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Adding English - A guide to Teaching in Multilingual Classrooms

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Adding English - A guide to Teaching in Multilingual Classrooms

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Supporting Language Learners - A Practical Guide

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Supporting Language Learners - A Practical Guide

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Supporting English Language Learners: A practica Guide 

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Supporting English Language Learners: A practica Guide 

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Inspired instruction …
• is social and interactive – student self-reflection, peer to groups, student to teacher, student to family, student to broader
community, including the global community through technology
• asks higher-order thinking questions while providing the support needed to explore the questions in an in-depth way –

individually and collaboratively

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Equity and Inclusive Education in Ontario Schools

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Equity and Inclusive Education in Ontario Schools

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DIVERSITY: The presence of a wide range of human qualities
and attributes within a group, organization, or society. The
dimensions of diversity include, but are not limited to, ancestry,
culture, ethnicity, gender, gender identity, language, physical
and intellectual ability, race, religion, sex, sexual orientation,
and socio-economic status.
EQUITY: A condition or state of fair, inclusive, and respectful
treatment of all people. Equity does not mean treating people
the same without regard for individual differences.
INCLUSIVE EDUCATION: Education that is based on the
principles of acceptance and inclusion of all students. Students
see themselves reflected in their curriculum, their physical
surroundings, and the broader environment, in which diversity
is honoured and all individuals are respected.

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Creating a Warm and Inclusive Classroom Environment

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Creating a Warm and Inclusive Classroom Environment

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Some areas to consider when creating an atmosphere of mutual respect are classroom
design, classroom procedures, and classroom strategies. Implementing a few strategies that address
these areas can help develop a strong sense of community and encourage positive interactions and
cooperative learning for students with and without disabilities.

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Be reflective by asking yourself the following:

How might your own cultural-bound assumptions influence your interactions with students?

How might the backgrounds and experiences of your students influence their motivation, engagement, and learning in your classroom?

How can you modify course materials, activities, assignments, and/or exams to be more accessible to all students in your class?

Incorporate diversity into your overall curriculum.

Be intentional about creating a safe learning environment by utilizing ground rules.

Be proactive in connecting with and learning about your students.

Utilize a variety of teaching strategies, activities, and assignments that will accommodate the needs of students with diverse learning styles, abilities, backgrounds, and experiences.

Use universal design principles to create accessible classes. For example, present information both orally and visually to accommodate both students with visual or auditory impairments in addition to students with various learning preferences.

When possible, provide flexibility in how students demonstrate their knowledge and how you assess student knowledge and development. Vary your assessments (for example, incorporate a blend of collaborative and individual assignments) or allow choice in assignments (for example, give students multiple project topics to choose from, or have students determine the weight of each assignment on their final grade at the beginning of the semester.)

Be clear about how students will be evaluated and graded. Provide justifications.

Take time to assess the classroom climate by obtaining mid-semester feedback from students.

Via CTU - Inclusive Teaching Strategies

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The Progressive Teacher - English as a Second Language for Inclusive Education 

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The Progressive Teacher - English as a Second Language for Inclusive Education 

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How can the teacher equip the classroom for handling inclusive education

1. Care should be taken to match the needs of the learner with classroom structure. In other words seating arrangement should be made in such a way that maximum learners are comfortable during the teaching learning sessions. An able learner can be placed near a disabled learner, so that the weaker one can learn from the other.

2. If possible the teacher should prepare an individualized or tailored approach to learning. Hence, the worksheet preparation will need meticulous planning by the teacher.

3. Assessment of these worksheets by learners with disabilities is a challenge for the teacher. The teacher should remember that learners need to demonstrate competence on a number of occasions during assessment, not just once.