Introduction

Visual/Spatial, Bodily/Kinesthetic, and Naturalist. When teachers take these intelligencesinto account in their lesson design and their assessment of student achievement,they can focus on a range of student strengths that reflects the varied abilitiesof the class as a whole.CREATING AN ENVIRONMENT CONDUCIVE TO LEARNINGAn environment that helps promote learning is critical to engaging students inschoolwork and class activities. Learning is a social activity. However, the ways inwhich students respond to the social environment in the classroom may vary considerably.For some students, the environment may be as integral to learning as theactual learning activities in which they participate. When students are comfortableand feel secure in their learning environment, their true potential will be reflected intheir performance. Recognizing and valuing diversity strengthens students’ capacityto work both independently and within a collaborative setting.RECOGNIZING DIVERSITY IN ITS MANY FORMSDiversity takes many forms and exists in all Ontario communities. In addition tocultural diversity, classrooms will have students of different gender, intellectualand physical ability, religious and social background, and sexual orientation.Children will experience diversity throughout their lives. Their capacity to developawareness and empathy early on will influence their future actions considerably.“DIVERSITY LENSES”: BRINGING EQUITY INTO FOCUSSuccess in engaging all students in their learning ultimately depends on teachinglessons from multiple perspectives. By wearing “diversity lenses” when planninglessons and during class discussions, teachers create a vision for equity in educationthat permeates the classroom, leaving an indelible imprint on young minds. When asmuch of society as possible is represented in that vision, teachers succeed in dismantlingfeelings of alienation and exclusion and instead build feelings of respect andacceptance.The following checklist will assist teachers as they reflect on and prepare lessons.Not every item may be applicable to every classroom. The checklist represents a“lens” through which teachers can view their own instructional strategies andapproaches, ensuring that diverse realities are reflected in their students’ experiencesin the classroom.36 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 – Volume One