We can even set up a culture corner for students to share artifacts or stories from their heritage.

Making an effort to avoid assumptions or stereotypes, and model the correct pronunciation of student names

Students come from different cultures that all have their own systems of values, beliefs and norms of behavior (Sachkova et al., para. 3, 2021).One way we can continue to keep these norms is to hold regular circle time or meetings to discuss community values and address any conflicts through restorative practices.

Multicultural nights can take place where families can set up booths with food, music, traditional clothing and crafts representing their culture

Inviting families to bring traditional dishes and share the stories behind them through an International potluck night

Organize students performances of traditional dances, songs, poetry or skits from carious cultures to showcase their culture

We can have family or community members come into tell stories and read books in their native languages

These story telling nights can be so powerful as families can share stories with their children and build relationships with other families. This event can even touch staff members of the school to implement these events in their own classrooms as well (Meoli, para. 3, 2021).

As a group, we can engage with local organizations or cultural groups for project-based learning

Communicate with families in their preferred languages through translated newsletters, apps, or interpreters at meetings

Partnering with cultural institutions to collaborate with local museums, cultural centers or universities to provide workshops or field trips

Involving local historians or religious leaders in curriculum aligned learning to bring in community experts

Connecting students and families to local libraries, cultural events or town hall meetings that promote civic pride and cultural knowledge is key

Including authors from various cultural backgrounds

Exploring themes such as immigration, identity and cultural heritage

Incorporating writing assignments that encourage students to write personal narratives that explore their unique backgrounds or reflect on multicultural stories

Teaching historical events from various viewpoints (ex: colonization from colonizers and colonized perspectives)

Highlighting achievements of all global contributions

Discussing global news and how culture shapes political and social systems

Introducing contributions from scientists of different backgrounds

Include different knowledge systems across the globe (ex: Chinese medicine, Herbal medicine...)

Explore environmental or health challenges in different countries and how culture affects responses

Teaching math concepts through historical origins (Ex: Arabic numerals, Indian contributions etc.)

Exploring multicultural contexts or settings in problem solving scenarios

Explain how math is used in different practices in various cultural practices

Learning about students' cultural identities by encouraging them to share things like their heritage, languages spoken at home and family traditions

Use student surveys or cultural inventories to understand students' values, customs and learning preferences

Establish trust through respecting and incorporating cultural norms in communication (such as eye contact, tone and gestures)

Diversify curriculum materials to include authors, figures and perspectives from different religions, ethnicities and worldviews

• For example, texts by authors from Latin American, African or Asian backgrounds can be explored in literature

Designing lesson plans and activities that reflect and engage students’ cultural knowledge

• For example, we can incorporate community issues or local customs as project topics to make lessons relatable and meaningful.

Using real world examples and case studies from cultures across subject areas is a way to bring diversity into content

Adapting teaching methods to cater to different cultural and learning styles

Using visual aids, storytelling, and collaborative work to reach students from various backgrounds and providing choices in assignments that allow for personal and cultural expression.

Break tasks into manageable steps with clear instructions and visual aids

Model and thinking aloud during problem solving or reading to demonstrate thought processes

Using sentence starters, graphic organizers and guoided notes to support writing and comprehension

Content differentiation - providing multiple levels of reading material, videos or hands on resources to accommodate different reading levels

Process differentiation - use varied instructional methods such as direct instruction, peer tutoring and Q/A time

Product differentiation - allowing students to demonstrate their learning in various ways such as essays, presentations, art or digital projects

Use strategies that support English Language Learners (ELLs) and multilingual students—visual vocabulary walls, bilingual materials, and sentence frames. Celebrate multilingualism and encourage students to use their home languages as resources for learning.

Using students' cultural references in examples, discussions and classroom materials

Create inclusive classrooms by validating every students' identity and promoting equality

Multiple Means of Representation - presenting information through visual, auditory and tactical methods such as slides, diagrams, podcasts and manipulatives

Multiple Means of Expression - allowing students to show understanding through writing, speaking or drawing

Multiple Means of Engagement - offer choices in tasks or partners to increase motivation and ownership

Using adaptive tools such as text to speech, audiobooks or screen readers for those who have reading or vision difficulties

Offering multimedia options such as videos or interactive games to support visual and auditory learners

Implementing regular check ins to help adjust instruction in real time (such as exit tickets, quick quizzes and thumbs up/down)

Personalized feedback to allow for actionable steps for improvement

Allow for student reflection to encourage them in assessing their own progress and needs