Equity, diversion, and inclusion in practice
Explore how I put Equity, Diversion, and Inclusion into practice in the classroom. Discover specific actions and adaptive teaching strategies designed to meet the diverse needs of all students, fostering a welcoming and supportive learning environment.
An inclusive classroom
An inclusive classroom, to me, is one where all students feel respected, supported, and capable of success. Guided by Ontario’s curriculum planning considerations and the principles of Growing Success, inclusion means designing learning experiences that are flexible, differentiated, and responsive to students’ diverse strengths, identities, and needs. Clear learning goals, transparent success criteria, and ongoing descriptive feedback help ensure that assessment is fair and equitable, while opportunities for self-reflection support student ownership of learning. By creating a safe environment where mistakes are viewed as part of the learning process and student voice is valued, I aim to reduce barriers, promote engagement, and ensure that every learner has meaningful opportunities to succeed.
Promoting equity through action
To promote equity in my classroom, I intentionally design instruction and assessment that remove barriers and provide multiple ways for students to access learning and demonstrate understanding. I use differentiated tasks, flexible grouping, visual and linguistic supports, and varied assessment tools to respond to diverse learning needs, including those of multilingual learners and students requiring accommodations. I clearly share learning goals and success criteria, provide ongoing descriptive feedback, and include self-assessment opportunities so students can reflect on their progress and set goals. I also foster a classroom culture where mistakes are normalized, student voice is valued, and lived experiences are respected, ensuring that all students feel safe, supported, and capable of success.
Adapting to meet diverse needs
One example of how I adapt my teaching to meet the diverse needs of my students is through an integrated Science/French Immersion unit on Soil and the Environment- accessible on Assessment & Evaluation page. To ensure accessibility for all learners, I design lessons that combine visuals, gestures, hands-on activities, and explicit vocabulary instruction so students can build scientific understanding while developing French language skills. For multilingual learners, I scaffold oral and written tasks using sentence frames, word banks, and modeled examples, while offering multiple ways to demonstrate learning, such as oral explanations, drawings, diagrams, or short written responses. I also use flexible grouping and low-risk oral activities to support confidence and participation. Throughout the unit, I rely on ongoing formative assessment and student self-assessment to adjust instruction, provide targeted feedback, and ensure that each student is supported at an appropriate level while working toward the same curriculum expectations.
Ensuring belonging and value
I ensure all students feel a sense of belonging and value by intentionally creating a welcoming, inclusive, and respectful classroom environment. I build strong relationships with students, learn about their identities and lived experiences, and reflect these in classroom discussions and learning activities. I establish clear norms that promote respect, collaboration, and kindness, and I normalize mistakes as an important part of learning. Through flexible grouping, student choice, and multiple ways to participate and demonstrate learning, I ensure that every student’s voice is heard and valued. By consistently affirming effort, growth, and contribution, I help students feel safe, confident, and connected within the classroom community.