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This article delves into the importance of social and emotional learning (SEL) in reducing risk for students, likening it to cooking with various essential ingredients. The four key components highlighted are:

1- Building caring, sustained relationships between students and adults.

2- Setting reachable goals that are realistic yet challenging.

3. Providing realistic, hopeful pathways for students to achieve their goals.

4- Cultivating engaging school and community settings where students feel connected, recognized, and supported.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Students with Disabilities: Special Education Categories

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Students with Disabilities: Special Education Categories

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This video teaches 14 different categories and classifications of special education students and offers specific teaching strategies for each special education category.

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How to Support At-Risk Students in Your Classroom

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How to Support At-Risk Students in Your Classroom

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This article addresses the challenges teachers face in supporting at-risk students in the classroom, emphasizing the importance of understanding their diverse needs beyond academics. Also, it highlights strategies to meet their needs, foster a supportive learning environment, and enhance student success.

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Finding ways to support the diverse groups of students in your classroom can be one of the biggest challenges a teacher faces. From their academic needs to their social and emotional ones, education is about supporting the whole child (not just their reading and math scores). One particular group of students that requires much thought, planning, and attention are the at-risk students. What is an at-risk student, what are the challenges they face, and what are some ways to support at-risk students in the classroom?

What is an At-Risk Student?

The term 'at-risk students' is frequently used to describe students who are academically struggling in the classroom. They have a higher probability of failing their daily work and tests or dropping out altogether. The term also encompasses students who face circumstances that contribute to their struggles, such as homelessness, parents in prison, health issues, violence, learning disabilities, or disciplinary problems. These learning-related factors can adversely affect the educational performance and overall success of students. Additionally, there are many other challenges that at-risk students face other than failing their classwork ( edglossary).

Challenges At-Risk Students Face

At-Risk students face many challenges throughout their school years, even on as regular as a daily basis. Instructionally, they don't always understand the whole group lessons. They need small group time where the teacher can scaffold the learning goals and re-teach them at the level the students are at. Listening to whole class lessons can leave students feeling overwhelmed, confused, and defeated. Because of this, at-risk students also need their confidence boosted. They need to know that they can get to the goal if they work hard and keep trying. They need to know their teacher believes in them and feel supported through their mistakes. There are many other ways that teachers can support their at-risk students.

Ways to Support At-Risk Students in the Classroom

Prioritize Relationship Building

Building relationships with at-risk students can impact the student more than imagined. For many at-risk students, most of their interactions with teachers and administrators are negative. This loses their trust in their teachers and makes the school environment a negative one for them. Instead, teachers should put a significant amount of time into fostering positive relationships. Get to know that student on a personal basis; what do they like to do outside of school, who makes up their family, what do they do for fun? Equally share these same things back with the student, so they can get to know you as a person and not just you as a teacher.

Incorporate a Democratic Classroom Model

One way to let students know that their opinions matter and their voices are heard is by using a democratic classroom model. This means that students get a say in building the classroom rules and consequences, get choices in how they show their learning, and may even help design the layout of the classroom. By giving students ownership in these areas, they are more likely to abide by the rules and accept the consequences, put forth more effort in their assignments, and enjoy the classroom space they helped design. Shareholders care more about their environment when they feel they were a part of the creation of it.

Use a Check-In/Check-Out System

The check-in/check-out system is designed to decrease disruptive behaviors by building a relationship with another adult in the school building (someone other than their current classroom teacher). How it works is that students typically check-in with this adult when they arrive at school. The adult helps set their day up for success by going over a predetermined goal sheet with them; talking about areas they may have had difficulty with the day before (think PE, transitions, independent work time, etc.), asking how their night at home was, and building their confidence that they can have a great day. Each check-in may take anywhere from 1 to 10 minutes depending on the age and needs of the student. At the end of the day, the student returns to this same adult to go over how their day went and send them home with something to reflect on, but also with something positive to think about. Most importantly, the check-in/check-out system should be personally designed to best meet the needs of the individual student.

Communication Log with Parents

Having an open communication log with parents can be another great way to support at-risk students in your classroom. This keeps parents in the loop about day to day events and lets the student know that everyone involved in their education is aware of their days. A communication log can come in a variety of formats. It could be the same goal sheet that is used for check-in/check-out. You can send that goal sheet home and have parents sign the bottom of it to show you they saw it. If an incentive is needed, reward the child with something small for bringing it back signed.

A notebook with quick notes about the day is another great communication tool. Jot down things that went well or things that can be worked on in just a few sentences (or have the students write down their thoughts as you help guide them in this reflection process). Leave space for the parent to comment or ask questions. This back-and-forth journal is a great way to communicate and can be easier than getting into a game of phone tag.

One of the biggest challenges teachers face is finding ways to support the at-risk students in their classroom. These students may struggle academically, socially, and behaviorally and it can be difficult to find what works to help these students excel. By prioritizing relationship building, using a democratic classroom model, incorporating a check-in/check-out system, or having a communication log with parents, it can greatly help set these students up for success and make them feel like contributing members of their classroom community.

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How to Support At-Risk Students in Your Classroom - TeachHUB

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Finding ways to support the diverse groups of students in your classroom can be one of the biggest challenges a teacher faces. From their academic needs to their social and emotional ones, education is about supporting the whole child (not just their reading and math scores).

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This video showcases on how, by focusing tightly on instructional strategies and PD, educators at Cochrane Collegiate Academy saved their school from closure. In just three years, they have doubled student performance, and they continue to reach higher.

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2022 Intervention Strategies for Learner-at-Risk

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2022 Intervention Strategies for Learner-at-Risk

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This video on Intervention Strategies for Learner-at-Risk contains activities to help learners who are struggling, where research-based instructional approaches are implemented on specific skill deficits, and where progress is regularly tracked.

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2022 Intervention Strategies for Learner-at-Risk

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How Gender Disparities Affect Classroom Learning

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How Gender Disparities Affect Classroom Learning

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This article discusses the influential role of schools in shaping students' perceptions of gender and gender identity. It emphasizes the importance of understanding and supporting healthy gender development in children, addressing challenges such as differential treatment based on gender, and providing strategies for creating a gender-inclusive classroom culture. Additionally, it offers recommendations for educators to combat gender stereotypes and biases in educational settings.

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How Gender Disparities Affect Classroom Learning

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Schools have the responsibility to model, teach, and create conditions in which each child’s gender diversity is accepted and nourished.

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Why Gender Differences Matters When It Comes To Teaching

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Why Gender Differences Matters When It Comes To Teaching

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This video looks at the possible differences in the ways in which boys and girls learn in middle school, and what benefits this may bring teaching and learning in both the in-person and online classroom.

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Why Gender Differences Matters When It Comes To Teaching

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This document from LAUSD contains lesson plans and activities focused on promoting sexual orientation and gender equity in schools, particularly for grades K-5. The lessons cover topics such as gender equity, gender expression, gender stereotyping, and reducing homophobia in sports. The activities challenge stereotypes, promote diversity, and create inclusive classroom environments.

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Teaching Children fom Poverty and Trauma

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Teaching Children fom Poverty and Trauma

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The handbook by NEA provides educators with strategies to address the challenges stemming from poverty and trauma that hinder students' learning. It covers symptoms and impacts of poverty, scientific research on poverty and trauma's effects, and educator roles in mitigating these challenges. The handbook emphasizes fostering a positive environment, believing in students' potential for positive change, and providing love and support. It offers actionable strategies and resources for educators to support students from poverty and trauma backgrounds.

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How Does Socioeconomic Status Affect Student Agency?

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How Does Socioeconomic Status Affect Student Agency?

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The video discusses the relationship between student agency and socioeconomic status in education. It defines student agency as comprising setting goals, taking action, reflecting on progress, and believing in one's ability to act. The video reviews a research article on socioeconomic status and self-other processing. It offers insights into tools and strategies teachers can use to promote student agency regardless of socioeconomic background.

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How Does Socioeconomic Status Affect Student Agency? (2020 Research)

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In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains, and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students.

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In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students.

Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character.

Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals

* What poverty is and how it affects students in school;
* What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain);
* Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and
* How to engage the resources necessary to make change happen.

Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.

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In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students.Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success.

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The video emphasizes the critical role teachers play in supporting the mental health of students from low socioeconomic status (SES) families. It discusses the higher prevalence of mental health disorders among children from low-income households and the impact on their education. It stresses the importance of addressing mental health issues in the classroom and providing support to ensure the success of students from low SES backgrounds in education.

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Connecting students’ culture and backgrounds to the classroom isn’t just a nice thing to do—it can have a huge impact on keeping them engaged and making learning materials relevant.

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Education Buzzwords Defined: What Is Culturally Responsive Teaching?

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Culturally Responsive Teaching: Examples, Strategies & Activities for Success

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Culturally Responsive Teaching: Examples, Strategies & Activities for Success

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The article provides 15 culturally responsive teaching strategies and examples, such as learning about students, integrating relevant word problems, involving parents, and using media that positively depict diverse cultures.

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All Posts

No single teaching approach will engage each student at once, but building a strategy to consistently deliver culturally-responsive teaching lessons will help you appeal to diverse learners with distinct backgrounds.

Rooted in differentiated instruction principles, culturally-responsive pedagogy aims to link content - from delivery to assessment - with students' ancestral and contemporary cultures.

To augment their understanding and responsiveness, this involves:

Empowering students to share thoughts

Integrating diverse work and study practices

Understanding student learning needs and styles

Emulating culturally-significant instruction styles, such as oral storytelling

To help you plan and deliver lessons that resonate with a diverse classroom, we'll explain what culturally responsive teaching is and how it is implemented.

We also put together 15 culturally-responsive teaching strategies and examples that will resonate with diverse students and foster an inclusive classroom environment.

These strategies are available as a downloadable list below for quick reference so you can reference them during classroom instruction.

Let's start with some simple explanation of what culturally responsive teaching actually means.

What is culturally responsive teaching?

Culturally responsive teaching (CRT) is a pedagogy that acknowledges and embraces students' cultures, languages and experiences - and relates them to classroom learning.

Culturally responsive teachers are actively aware of the various cultural backgrounds present in their classrooms, and act as a facilitator of lessons that can resonate with each.

It is not an easy task - creating this learning environment requires not only a high level of cultural competence, but also an intentional effort to learn about students' backgrounds and cultures.

It can be majorly beneficial to closing achievement gaps between students of different backgrounds and addressing inequities in the classroom. You can also create stronger partnerships with your students by fostering a learning environment where they are represented clearly.

Conditions for creating a culturally-responsive classroom

Reflected in the 15 strategies and examples in the next section, there are four conditions any teacher must fulfill to establish a culturally-responsive classroom, according to an authoritative academic book about the subject called Diversity and Motivation.

As you prepare and deliver any lesson, strive to:

Establish inclusion

This starts by highlighting how the topic you're teaching may relate or apply to students. For example, many societies and cultures have fireworks festivals.

While such a festival runs, you could teach how to calculate speed using fireworks in sample questions. Establishing inclusion also involves regularly grouping students with different classmates, encouraging discussion to solve problems. In doing so, they can share unique perspectives and diverse background knowledge.

Develop positive attitudes

This further focuses on relating content to students. A popular method is allowing them to choose between activities and assessments that let them showcase their values, strengths and experiences.

For example, while providing clear learning goals and evaluation criteria, encourage students to submit their own project ideas.

Enhance meaning

You can bolster lesson content by drawing connections with real-world issues, asking students to use opinions and existing knowledge to address them.

For example, when teaching about government, you could contextualize concepts through municipal political issues. When appropriate, use student jargon to clarify these issues or improve communication in general.

Foster confidence

Make the assessment process less intimidating by offering different ways to demonstrate skills and understanding. For example, avoid handing out quizzes that are purely multiple choice or fill-in-the-blank.

Among other question types, mix in problems that involve writing short- and long-form answers. After, give students time to assess their own progress and performance, helping them focus on growth.

Meeting these four conditions largely relies on using specific approaches, such as the 15 explored below.

15 Culturally-responsive teaching strategies and examples

1. Learn about your students

At the start of the year or semester, demonstrating a desire to adapt your teaching style to students can help them feel valued. Because open communication should uncover their learning needs and preferences, try:

Distributing questionnaires, asking about interests

Handing out surveys, gathering information about learning styles

Holding open discussions, allowing students to talk about positive experiences from past classes

Once you've gathered enough information, tell the class you'll focus on adjusting your teaching approach to help them learn as best as they can. Students should quickly warm up to you.

2. Interview students

You'll build a stronger understanding of students' values and habits - as well as strengths and weaknesses - by individually asking them questions. While running a large-group exercise, pull each student aside for a few minutes. Ask about:

Hobbies

Their favourite lessons and activities

Which kinds of exercises help them remember lessons and improve skills

Note what each student says to identify themes and different preferences. Then, when possible, relate content to their interests and deliver lessons that appeal to shared strengths.

3. Integrate relevant word problems

Many students will take a greater interest in math if you use word problems to contextualize equations. Working with 41 7th grade students throughout an academic year, a study published by the Canadian Center of Science and Education used such contextual learning strategies to increase test scores by more than 44%. Create culturally-relevant word problems by:

Including student names to make subject matter relatable

Linking to student interests, such as by measuring the shot distance of a famous soccer player

Referencing diverse cultures, such as by determining the diameter of a specific ethnic food platter

Using these word problem tips will not only help you establish a culturally-responsive classroom, but engage students more than by using abstract questions.

4. Present new concepts by using student vocabulary

Delivering relatable content goes beyond math class. In any subject, you can grab and keep student attention by using their vocabulary to build understanding before moving to academic diction. Let's say many of your students are sports fans with family from soccer-crazed nations. Use a soccer example to demonstrate metaphors in language arts class:
Andrea Pirlo is an eagle on the pitch, armed with vision sharp enough to detect the smallest openings and recognize opportunities his opposition can't.
This kind of culturally-responsive language should open the door to presenting challenging skills and concepts, engaging students while doing so.

5. Bring in guest speakers

Guest speakers can bring context and passion to history, geography and social studies lessons, capturing student interest.

A war veteran could deliver a vivid narrative of his or her experiences. A mountaineer could give a striking recount of scaling Lhotse. Both could answer questions many teachers would struggle with, while engaging students much more effectively than a slideshow.

Plus, according to a study by the Economics of Education Review, students are often encouraged to work harder when they share a background with an educator. So, diverse guest speakers may inherently engage and motivate students who share a culture with them.

6. Deliver different forms of content through learning stations

Whether due to culture, socialization, preference or learning needs, students respond differently to different types of content. You can provide a range of material to each student by setting up learning stations. Each station should use a unique method of teaching a skill or concept related to your lesson.

For example, students can rotate between stations that involve:

Playing a game

Creating artwork

Watching a video

Reading an article

Completing puzzles

Listening to you teach

After going through each station, you can help students further process the material by holding a class discussion or assigning questions to answer.

7. Gamify lessons

Want another way to consistently diversify content and its delivery, appealing to different learning styles? Gamify some lesson elements. Easy-to-implement practices include:

Offering rewards, such as badges, for completing specific tasks or achieving certain scores

Setting a clear learning goal for the lesson, charting progress throughout the class to motivate students

Creating an "instruction manual" for a project, which contains the rubric and best practices for earning a high grade

Plus, gamifying your lessons is a way of making connections with contemporary gaming culture - helping students within this culture process and demonstrate understanding of content.

8. Call on each student

Call-and-response - the practice of asking students frequent questions while giving lessons - usually keeps them engaged, but also enables them to share thoughts and opinions. Involve everyone by:

Encouraging the sharing of personal perspectives, when a question allows for it

Calling on students without their hands up, acclimatizing them to speaking amongst peers

Asking a question after each new point or thought, having a student teach back the concept you just spoke about

By lesson's end, this call-and-response approach should allow each student to speak at least once.

9. Use media that positively depict a range of cultures

Children process content more effectively when their cultures and languages have places in the curriculum, according to an oft-cited academic book about teaching in multiracial schools.

Using media, such as books and movies, that positively depict a range of cultures and are relevant to your syllabus can partially address this need. Finding options through databases such as IMDB or American Literature isn't a tough task.

As a bonus, using different media should boost engagement levels.

10. Offer different types of free study time

Free study time typically appeals to students who prefer solo learning, but many cultures prioritize learning in group settings. You can meet both preferences by dividing your class into clearly-sectioned team and individual activities, such as the following:

Provide audiobooks, which play material relevant to your lessons

Create a station for group games that teach curriculum-aligned skills

Keep a dedicated quiet space for students to take notes and complete work

Allow some students to work in groups while taking notes and completing work, away from the dedicated quiet space

Presented with these options, free study time should appeal to a wider range of learners.

11. Encourage students to propose ideas for projects

By asking students to submit ideas for their own projects, the benefits of choice extend beyond free study time. Specifically, they should build confidence by showcasing their strengths and existing background knowledge.

So, encourage them to pitch ideas for taking a project from concept to completion. A student must show how the product will meet academic standards in his or her pitch. If the idea falls short, give the student ideas to refine it. If the student can't refine the idea, he or she can choose a project from a list of options you provide.

Not only will you be pleasantly surprised by some pitches, but you may generate ideas for future culturally-responsive exercises and assessments.

12. Experiment with peer teaching

There'll almost always be some student vocabulary and communal practices you never pick up on. But you can fill these gaps through peer teaching. Relatively-simple exercises include:

Students who read and discuss story passages with peers recall more content and score higher on assessments, according an Ohio University pilot study. And, according to a science education study, students who work in pairs and groups typically perform better on tests that involve reasoning and critical thinking.

Such results are largely achieved due to students discussing and rationalizing concepts in their own words, many of which belong to contemporary cultural lexicon and are not academic.

13. Establish cooperative base groups

Cooperative base groups - which come from collaborative learning pedagogy - allow students to regularly learn and process content together.

Your role consists of creating groups of three or four, scheduling meeting times and detailing agendas for them. Filling knowledge gaps and encouraging communication is also involved. Students' roles focus on supporting each other while striving to meet learning goals over the year.

While working in base groups, students can:

Review lessons

Take on guided research

Address each other's questions

Complete in-class assessments

The connection to culturally-responsive teaching is the same as peer learning: cooperative base groups encourage students to make sense of concepts you've taught by using their own words and thoughts.

14. Run problem-based learning scenarios

The flexibility of problem-based learning lends itself to culturally-responsive teaching. This is because, when presenting a relatable real-world problem for your students to solve, two cultural connections will typically occur.

1. First, there will likely be a cultural link in the question, whether it's explicit or students make it themselves.

2. Second, because they can apply different approaches toward problem-solving, they may use unique cultural perspectives.

But if you want to create a scenario with explicit cultural ties, consider:

Encouraging students to take historical, sociological and anthropological viewpoints

Framing the problem using ethnic events - for instance, solving logistical challenges of running a heritage festival - in the area

Regardless, the student-centred nature of problem-based learning will allow your class to use culturally-relevant examples and information when appropriate.

15. Involve parents by using take-home letters

Involving parents in their child's learning is a core part of almost any culturally-responsive teaching approach -- they act as the main educators in many societies and can provide cultural context. When starting a new unit or trying out an education tool for the first time, consider sending a letter home to parents.

For reference, here's the letter Prodigy provides to its teachers. This opens the door to parent participation. While not all parents will be subject matter experts, most should be able to provide guidance.

Downloadable list of culturally-responsive teaching strategies and examples

Click here to download and print a simplified list of the 15 culturally-responsive teaching strategies and examples to keep at your desk.

Interested in other teaching strategies to deploy in your classroom?

Culturally-responsive teaching strategies overlap in important ways with many other pedagogical approaches. Consider researching other teaching and instructional strategies to help bolster your approach, or combine different elements of each strategy!

Active learning strategies empower, engage, and stimulate your students as they put them at the center of the learning process.

Experiential learning activities, in contrast to traditional learning activities,aim to develop knowledge and skills through direct, firsthand experience.

Project-based learning involves an open-ended approach that sees students work alone or collectively to work on engaging, intricate curriculum-related questions or challenges..

Inquiry-based learning is broken down into four categories, all of which emphasize student questions, ideas and analyses.

Adaptive learning focuses on changing - or "adapting" - content for each student on an individual basis, especially with the help of technology.

Social emotional learning activities help students build social skills, establish healthy relationships and manage their emotions.

Final thoughts about culturally-relevant pedagogy

Delivering culturally-responsive lessons can not only help you engage students, but allow them to make personal connections with content.

Student populations across your school district are comprised of different races, backgrounds, cultural identities and socioeconomic statuses - it's important that teaching practices reflect and embrace these differences.

Greater student investment should lead to other benefits, such as more rigor and motivation. A happier, focused classroom is the ideal outcome.

Prodigy is a digital game-based learning platform that delivers a range of culturally-relevant math content through engaging word and scenario-based problems. Standards-aligned, it's used by millions of teachers and students across the world.

Create your free teacher account

Create your free teacher account

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Culturally Responsive Teaching: Definition, Strategies & Examples

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Need to engage your diverse classroom? Try using these 15 culturally-responsive teaching strategies and examples, complete with a downloadable list.

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25 Activities to Teach and Promote Diversity in the Classroom

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25 Activities to Teach and Promote Diversity in the Classroom

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The article provides 25 activities to teach and promote diversity in the classroom, emphasizing the importance of creating opportunities to appreciate differences and celebrate diversity, fostering an inclusive learning environment where all students can express themselves and engage with learning.

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Kids can learn a lot about appreciating the differences that make us all unique. You can create opportunities in the classroom to emphasize and celebrate diversity, offering a safe space where all students can express themselves.

Cultivating an inclusive classroom environment will encourage new connections between classmates (and between you and your students) and help engage students of all backgrounds in learning. Check out these 25 classroom activitiy ideas to foster greater appreciation for diversity.

1. Check Teaching Materials - Review your teaching resources with a critical eye and look for ways to increase diversity. Are you sharing a wide range of books and materials that reflect different voices, backgrounds, experiences and ethnicities? If you are using worksheets, do they use clipart and materials that are inclusive? Review your materials and adjust as needed to fairly represent your students.

2. Host a Cultural Fair - Plan a cultural fair where students can share traditional clothes, cultural food, customs, traditions and more. This is a good opportunity to learn about the differences of cultures to better appreciate other cultures.

3. Browse Your Bookshelf - Are you including books that show different cultures and backgrounds? Look for ways to build a more diverse your book collection.

4. Celebrate Names - You will likely have students with names that originate from other languages that may be difficult for other students to pronounce. Encourage everyone to practice until they correctly pronounce all names. Keep it positive and fun.

5. Rotate Music - Do you play music in the background while students work or for transitions? Create a playlist that showcases music from all over the world. Find bilingual songs children's songs that can blend international flavor into a song.

6. Create a Collage - Allow students to share who they are with a collage that they create. Students can present their collages and explain why they selected the elements they did or you can display them all on the wall for everyone to enjoy.

7. Travel Around the World - Be intentional about exploring different parts of the world in your learning units. When studying different countries, use appropriate greetings, learn how to write a few words in that language, and even watch some videos of customs from the region. Exploring various parts of the world is important for teaching kids about other cultures.

8. Choose a Pen Pal - Kids can connect with pen pals through programs such as PenPalWorld.com. This is a great way to practice writing and sharing their own experiences while learning about life in another part of the world.

Keep the classroom stocked with a school supply wish list. View an Example

1. Make a Passport - Create a passport in the beginning of the year that students fill out with each country they "visit." This is great practice for when they do get to travel one day and have an actual passport.

2. Take Virtual Field Trips - Take a virtual field trip to another country or a cultural destination. Check out this list with 30 virtual field trips including the Great Wall of China and The Louvre in France!

3. Do Global Art - Tie in an art project to your world studies curriculum or virtual field trips. Have students create art inspired by a piece from The Louvre or construct a great wall out of sugar cubes and popsicle sticks.

4. Get Cooking - Cooking food from different cultures is an incredible, tactile experience where students will learn about the different spices, ingredients and cooking methods used around the world. Discuss dishes from around the world in class and send home recipes for students to make with their families.

1. Create a World Map - Spend time creating a large world map that explores the prominent and unique features of each area. Have each student find information about their family's origin.

2. Research Money - Many kids enjoy learning about money! Start collecting money from different countries or have students bring in some international forms of currency, if they have access to them from family members. Create a little money museum and allow students to look, feel and respond to questions about each international currency.

3. Create Cultural Art - In this art activity, kids will experience a specific type of cultural art, such as learning origami from Japan, making Native American dreamcatchers, discovering the art of Rangoli sand or doing paper mâché. There are so many types of cultural art to explore!

4. Explore Skin Color - One way to share about differences is to explore skin color. We shouldn't be afraid to discuss and learn about this topic. Allow students to mix a few paint colors to create different skin tones for decorating characters. Or, have the new skin color markers and crayons available by every art station so students can find the color they feel matches them. Look for ways to include skin color in arts and watch as this simple addition helps more students feel welcome.

5. Poetry - Poetry is a powerful and creative way to share our experiences. Reading and writing poetry, from sonnets to slam, offers a rich opportunity to learn about and express different viewpoints.

Organize a poetry reading party with an online sign up. View an Example

1. Celebrate Holidays - Each month, sit down with a calendar and look at the global holidays taking place. Creating a short activity around a few holidays will increase interest and appreciation for other cultures.

2. Encourage Questions - Kids are so perceptive and enjoy asking questions. They'll often ask great questions that will allow you to be a good example and show respect for all people.

3. Allow for Freedom - One way to encourage students to embrace their individuality is to allow freedom and creativity on projects. Rather than defining every element of a project, give them the opportunity to be creative and personalize their work.

4. Bring in Guests - Reach out to your community and welcome diverse special guests who can share or teach something to the class. Your community is a rich resource that you can draw from to help bring people together.

5. Learn a Language - You don't need to learn an entire language. Each week focus on a few words from a particular language. Find fun phrases kids can use around the classroom to practice the language.

6. Stand in Someone Else's Shoes - Help students think about the perspective of someone from a different culture. Ask questions from students on how someone from a different culture might perceive the American culture. As a twist, have students imagine themselves living in a country the class has studied and some of the daily differences and challenges they might encounter.

7. Diversity Through Movement - Explore how people move in different parts of the world such as types of dance, exercise and sports. These activities will also give kids a much-needed brain break as they move their bodies.

8. Play Trivia - Once you've learned about a culture, create a trivia game and test the class to see how much they have learned. Hand out prizes for correct answers to help boost the fun and encourage continued learning.

Promote diversity in the classroom with intention and continue to revisit your plans throughout the year. Over time, you'll be able to transform your curriculum to best reflect your students and the world in which we all live.
Creating these opportunities for kids helps them develop a global mindset. These activities will help your students learn and appreciate differences in other people. Have fun incorporating these ideas and allow them to inspire you to come up with even more of your own.

Erica Jabali is a freelance writer and blogs over at ispyfabulous.com.

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classroom school cultural ethnic diversity

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25 Activities to Teach and Promote Diversity in the Classroom

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Teaching diversity helps build appreciation for the uniqueness of other people and cultures. It's a great way to build unity and respect for all people in the minds of children.

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Teaching Tolerance provides a range of materials, curriculum ideas, and exercises designed to assist educators in addressing race and ethnicity within their classrooms, fostering diversity, equity, and inclusivity.

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10 tips for teaching and talking to kids about race

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10 tips for teaching and talking to kids about race

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These tips are esigned to help educators and parents of all backgrounds teach and talk to their children about race early.

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Exploring Digital Literacy Practices in an Inclusive Classroom

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Exploring Digital Literacy Practices in an Inclusive Classroom

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This article provides insight into how a 21st-century literacies perspective can support inclusive literacy practices that create a community of learners, use digital tools to make the curriculum accessible, and link academic goals with real‐world platforms.

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Detra Price-Dennis, Kathlene Holmes, Emily Smith

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Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform. New York, NY: Routledge.

National Council of Teachers of English. (2009). Literacy learning in the 21st century. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Magazine/CC0183_Brief_Literacy.pdf.

Palincsar, A.S., Cutter, J., & Magnusson, S. (2004). A community of practice: Implications for learning disabilities. In B. Wong (Ed.), Learning about learning disabilities (3rd ed., pp. 485-510). San Diego, CA: Elsevier Academic Press.

Wells, G. (2000). Dialogic inquiry in education: Building on the legacy of Vygotsky. In C.D. Lee & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Conducting meaning through collaborative inquiry (pp. 51- 85). New York, NY: Cambridge University Press.

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Exploring Digital Literacy Practices in an Inclusive Classroom

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Get insight into how a 21st century literacies perspective can support inclusive literacy practices that create a community of learners, use digital tools to make the curriculum accessible, and link academic goals with real‐world platforms.

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In this video, several tips for culturally responsive teaching are given for educators anywhere to help educators become more response to students from diverse backgrounds.

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Effective digital pedagogy: new ways of engaging students

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Effective digital pedagogy: new ways of engaging students

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The video explores the concept of effective digital pedagogy, focusing on three key elements: Quick Response (QR), Augmented Reality (AR), and Virtual Reality (VR).

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Effective digital pedagogy: new ways of engaging students

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Developing digital pedagogy skills and knowledge

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Developing digital pedagogy skills and knowledge

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The article discusses the Digital Pedagogies Lighthouse Project at St Joseph’s Catholic Primary School, where teachers have been enhancing their digital pedagogy skills for three years. Through professional learning and collaboration, they have shifted from using technology for productivity to embedding it authentically in mathematics learning.

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Vanessa Crouch , Renee Richardson , Melissa Ferguson

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'We were not leveraging the digital tools we had ... as effectively as we wanted.' ©Fizkes/Shutterstock

You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph's Catholic Primary School in Queensland has seen staff work with a specialist Education Officer to make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning. Here, Vanessa Crouch (Toowoomba Catholic Schools Education Officer: eLearning), and teachers Renee Richardson and Melissa Ferguson, share what's happened so far and where to next.
For three years our teachers have been working to increase their knowledge and skills in digital pedagogy.

With a one-to-one program rolling up from Prep, our school recognised that we were not leveraging the digital tools we had in our classrooms for learning as effectively as we wanted. The authentic use of technology was mostly limited to publishing, presentation or drill and practice.

Enter the Digital Pedagogies Lighthouse Project. This is a project based on the London Challenge (Kidson & Norris, 2014; Woods & Brighouse, 2014), instructional coaching (Knight, 2010 & 2016; Knight & van Nieuwerburgh, 2012) and action research (Bradbury-Huang, 2015; McAteer, 2014; Nasongkhla & Sujiva, 2015). It has been supported by the Diocese of Toowoomba Catholic Schools Office and an Education Officer who specialises in digital pedagogy and digital learning.

We chose the Technological, Pedagogical and Content Knowledge (TPACK) framework (Baran et al., 2019; Voithofer et al., 2019) as the theoretical framework used to begin developing our professional knowledge. It underpins a variety of educational technology research today (Koehler et al., 2013; Mishra & Koehler, 2009; Shin et al., 2009). The aim of this framework is to build the three knowledges equally so that teachers are able to make decisions about how to best develop learning experiences that incorporate technology in authentic ways.

Where did we start?

We began with teacher professional learning, which took about a year. Using the research related to TPACK (see above) and digital pedagogy (Tabesh, 2018), teachers began increasing their knowledge and skills with a small suite of digital tools - such as BookCreator and the Math Learning Center apps - as well as consolidating their content knowledge in mathematics. We felt mathematics was an area of the curriculum that needed some refreshing at our school and decided to focus on the development of our digital pedagogy skills in this area. We also began a process of instructional coaching.

Our Education Officer provided in-class modelling of how to use digital tools in our classroom, and this was followed up with teacher time to practise using the tools and discuss effectiveness and impact. This modelling allowed us, as teachers, to become more proficient users of the tools and it built our confidence to experiment more with them. As a staff, we shared our progress in our Professional Learning Communities, which gave others the opportunity to see what we were trialling in our classrooms. This professional sharing allowed us to ask questions, see connections and build our understanding of how we might use these tools in our own contexts.

During the project we collected data from teachers, parents and students. The teachers and parents completed surveys that delved into how they used technology, as well as their confidence and proficiency. For the students, we asked them to draw a picture of what learning looked like in their classrooms. Over the three years of the project, we saw a marked shift from a focus on digital tools for productivity or drill and practice to collaborative and communication tools that helped students share learning.

As we planned learning, we chose digital tools that would give students opportunities to demonstrate their learning and explore mathematical topics. Our choices depended on the required learning - for example, we might use video and photos with BookCreator, Keynote/Powerpoint to gather evidence of learning, or the Math Learning Center apps to demonstrate learning. This process was aided by using the Triple E Framework (Kolb, 2017) to help us determine the value of using different technology tools in our context.

What have we seen change?

Our teachers have reflected on their changes in practice regularly and, as a result, our school has developed a stronger culture of professional learning. Where teachers were once scared to ask and unsure of how to use an app or embed technology authentically, we now collaborate and share with great enthusiasm. The development of this collective efficacy, combined with a clear understanding of what digital pedagogy is, has enabled us to create authentic and valuable learning experiences for our students.

In addition, teachers know where to look or who to talk to when interested in embedding new technologies in their pedagogy. We appreciate that all staff have strengths and weaknesses in regards to technology use, however, there is always someone who can give guidance on how to improve or introduce a new tool which could be useful for the area of curriculum being focused on. As we encourage our students to have a growth mindset, have a go and learn from their mistakes, we know it is imperative that we, as teachers, must model these values ourselves.

Figure 1. Our key steps to build digital pedagogy

Our teachers are now critical users of technology. Once we would have obliviously used drill and practice apps or a website that vaguely related to a topic and believed that to be 'embedding technology'. Now we have developed a critical lens to judge the value or ineffectiveness of certain technologies, we are able to make better decisions for learning. We see the value in using technology as an authentic tool for teaching, learning or assessment, rather than it replacing a paper-based resource. There is no educational value in using every app, website or piece of hardware available. We have learnt to choose a small number of resources, teach students to use them well and use them across subjects.

Our students have become more confident creators of digital content, transferring their knowledge learnt from the digital tools used in mathematics to other key learning areas. They show an ability to effectively choose a tool to assist them to demonstrate their knowledge and understanding. Student language and ideas around what technologies they use in their learning has changed. At the beginning of the project, students related technology to only being 'fun', they now relate technology to the tools and skills they can use to enhance and share their learning.

Our use of digital tools to differentiate has also been invaluable. For example, using tools such as BookCreator and Keynote has supported students in achieving individual success, whilst also taking away some of the academic pressures (ability to read and write). We've used the audio and video recording in these tools to enable students to share their learning in a variety of ways, rather than just as a written piece of work.

The way assessment is completed has also been transformed. Students are now confidently able to display knowledge in a variety of modes, including video, voice-over and graphic annotations. Therefore, the way teachers assess and give feedback has changed. No longer do we take home a collection of paperwork or pile of students' books for every subject during assessment time. Assessment for a subject or topic can be sent to the teacher's iPad or laptop for marking and feedback. Additionally, online student collaboration has been explored in the upper primary grades. Peer feedback is given through comments on the digital document and collaboration on tasks has been simplified. The possibilities have been endless.

Our teachers now have greater clarity of the curriculum, deeper purposes for using technology and are critical reflectors on their practice. Our students are now more capable technical problem-solvers and proficient users of digital tools.

Where to next?

The progress we've made over the last three years is just the beginning. Next steps for our school include:
References

Expanding our digital pedagogies learning into all curriculum areas;

Adding a few more digital tools to our repertoire;

Moving towards the teachers being the modellers of practice;

Refining our planning processes to ensure that digital tools are effectively utilised;

Sharing our learning with other schools and teachers;

Reflecting on the data from our project to ensure that we can sustain the momentum in what we are doing to enhance student learning.

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Developing digital pedagogy skills and knowledge

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You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph's Catholic Primary School in Queensland has seen staff work with a specialist Education Officer to make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning.

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The provided Quizlet of terms and definitions focuses on cultural competence, multicultural education, and linguistic supports in education.

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Ethnic differences in achievement & External factors 

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Ethnic differences in achievement & External factors 

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This presentation examines differences in ethnic achievement, explores notions of cultural deprivation and analyzes key reasons, and evaluates the role of different factors in educational achievement.

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This video covers several different teaching strategies for special needs (special education) students.

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Creating Positive School Experiences for Students with Disabilities

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Creating Positive School Experiences for Students with Disabilities

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The article discusses the significance of fostering positive school experiences for students with disabilities and highlights the role of school counselors in assessing and enhancing the school environment.

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Creating Positive School Experiences for Students with Disabilities

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The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate.

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National Center on Accessible Educational Materials

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National Center on Accessible Educational Materials

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This Website offers technical support, coaching, and a variety of resources to enhance the accessibility and utilization of educational materials and technologies for individuals with disabilities throughout their lives.

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AEM Center - National Center on Accessible Educational Materials at CAST

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The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.