication, creativity and critical thinking; and (4) the roles and strategies needed for educators to develop 21st century skills in students and prepare them for a changing world.
Socialization is the process of learning the norms, values, behaviors, and social skills needed to function in a social group or society. Education institutions are social structures that transmit knowledge and skills through teaching and learning. There are several key agents of socialization, including family, school, peers, media, and religion. Understanding socialization is significant for education as it helps educators strengthen their skills in working with students and gives insight into students' perceptions and social mobility.
This document discusses creating culturally inclusive classrooms. It begins by noting the cultural diversity that exists in India and around the world. It then defines culture and discusses how culture is learned. The document outlines different types of diversity, including diversity within diversity. It discusses how cultural diversity impacts areas like beliefs and learning styles. The document emphasizes that diversity benefits education by providing different perspectives and experiences. It provides strategies for teaching diverse students and creating a culturally inclusive classroom environment that recognizes and appreciates diversity.
This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
Commentonat least 3 Classmates’Posts (approximately 150 -300 wo.docxdrandy1
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
According to the dictionary, culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. The capacity building series article “Culturally Responsive Pedagogy” explains that culture goes beyond the understanding of ethnicity, race and faith. In regards to teaching and learning, it is essential that teachers understand the similarities and differences about their students various social identities. Gay explains that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personal and meaningful, have higher interest appeal and are learned more easily and thoroughly (pg. 106). As humans, our identities play a huge role in our overall mood. When we feel unaccepted or neglected, we tend to shut down. It is essential to the learning process that all students are able to identify with their cultures.
Escudera explains that cultural competence requires that teachers understand their own cultural backgrounds and actively learn about those of their students (2019). Teachers must also take the time to truly learn and understand the different cultural backgrounds of their students. This will allow students to identify with what is being taught and will result in a more engaged group of students. Real learning takes place when students around able to connect with what is being taught. Students and teachers need to coexist. Teachers who are reluctant about obtaining knowledge about culture or incorporating culture into their classrooms may bring their own bias based on their own culture; knowingly or unknowingly.
Culturally responsive teaching refers to using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching (Gay, 2001). In culturally responsive classrooms, teachers need to develop knowledge about cultural diversity, design culturally relevant curricula, demonstrate cultural caring, build a learning community, have cross-cultural communications, and inclu.
Commentonat least 3 Classmates’Posts (approximately 150 -300 wo.docxcargillfilberto
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
- comment must address the R2R prompt and your classmate’s response substantively; if you agree or disagree, provide reasoning and rational evidence from the readings to support your position
- build on the ideas of what your classmate has written and dig deeper into the ideas
- support your views through research you have read or through your personal and/or professional experiences§demonstrate a logical progression of ideas
- comments need to be thoughtful and substantive; not gratuitous comments like “this was a good post” or simply that “you agree”. Simply congratulating the writer on their astute insights is insufficient.
- cite the readings in your response by using proper APA Style format and conventions.
classmate 1
According to the dictionary, culture is an umbrella term which encompasses the social behavior and norms found in human societies, as well as the knowledge, beliefs, arts, laws, customs, capabilities and habits of the individuals in these groups. The capacity building series article “Culturally Responsive Pedagogy” explains that culture goes beyond the understanding of ethnicity, race and faith. In regards to teaching and learning, it is essential that teachers understand the similarities and differences about their students various social identities. Gay explains that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personal and meaningful, have higher interest appeal and are learned more easily and thoroughly (pg. 106). As humans, our identities play a huge role in our overall mood. When we feel unaccepted or neglected, we tend to shut down. It is essential to the learning process that all students are able to identify with their cultures.
Escudera explains that cultural competence requires that teachers understand their own cultural backgrounds and actively learn about those of their students (2019). Teachers must also take the time to truly learn and understand the different cultural backgrounds of their students. This will allow students to identify with what is being taught and will result in a more engaged group of students. Real learning takes place when students around able to connect with what is being taught. Students and teachers need to coexist. Teachers who are reluctant about obtaining knowledge about culture or incorporating culture into their classrooms may bring their own bias based on their own culture; knowingly or unknowingly.
Culturally responsive teaching refers to using the cultural characteristics, experiences and perspectives of ethnically diverse students as conduits for teaching (Gay, 2001). In culturally responsive classrooms, teachers need to develop knowledge about cultural diversity, design culturally relevant curricula, demonstrate cultural caring, build a learning community, have cross-cultural communications, and inclu.
This document discusses how values are developed in schools. It states that values guide human behavior and are generally adopted from one's culture. In schools, values are developed through classroom culture that encourages respect and participation, and practices like morning assemblies. All curricular areas can integrate value development. Key questions around value education include whether it should be a separate subject, how to address conflicts between school and home values, and how development of values should be assessed. The focus should be on behaviors that demonstrate values rather than direct assessment of having values. Developing teachers' understanding of values is also important to integrate them in school culture.
The document discusses the importance of teaching tolerance and embracing diversity in education. It argues that educators must interrupt inequality and oppression stemming from negative reactions to people's natural differences. It also states that flawed ideas about intelligence and differences influence school policies and practices, and advocates for affirming classrooms free of discrimination. The document provides examples of types of discrimination and argues that educators must eliminate their own stereotypes and biases, communicate effectively across differences, appreciate diverse cultures, and teach students to embrace diversity, tolerate differences, and treat others with compassion.
What Is Diversity, Equity And Inclusion In Education? 10 Key Strategies | Fut...Future Education Magazine
10 Key Strategies for Equity and Inclusion in Education: 1. Resource Allocation 2. Culturally Responsive Teaching 3. Early Intervention Programs 4. Professional Development 5. Inclusion in Education
School culture is shaped by shared attitudes, values, beliefs, expectations, and relationships within a school. It is driven by daily interactions between administrators, teachers, students, support staff, and the outside community. Research shows that a positive school culture focused on student learning and achievement leads to greater student and teacher success than any other reform effort. Key aspects of a positive transformative school culture include having student learning and well-being as the central mission, rich traditions that promote core values, and an environment where all members of the school community feel respected and empowered.
Breaking Down Barriers Promoting Diversity and Inclusion in Education.pdfBirtikendrajit
This blog explores the importance of promoting diversity and inclusion in education, emphasizing the need to create environments where every individual feels valued and empowered to succeed. It discusses the challenges faced in achieving these goals and offers practical strategies for educators and administrators to foster inclusivity in their schools. By cultivating cultural competence, diversifying the curriculum, fostering inclusive classroom practices, empowering student voices, and building partnerships with diverse communities, educational institutions can create a more inclusive learning environment that prepares students for success in a diverse world.
What are OUR Responsibilities as Educators in a Culturally Responsive Classroom? - To Create a POSITIVE Environment in the Classroom where ALL Students have the opportunity to be Successful
To Cultivate a climate of Respect and Dignity for ALL in the classroom To Be an Agent of Change
The document discusses multicultural education in early childhood settings. It defines multicultural education as a process that includes and serves individuals from many cultures through staff, meals, caregiving practices, and curriculum content that reflects diversity. The goals of multicultural education are to minimize racism and discrimination, foster cultural identity and home languages, and teach children critical thinking skills to challenge injustice. An effective multicultural early childhood program incorporates the home cultures and languages of the children, implements activities to learn about different cultures, and helps children appreciate diversity while recognizing and resisting stereotypes.
The document discusses the principles of culturally responsive teaching and culturally responsive school environments. It defines key terms like culture, pedagogy, and culturally responsive teaching. According to scholars like Ladson-Billings and Gay, culturally responsive teaching empowers students intellectually and socially by using their cultural knowledge and experiences. A culturally responsive school environment reflects and values the diversity of cultures and languages present. The document provides characteristics of such an environment and discusses the importance of professional development to create inclusive, equitable learning spaces.
The document discusses strategies for teaching in a multiculturally diverse classroom. It emphasizes the importance of creating an inclusive learning environment where students from all backgrounds feel comfortable participating by incorporating activities that encourage perspective-taking and exploring different cultural experiences and communication styles. The document also highlights themes from previous iterations of the course, such as recognizing implicit biases, negotiating cultural boundaries sensitively, and using group work to expose students to diverse viewpoints.
Here are some strategies to address gender diversity in the classroom:
- Educate students about gender identity, expression, orientation and related terms in an age-appropriate manner.
- Enforce anti-bullying policies and intervene if any student faces discrimination.
- Use students' preferred names and pronouns to create an inclusive environment.
- Provide gender-neutral bathrooms or allow students to use the facility matching their gender identity.
- Review dress codes and uniforms for flexibility that respects all students' identities.
- Train teachers to avoid making assumptions and to be sensitive to different experiences.
The goal is to foster understanding and acceptance and ensure all students feel safe, respected and able to fully participate
Whitten Middle School hosted a presentation on inclusion by Cecilia Lemon Rice. The presentation discussed how inclusion is the process of integrating general and special education to create a unified school system that supports all students. It outlined the benefits of inclusion for students with and without disabilities, including improved achievement, self-esteem, social skills, and attitudes toward diversity. The presentation also described different co-teaching models that can be used to support inclusion, such as one teach one support, parallel teaching and station teaching.
1. Bronfenbrenner's bio-ecological model views child development as influenced by multiple environmental systems, including the microsystem of immediate surroundings, mesosystem of connections between microsystems, exosystem of social settings not directly involving the child, and macrosystem of overarching cultural values.
2. Important microsystems influencing cognitive development include family, school, peer groups, with parenting styles, school culture, and peer aggression impacting learning.
3. Cooperative learning through collaboration and cooperation can positively impact students' social skills, engagement, and academic achievement when incorporating face-to-face interaction, interdependence, accountability, cooperative skills, and group processing.
This is for New BTSA Support Providers. This is the second workshop in the series called Coaching for Induction. Included is a video Chimamanda Ngozi Adichie.
Teachers should create inclusive lessons that consider the diverse needs of all learners. A good lesson has a safe, accessible learning environment and uses clear communication and materials formatted for different needs. Lessons should bring diverse perspectives, mix groups to share experiences, and use technology and resources to support all learners at an appropriate pace. Teachers should model inclusive practices, challenge discrimination, and ensure all learners are engaged, progress is supported, and they develop skills for well-being.
This document discusses the nature vs nurture debate regarding the origins of human behavior. It aims to understand the debate, describe studies supporting each side, identify relevant approaches, and evaluate the debate. The key points covered include: behavior being determined by genetics (nature) or environment (nurture); studies supporting nature like twin and adoption studies; studies supporting nurture like Little Albert and the Stanford Prison Experiment; and that behavior is often best explained by an interaction between the two.
This document discusses the topic of intelligence. It explores the difference between heredity, which is the genetic contribution to a trait, and inheritance, which is the transmission of genes from parents to offspring. The document examines genetic and environmental factors that influence intelligence.
This document provides an introduction to the field of psychology. It discusses what psychology is and is not, including that it is the scientific study of human behavior and the mind. It also discusses what psychologists do and do not do. The document lists several topics within psychology like memory, intelligence, and relationships. It then outlines an in-class experiment asking students to recall lists of numbers and letters to demonstrate concepts like short-term memory capacity.
This document discusses several topics in psychology including how the human mind works, how we think and learn, the role of memory and schemas, why we form attachments and the importance of mothers, the relationship between the brain/nervous system and behavior, and how individuals and groups interact in society in terms of conformity to rules. It poses questions about each of these topics and provides a link to a YouTube video for additional information.
This document discusses several topics in psychology including how the human mind works, how we think and learn, the role of memory and schemas, why we form attachments and the importance of mothers, the relationship between the brain/nervous system and behavior, and how individuals and groups interact in society in terms of conformity to rules. It poses questions about each of these topics and how psychology seeks to understand and explain human behavior and mental processes.
This document is an introduction to the Psychology Student Survival Guide created by David Webb. It provides an overview of the guide's contents and purpose. The guide aims to provide psychology students with an easy to use online reference tool to locate necessary information. It covers a wide range of topics relevant to psychology students, including the different fields of psychology, research methods, academic skills, career information, and resources for students. The introduction emphasizes that the guide seeks to make psychology more accessible and help students however they connect with the subject, as a student, educator, or general interest reader.
Moral development theories propose that morality progresses through stages of increasing complexity, from a focus on obedience and consequences to considering social order and universal ethical principles. However, critiques argue that Kohlberg's theory is biased towards Western notions of justice and fails to account for non-Western concepts of morality or women's tendency towards care-based reasoning. The implications are that teachers and researchers should consider cultural and gender influences and use a variety of dilemmas involving both justice and care when studying and facilitating moral growth.
Good practice in building equality and diversity into subject areasRuth Hewitt
This document provides examples of activities teachers can do in various subjects to promote equality and diversity in the classroom. In art, teachers can ask students to explore artists from diverse backgrounds and disabilities. In business studies, they can discuss gender inequality, disabled entrepreneurs, and diversity in advertising. Across subjects like home economics, history, and health and social care, teachers are encouraged to incorporate topics about different cultures, identities, and lived experiences. The overall message is to illustrate the importance of equality and non-discrimination through curriculum content and classroom discussions.
A good lesson considers the diverse needs of all learners through inclusive strategies such as providing group profiles detailing any disabilities or needs. Lessons are planned with adjustments to ensure all learners can participate effectively in a safe, accessible environment. Clear communication uses multiple formats and teachers explore subjects from different perspectives while promoting respect, equality and inclusion. Learners' progress is regularly checked and supported.
The document outlines guidelines for ensuring lessons and learning environments are inclusive of students with diverse needs and backgrounds. Teachers should provide observers with learner profiles detailing any specific needs, make necessary adjustments to pace, materials and activities, and promote non-discrimination and active participation from all students. Progress should be regularly checked and supported in ways that meet individual student requirements.
This 3 minute YouTube video shows a man demonstrating how to tie a basic square knot. He explains that the square knot is useful for tying two ropes together of similar thickness. The man holds up two ropes and clearly shows how to tie the knot by first passing one rope over and then under the other rope before repeating the process in reverse order.
This document provides an overview of key changes and requirements under the Equality Act for businesses. Some of the main points covered include introducing protected characteristics, extending certain protections, requiring employers to prevent unlawful discrimination, and defining various types of discrimination like direct, indirect, harassment, victimization, and perceived/associative discrimination. It also notes an increase in employment tribunal claims in recent years.
This document provides guidance for students completing the AS Extended Project Qualification over the summer. Students are instructed to finalize their topic title, select resources, write a literature review of the resources, and hand in this work at their week 6 interview. They are also told to search for 20 suitable sources from the library and internet on their topic and analyze each source in a literature review. The key features of the Extended Project qualification are also outlined, including that it comprises a single piece of work of the student's choosing that requires evidence of planning, preparation, and research.
The document describes an Extended Project Qualification that allows students to complete a single independent research project on a topic of their choosing. It can be presented as a report, dissertation, performance or other format. Suggested topics are given as examples. The project involves taught research skills, supervision, and results in UCAS points for university admission. It is recommended for organized, independent students interested in developing strong research abilities.
The document provides information about the Extended Project Qualification (EPQ). It states that the EPQ enhances university applications, prepares students for university life, and allows them to broaden their interests and knowledge. Students will receive guidance from staff to discuss goals and review progress. Projects can be a dissertation, report, performance, or artifact. Grades range from A* to E and provide UCAS points for university applications.
This document provides an overview of key topics related to equality, diversity, and discrimination in the workplace. It discusses the Equality Act and new protected characteristics it introduces. It also summarizes various types of discrimination and harassment covered by the Act, as well as definitions, provisions, and best practices for employers regarding topics like bullying, harassment, victimization, and promoting equal opportunities.
The Equality Act 2010 consolidates and streamlines over 100 pieces of equality legislation into one single act. It protects individuals from discrimination and harassment based on nine protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. The Act strengthens equality laws, makes them more consistent, and extends protection to characteristics not previously covered. It also establishes a public sector equality duty requiring public bodies to consider how their policies and decisions affect people with protected characteristics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Embedding equality and diversity into the curriuculum
1. “How to implement policy into practice”
EMBEDDING EQUALITY AND DIVERSITY
INTO THE CURRICULUM
2. EMBEDDING EQUALITY AND DIVERSITY INTO THE How?: Choose the right resources:
CURRICULUM Check resources for bias.
Aim to choose resources that do not stereotype, disadvantage or
poke fun at anyone based on their race, sexual orientation, religion
The purpose of this booklet is to help you further embed equality and or belief, age, disability, gender, where they live or any other
diversity into what we do and to answer the following questions: personal characteristic.
Use materials that promote good equality practice and community
●WHAT IS IT? ● WHY DO IT? ●HOW DO I DO IT?
cohesion.
What is embedding equality and diversity?
How?: Challenge racist, sexist and homophobic assumptions and
Meeting the needs of individual students by being sensitive to their attitudes:
culture and abilities
These assumptions and attitudes denigrate individuals and have
Promoting equality by providing positive messages and challenging serious consequences for all of us. Such assumptions and
all forms of prejudice and discrimination attitudes will have consequences when students progress to the
Promoting diversity by getting different groups to work together, “real world”.
encouraging respect, being inclusive and valuing differences.
How?: Promote respect for diversity:
Why focus on equality and diversity in the curriculum? Set clear ground rules
It is fundamental to our Statement of Purpose, Values and Vision. Signpost students to the college‟s equality policies.
It is part of understanding the needs of others and about social
Encourage students to share information about themselves by
justice.
using ice breakers to build good relationships, listening and
learning from each other.
Ensure that people from different groups are able to work together
and that issues of inequality in the learning environment are
challenged.
How?: In your lessons:
Provide a range of learning opportunities.
Challenge and avoid the use of negative or potentially offensive
Including equality and diversity issues within the curriculum helps stereotypes or assumptions.
to prepare students for the community in which they live, work and Encourage students to value similarities as well as differences.
socialise. It prepares them for the “real world”.
Challenge and actively discourage any language or behaviour
which is racist, sexist and homophobic or which demeans people
with disabilities from particular neighbourhoods, areas and so on.
3. EQUALITY AND DIVERSITY “Assessment is fair and delivered in a range of ways to take into
account language, disabilities etc.”
EMBEDDING EQUALITY AND DIVERSITY INTO THE “Language used by the teacher is non-discriminatory, appropriate
and relevant.”
CURRICULUM: MAKING THE IMPLICIT EXPLICIT
“Discussion and comments within the class are managed to ensure
Our Statement of Purpose, Vision and Values encourages us as teachers student attitudes, behaviour, banter and language are appropriate,
to promote respect for the diversity of the community and the wider inclusive and non-discriminatory.”
society of which we are part. Therefore promoting
equality and diversity should be and can be a “Materials and topics are presented in a way that is sensitive to the
feature of every lesson. This means equality and diverse needs, backgrounds and experiences of students.
diversity in its broadest sense: treating people fairly Examples used take into account the diversity of the College
and with respect, enabling them to achieve their full community and this class.”
potential. Promoting equality and diversity doesn‟t
mean having to do anything differently – it simply means being conscious “Resources are adapted to ensure that students can access
of these issues in lesson planning and lesson delivery. Consideration of information and to meet individual needs (e.g. large print).”
broad equality and diversity issues is a feature of good teaching
because it is about meeting the needs of the individual student.
GOOD PRACTICE
The following are features of good practice drawn from lesson
observations.
“Evidence that consideration has been given to the diverse needs
of students in the class (including ability, ethnicity, gender etc) in
planning the lesson and resources.”
“Teacher challenges inappropriate language and banter.”
“A variety of teaching methods are used to suit the learning styles
and (dis)abilities of the class.”
4. STARTING POINT FOR MANAGING EQUALITY AND SKILLS USED WITH STUDENTS Doing Recognise that I am Recognise that there
DIVERSITY IN THE LEARNING ENVIRONMENT well competent and can is more I might be
support students able to do
I listen when students make
As equality and diversity have a much higher profile in the new complaints about discrimination
and their experience of it
Ofsted inspection framework we need to consider our next step in
how we promote these issues both as a College and as individual I openly discuss issues of
inequality when they arise in my
teachers and tutors. subject/tutor group
I ensure that all students have
It is worth bearing in mind that equality and diversity is a much opportunities to contribute and to
broader subject than many people think: fundamentally it is about be listened to respectfully
treating all community members with fairness and respect. But I set ground rules to prevent racist,
don’t be threatened by terminology, these are things we all do sexist or other discriminatory
attitudes and behaviour in the
well. classroom
I manage the group and group
A personal audit of your skills, experiences and qualities will help you to discussions when prejudiced views
recognise where you are doing well and where there might be room for and stereotypes are introduced
development. The audit below provides a useful starting point. I utilise students‟ experiences,
cultures, background and
SKILLS USED WITH Doing Recognise that I am Recognise that there is knowledge where possible
COLLEAGUES well competent and can more I might be able to
support colleagues do I am aware of my own prejudices
I encourage open discussion about and use of stereotypes
equality and diversity
I challenge discrimination,
I express my own views openly harassment and victimisation with
competence
I seek more information when I need
it I induct students into equality and
diversity issues and explain the
I handle sensitive discussions within consequences of unacceptable
team meetings to avoid conflict behaviour
I express feelings about my I am aware of my own assumptions
colleagues‟ attitudes, language and about difference, cultures, customs
behaviour and abilities
I directly challenge jokes and
derogatory comments about
disability, sexuality, race, gender,
religion or belief, age and other areas
of discrimination
5. Things I would like to develop in relation to equality and diversity: Tasks that match the abilities of the students in the class.
DELIVERY
Consider:
Allocation of time to explore and debate equality and diversity
issues during subject‟s induction (rights and responsibilities,
appropriate language etc). Setting appropriate equality and
SUGGESTIONS FOR PROMOTING EQUALITY AND diversity ground rules with the class.
DIVERSITY IN CLASSROOM PRACTICE Rules on use of inappropriate, offensive and discriminatory
language, attitudes, behaviour etc and challenging inequality where
PLANNING and when it occurs.
Use of appropriate learning objectives and assessment methods
Consider: for all students (differentiation).
The individual students in the class. Examples of good practice:
The students‟ background, experiences and prior learning.
The learning environment (the need for it to be inclusive, fit for Establishing ground rules about appropriate language through
purpose and reflecting the needs of individual learners, such as whole class discussion.
layout, accessibility, visual features, auditory needs etc). Different forms of assessment to suit the individual needs/abilities
Lesson planning and delivery takes into account the need to break of students.
learning into “digestible chunks” and ensure differentiation. Including elements of diversity into teaching and learning – making
reference and using examples from a variety of cultures, religion,
Examples of good practice: traditions. Exploring stereotyping and other
topics around equality (lesson plan, resources
Use of examples that reflect the etc).
diversity of the College/class. Challenging prejudice and stereotyping in
Images that reflect diversity the classroom.
Classroom layout enabling all the Using diversity as an educational
class to participate and learn. resource. Using the experiences of students as
Activities that enable students of teaching and learning resources.
different groups to work together.
6. RESOURCES PRACTICAL SUGGESTIONS FOR HELPING YOU TO FURTHER
EMBED EQUALITY AND DIVERSITY INTO LESSONS OR TUTORIALS
Consider:
The following are practical suggestions that may help you to develop your
Ensuring teaching resources are accessible to all students. confidence and competence in how you further embed equality and
Ensuring that images of a diverse range of people are visible in diversity into what is most important in our college – teaching and
course materials and displays and that named examples reflect learning.
diversity.
CREATING A SAFE LEARNING ENVIRONMENT
Examples of good practice include:
However clear our messages about equality and diversity are, they will be
Posters/displays celebrating achievements of students. competing with:
Displays for themed weeks such as Black history.
Diverse images in handouts, booklets and displays. attitudes of friends and family members
strong media influences and views which are expressed every day.
the developing views of young people about equality and diversity.
If we are to work with these views, myths and
misconceptions, they need to be discussed
and explored as part of teaching and
learning. Each of us needs to consider how
ADDITIONAL SUPPORT best to create a safe and encouraging
learning environment and atmosphere that
Consider: allows students to participate and to
contribute fully in our lessons and tutorials.
Allowing students the opportunity to discuss additional support
needs at the beginning and throughout the course. Providing Tips for creating a safe and encouraging environment:
support that students like/need.
Always set clear ground rules.
Examples of good practice include:
Encourage students to identify their own ground rules.
Agree how you and students will tackle the breaking of ground
Class discussion leading to teacher providing additional support in
rules.
the form most appreciated by students.
Encourage students to take responsibility for reminding one
another about the ground rules.
7. Discuss with students what they think is not acceptable language, SETTING GROUND RULES
behaviour, attitudes and viewpoints.
You may want to consider making a list of unacceptable language, We all use ground rules in our teaching. They provide a framework to
behaviour, attitudes and viewpoints but this can be highly sensitive. ensure open, respectful dialogue, and maximum participation. Using
ground rules to build a safe and learning environment is especially
SELECTING LEARNING ACTIVITIES important in the fields of equality where many themes are strongly linked
to personal values and experiences. A completely safe learning
Issues relating to equality and diversity crop up in some subjects more environment provides support for the shifts in thinking and practice that
than other. However in class discussions, interactions or activities, new knowledge and skills often require:
equality and diversity issues will crop up in every subject at some stage.
Therefore, ground rules should be developed in order to:
Equality and diversity are dynamic issues meaning that the cultural,
political, social context and language we use to discuss them is constantly assist the teacher to explore and develop a framework within which
changing. The activities you select will be influenced by: to discuss equality and diversity themes.
help students to understand what is expected of them in terms of
students‟ backgrounds, cultures and identities attitudes, behaviour, language and so on.
students‟ ages clarify the rights and responsibilities of all concerned.
students‟ needs encourage discussion to define clear parameters for discussion
students‟ interests and classroom interaction.
local issues assist in making the learning environment safe for all to learn and
national issues express themselves.
how best to reflect the
realities, priorities and issues of Ground rules should be drawn to the attention of students before and
today‟s world during the course by:
length of the session
number of sessions including in induction packs and materials.
starting point of the students displaying them as a wall chart.
desired learning outcomes. displaying them as part of the subject induction.
disseminating them to everyone participating in the course and
Make use of local incidents, TV dramas and soaps, human interest asking students if they wish to add anything to the list.
stories, news events and whatever is happening in the world to raise and referring to them throughout lessons.
encourage on-going discussion, debate and personal reflection.
Learning always involves some risk. Creating a safe learning climate for
exploring sensitive issues is essential.
8. TIPS FOR INCLUSIVE LESSON/TUTORIAL DELIVERY develop clear and common ground rules
using everyday news to raise awareness and encourage ongoing
Inclusive practices include: discussion, debate and self reflection
challenging with respect.
meeting the individual requirements of all students
using inclusive language that does not cause offence
respecting differences
making every effort to be aware of culture, customs, religious
differences and special and specific needs as well as individuals‟
backgrounds.
Practical approaches to fostering inclusion include:
familiarising yourself with equality and diversity policies
producing resources and information in formats to meet the needs
of all students equally
developing resources to raise awareness of discriminatory
behaviour and demonstrate how to challenge and avoid it
raising awareness of equality issues
tackling inequality and discrimination and actively promoting CHALLENGING WITH CONFIDENCE: HANDLING STRONG
understanding and respect for all VIEWS AND EMOTIONS
respecting and providing for practices which support religious
beliefs Equality and diversity issues arise in some subjects more than others but
creating learning environments which welcome all groups in every subject or tutor group there will be times when they crop up.
providing students with guidelines on acceptable behaviour for People‟s feelings and views about equality and diversity can be difficult to
equality explore, particularly in a classroom situation. You will face students
sharing information on employment law and equality legislation dealing with issues such as:
when they crop up in a lesson (these explain the consequences of
not taking equality and diversity seriously). embarrassment
boredom
Tips for the successful delivery of inclusive learning include: defensiveness
lack of confidence
creating a learning environment that is „safe‟ and encourages lack of understanding
students to share their thoughts, feelings and concerns inability to make up their own minds or form their own opinions
9. „nothing to do with me‟ attitudes/behaviour HOW TO DEAL WITH PREJUDICE AND DISCRIMINATION
strong racist/sexist/homophobic views and opinions
variable attitudes towards difference Your option for dealing with such behaviour can include any combination
learned behaviour of the following:
entrenched family views
past experiences of bullying, discrimination, exclusion etc challenging it immediately in front of the class
challenging it in private at the earliest opportunity
The teacher/tutor‟s role in any of these sorts of scenarios is to remain concentrating on supporting the person targeted or victimised
calm, encourage students not to make personal comments or to take encouraging a spontaneous group discussion about the
comments personally, and focus on the task in hand. Many such incident
challenges can be turned to good use in a lesson. The power of the group referring to the organisation’s equality and race policies/code
should never be underestimated and learning points can be extracted of conduct
from the most difficult situations. building an appropriate anti-discrimination activity into future
sessions
IDENTIFYING PREJUDICED ATTITUDES AND DISCRIMINATION raising the issue at a departmental meeting with a view to
agreeing a collective or long term response.
Racism, homophobia and similar behaviour against other groups may take
the form of: FINAL TIPS
incitement of others to behave in a similarly discriminatory way
physical assault against a person or group because of their When challenging language or behaviour, aim to:
differences
derogatory name-calling, insults, jokes and language (eg “that‟s so avoid direct confrontation and aggression
gay”)
pro-discrimination graffiti respect the student‟s personal space however much you disagree
provocative behaviour such as wearing with their views
pro-discrimination badges or insignia
bringing pro-discrimination materials such as challenge the idea not the person
leaflets, comics, magazines or computer
software into the organisation repeat the comment to check your understanding of it
verbal abuse and threats
discriminatory comments during discussions ask the student to repeat themselves or what they mean
ridiculing individuals because of their differences.
refusal to co-operate with others because of their differences ALWAYS TAKE ACTION