The Inclusive ClassroomPicture Yourself!

Using photography as a strategy for allowing learners to see themselves represented as an active and integral part of the Classroom and the School

Sonja Efford, Michael Landau, Robert McKellar, Elizabeth Razzo,10/2/2009

The Inclusive Classroom

Central Question: How can we create a classroom where all learners are included?

Topic: How can we use photographs as a tool to help foster inclusion and develop a community of attachment in the classroom?

Address: This resource is a collection of 8 lesson plans and 8 curriculum areas. As a whole these lessons address all three circles of the Inclusive Classroom, ESL Learners, Social Justice, and Learning Differences. These lessons are designed to incorporate the use of digital photography, computers and hard copies to allow all learners to visually see themselves and each other as part of the class room community and to create a sense of belonging amongst colleagues.

Lesson Plan Curriculum Inclusive Learner Group Team Members 1 Language Arts ESL Elizabeth Razzo2 Visual Art Social Justice Elizabeth Razzo3 Technology Social Justice Robert McKeller4 Physical Education Learning Differences Robert McKeller5 Math Learning Differences Sonja Efford 6 French ESL Sonja Efford 7 Social Studies Social Justice Michael Landau 8 Science ESL Michael Landau

Addendum: Additional Lesson and Classroom ideas to promote a culture of inclusion through participation and visual representation through photography.

Rationale: Successful, healthy attachment is an essential component for the development of an inclusive classroom environment for students who find it difficult to emerge as separate beings, to integrate that which conflicts, and to adapt when things don’t work. These processes are particularly challenging for children with learning differences, for whom English is a second language, or who face social justice issues. These types of obstacles can emotionally wound children and affect their maturational development such that the brain gets stuck defending against the natural challenges of the emergent, integrative and adaptive processes. Attachment is “that drive or relationship characterized by the pursuit and preservation of proximity” (G. Neufeld ). Attachment is necessary for children who are failing to emerge, integrate and adapt because it facilitates maturation through a culture of connection created by teachers who utilize proximity and caring relationship to “collect” students.

Attachment develops as a result of the way a teacher engages students so that they acquire a sense of sameness and belonging that ultimately cultivates loyalty through the feeling of being known. The strategic use of photographs supports inclusiveness because children who see themselves represented repeatedly as active and integral members of the classroom and school community form attachments to their teacher and classmates. For students with ESL, learning difference, or social justice issues, the strategic use of photography consistently provides strong reinforcement for attachment through visual cues and cognits (ESL), universal design for differentiation (Learning Differences), and respect for diversity (Social Justice). Well planned use of photographs also serve to support students make connections, process information, and personalize or transform their learning.

Grade : K-7 Topic: Math Inclusion Focus: _Learning Differences___

1. Rationale: for students to physically represent the math problems they are working on and to capture the physical and kinaesthetic and symbolic representation in digital photography.

2. Provincial Learning Outcome(s): represent and describe numbers, demonstrate an understanding of repeating patterns (two or three elements) by identifying, reproducing, extending, creating.

3. AssessmentLesson Outcome Sources of Evidence Criteria

Students will relate math vocabulary with real life representation. Vocabulary depending on the grade, eg: whole numbers, fractions, denominators, remainders, patterns, ...equals, <, >, - , + , =

See: work in small teams to create math representationsDo: work cooperatively to successfully represent and enact math problems and connect to math symbols and vocabulary Say: explain verbally what parts they represent in math terms and what the team represents as a whole.

Students will take a picture of their ‘frieze’ together with the math statement.

Students will label pics / drawings and add to math wall

4. Resources, Material and Preparation: Playing cards used to create teams, digital camera, notebook, journal or foolscap for quickwrite. Flashcards / math problems- grade appropriate eg. 1 +3 = 4, 2/4, Can use text ex. or package

5. Lesson Development Pacing[CM] Assess energy leve - do we need a stretch, warm up, limber up or settle down time?

Introduction: Play a Math Game.

Hook: Find team mates without speaking use playing cards One member from each team collects the math challenge card.

Challenge:

Have one team volunteer to model how to recreate the math problem/solution. What math vocabulary will be used etc. [Have all relevant terms and e.g. on the whiteboard or math wall.

Present the solution out to the classroom. Take a picture of the final product(s). Can be repeated with other cards.

Conclusion: review math vocabulary. Have students do a silent quick write and drawing of a math problem of their choice. Label the parts.

Teacher / designated student to download pictures for use next class to label and post on math wall.

1-2 min

1-2 min

5 min

10-15 min

5 min

Total 30 min

6. Accommodations: lesson to appeal to multiple intelligences involving kinaesthetic, intrapersonal skills. Labels of math vocabulary can be printed ahead of time for students with gross motor skillsPeer teaching to support all students.

Grade : K-7 Topic: French, The Hockey Sweater Inclusion Focus: _ESL Learners___

1. Rationale: for students to be exposed to and to take part in strategies which give a taste of French Canadian culture and humour. To capture through photography the participation of the students to communicate in spite of language barrier.

2. Provincial Learning Outcome(s): respond to creative works from the Francophone world, identify elements of Francophone cultures that are different from or similar to their own.

3. AssessmentLesson Outcome Sources of Evidence Criteria

Students will make connections and predictions. Students will learn to communicate with each other with gestures and expression.

See: Preview select pages of the story Say: make predictions about what they think is going on in the storyDo: attempt non verbal communication, watch Le Chandail de Hockey,

Teacher will observe students in an A/B partners story prediction. Students will act, verbalize or write about their predictions

4. Resources, Material and Preparation: The Hockey Sweater, Carrier, Roch, Tundra Books, 1984, Le Chandail de Hockey, Carrier, Roch, Video, 1984: tv and video player in working order

5. Lesson Development PacingIntroduction: Play a game of prediction and improvisation. Warm up: drama exercises i.e. how can we communicate an emergency without speaking? ask for a telephone in another country? Encourage mime and body language. Move into AB partners line up. Challenge:

A/B Partners line up 3-4 feet apart in one long line. Teacher shows all students front cover of book, then teacher shows only A partner 1st page. Line comes together and A partner acts to B partner what they think is happening in the story.[Teacher to monitor and take pictures of the students trying to tell each other what is happening] After 1 minute Teacher signals, line parts and teacher walks down the middle and shows only B partner one page of story. B partner tells A partner what they think is happening in the story. Repeat with only 2-3 pages each…no need to finish story

Students to return to seats and write or draw what they think is happening in the story. Teacher may provide foolscap or story skeleton for structure. ESL Learner may write in 1st language.

Conclusion: Students will watch Le Chandail de Hockey, preferably in French so as to put all students in the vantage point of someone looking for clues to anther language. Students may revise written / drawn work. Students may if longer period watch the movie in English now. [add 12 min)

5 min

10min

5

12 min

6. Accommodations: lesson does not depend on knowing any French. Lesson focuses on ways to communicate with the body, expressions, pictures, and writing . Lesson places everyone in the same position as the ESL learner who is looking for meaning in clues and context.

Grade : K-7 Topic: Social Studies/Technology Inclusion Focus: _Inclusive Classroom ___1. Rationale: for students to gather photos of their fellow students from a variety of activities in the

classroom and school in order to promote an inclusive classroom.

2. Provincial Learning Outcome(s): Social StudiesCreate a presentation on a selected topicGather information from a variety of sources

3. AssessmentLesson Outcome Sources of Evidence Criteria

Students will take photos of students in activities around school

Students will use the computer lab to edit a class web site.

See: work in small teams to create a web siteDo: work cooperatively to successfully create a web site

Students will take pictures of their fellow students in activities in the school

Students will label pictures and post them on a class web site

4. Resources, Material and Preparation: Secure website, digitals camera, computer lab

5. Lesson Development Pacing

Introduction: Show the students the web site and tell them that they are going to help maintain it.

Challenge: The web site will be maintained by rotating groups of students that every week will load pictures taken by the members of that group for that week. The digital camera can be assigned to a different member of the group every day of the week. The group responsible will be told to take photos of class mates working on projects, finished projects and doing everyday activities through the day. The students will then, during computer time, load the photos and provide small captions explaining what is going on in the photo. The teacher will monitor the content of the web page.

Conclusion: The site has open access to all the students and parents to see the activities from that week in school.

1-2 min

10-15 min

2 to 3 times a week

6. Accommodations: teacher and peer support

Grade: K-7 Topic: Gym Inclusive Focus: _Inclusive Classroom___

1. Rationale: for students to participate in physical activities and use photo graphs to promote an inclusive classroom.

2. Provincial Learning Outcome(s): GymDemonstrate proper technique for performing specific locomotor movement skills including but notlimited to the following: running, jump, leap.Perform selected non-locomotor and locomotor movement skills in sequence.

Social StudiesOrganize information in chronological orderCreate a presentation on a selected topic

3. AssessmentLesson Outcome Sources of Evidence Criteria

Students will demonstrate proper techniques for performing locomotor movement

Students will organise and present information with photos

See: work in small groups to produce photos Do: work cooperatively to demonstrate proper moves for activity stations

Students will take a picture of their locomotor movement demonstrating proper technique

Students will label pictures for the proper movement

4. Resources, Material and Preparation: Digital Camera, manual of physical activities

5. Lesson Development PacingIntroduction: Do a stretch, warm up, limber up and running game.

Challenge: Take pictures of all the students doing activities that will be used at stations set up in the gym. Different students will be chosen for each station to demonstrate the proper way to do the activities, a picture is then taken of them doing the activity and the pictures are then posted around the gym. Activities such as the proper way to throw the basket ball or they can be pictures of students just playing a game that is set up at a station. There can also be demonstration photos of not how to do the activity again modeled by students.

Conclusion: The students will progress around the gym seeing themselves represented as a group.

1-2 min

10-15 min

6. Accommodations: Various levels of activity will be posted to accommodate the wide range of abilities in the classroom.

Grade: K-7 Topic: Art Inclusion Focus: Social Justice Inclusive Classroom__

1. Rationale: for students from a variety of backgrounds to be able to express themselves in the classroom and to visually see themselves as part of the class.

2. Provincial Learning Outcome(s): Through visual arts education, students develop understanding of the personal, social, cultural, and historical contexts in which images are viewed and created. Visual arts education also involves students in image-development and design processes. They engage in purposeful and inventive activities-using a variety of materials, technologies, and processes-to organize visual elements according to the principles of art and design

3. AssessmentLesson Outcome Sources of Evidence Criteria

Students will demonstrate their social and cultural contexts through art

Students will organise and present information in photo collages

See: work in small groups or individually to produce photo collages Do: work cooperatively to share materials while making their collagesSay: Share their collages with each other

Students will assemble a collage of pictures that represents who they are as a person

Students will explain their choices to each other

4. Resources, Material and Preparation: Photographs of students (taken throughout the year or brought from home) Paper to create collages on Other pictures or items to add to collages

5. Lesson Development PacingIntroduction: show students sample collage that represents a student or a class.

Challenge: A get to know your students collage is a great beginning of the year activity. Using photos of themselves, family and friends, students would to create a visual representation of their lives. If photos are hard to come by for students they can also include some magazine cut out of things that interest/ represent them. This can be done on any size paper. The collages can then be displayed around the classroom for everyone to see.For later in the school year cover a classroom bulletin board in paper. Have students glue pictures taken of the class thought the year onto the paper. Depending on the age of the students some explanation on how to make a collage might be needed.Conclusion: Students can share their collages with the people around them and talk about their choices, especially their cultural aspects.

1-2 min

Photos gathered days before

30 - 40 min

5-10 min

6. Accommodations: Inclusion Connection - This activity is great for incorporating all students in the class. Everyone can have their picture taken. The students can then work together at their own levels to create their art pieces.

Grade: K-7 Topic: Language Arts Inclusion Focus: ESL1. Rationale: for all students to have the opportunity to demonstrate their comprehension of

literature elements without needing strong levels of speaking and writing skills in English. This activity allows students who struggle with English to feel a part of the lessons and learning of the class.

2. Provincial Learning Outcome(s): Students will read a variety of texts and explore the elements of literature

3. AssessmentLesson Outcome Sources of Evidence Criteria

Students will demonstrate their understanding of different literature elements in a story through photo representation and labels

See: work in small groups to re-enact parts of story or depict literature elements and take pictures of itDo: take photos and build a poster Say: Share their posters with each other

Students will depict elements of literature in photos

Students will create a poster of their chosen elements

Students will explain their choices to each other

4. Resources, Material and Preparation: Photographs taken be students/teacherPoster paper Optional –Printed labels for the students to cut out and use

5. Lesson Development PacingIntroduction: demonstrate a depiction of a literature element or re-enactment of the story that could be photographed. Can show some photo examples at this point.

Challenge: Have students work in small groups. Each group will pick several elements of a story (whichever ones the class is working on) and create a re-enactment/depiction scene to represent the element. Someone will then take a photo of the scene.Have the photos taken by the groups printed out. Have each group arrange the photos on a poster and label the element they depicted.

Conclusion: Students can share their posters with the people around them and talk about their choices. Another option is to leave off the labels and get other students to guess what the photo is depicting. You can give clues for this activity.

1-2 min

Day 1

Day 2

5-10 min

6. Accommodations: Inclusion Connection - This activity is great for incorporating all students in the class. Everyone who knows the story can be involved in some way (ie, acting, photo taking, idea creation, etc).

Grade : K-7 Topic: Social Studies Inclusion Focus: Social Justice

1. Rationale: To develop thoughtful, responsible, and active citizens who are able to acquire the requisite information to consider multiple perspectives (e.g., time, place, culture, values) and leading students to think critically and make reasoned judgments with opportunities to reflect critically upon events and issues in order to examine the present, make connections with the past, and consider the future through learning activities that emphasize inclusion over exclusion utilizing multiple applications of the photographic medium.

2. Provincial Learning Outcome(s): Skills and Processes of Social StudiesParticipate co-operatively and productively in groupsGather information from personal experiences, oral sources, and visual representationsPresent information using oral, written, or visual representationsApply critical thinking skills – including questioning, predicting, imagining, comparing, classifying, and identifying patterns – to selected problems or issuesIdentity, Culture, and SocietySimilarities and differences among familiesWays individuals contribute to a communityLanguage and cultural characteristics of Canada and other societiesCultural similarities and differencesCanadian identity and how individuals experience cultural influences 3. Assessment

Lesson Outcome Sources of Evidence CriteriaStudents will be able to use 2 skills from their grade level processes of Social Studies.

Students will be able to show their understanding of one or two grade level Social Studies concepts related to identity, culture and society.

Write: KWHL graphic organizer, mind-map or word web, quick-write or journal responses to literature & text.Say: Partner think / pair / share, grand conversations, group brainstorming of powerful inquiry questions (I wonder)Do: Participate as group member and photographer of inclusive pictures. Label and identify concept based connections between photographs and visually link to geographic maps of community, province, or country. Draw, paint or acquire images that convey identity, culture and society.

Students will demonstrate their knowledge of cultural similarities and differences through oral, written and/or visual activity tasks involving active participation in partner, small group and whole class discussions, completion of reading, writing and graphic organizers, and graphic arts media projects.

4. Resources, Material and Preparation: Age appropriate culturally themed literature (picture, trade, or chapter book, graphic or class novel), digital camera, colored string & tacks, individual notebooks or journals or foolscap for quick-write, chart paper, pencil crayons, colored poster paper or Bristol board, sticky labels and felt pens / markers, large city, provincial, national or world map.

5. Lesson Development PacingUse a grade appropriate literature selection that touches upon an exclusion related conflict based on some form of cultural difference.

Introduction: Pre-reading strategies.

Hook: have students make oral story predictions based on title & cover. Follow with partner think / pair / share or individual KWHL chart. Preview story using split-image presentation with partners.

Teaching / Learning Sequence:

Teacher reads aloud story or first chapter. Students do individual quick-write, word web or mind-map of key ideas and any

connections to personal experiences, background knowledge or “I wonder” questions they have related to story.

Students orally share examples from activity and teacher writes on board. Teacher invites students by show of hands to record and determine the most

common experiences, background similarities and questions AND takes group photos of students matching common categories for next lesson’s map activity.

Conclusion: Have students draw a picture that expresses / conveys some distinct cultural aspect of their daily family life or background for use in subsequent lesson(s).

Teacher / designated student to download pictures for onto computer so they may be printed and incorporated into upcoming lesson(s).

10-15 min

10-15 min

10-15 min

10-15 min

Total 60 min

6.Accommodations: lesson to appeal to multiple intelligences involving kinaesthetic, verbal-linguistic, visual-spatial, interpersonal and intrapersonal skills.

NOTE: For grades K-3, adjust lesson by segmenting into two 30 minute sessions with review activity at beginning of the second lesson.

Grade : K-7 Topic: Science Inclusion Focus: ESL Learners

Rationale: To develop scientific literacy in students through an evolving combination of science-related attitudes, skills, and knowledge which will cultivate their inquiry, problem-solving, and decision making abilities as citizens to become lifelong learners who maintain a sense of wonder about the world aroundthem through learning activities that emphasize inclusion over exclusion utilizing multiple applications of the photographic medium. 1. Provincial Learning Outcome(s): Processes and Skills of ScienceK – Observing, Communicating (sharing) 1 – Communicating (recording), Classifying2 – Interpreting observations, Making inferences 3 – Questioning, measuring and reporting4 – Interpreting data, Predicting 5 – Designing experiments, Fair testing6 – Controlling variables, Scientific problem-solving 7 – Hypothesizing, Developing modelsLife ScienceSelect one appropriate prescribed learning outcome from the appropriate grade level to which students will apply the matching grade level processes and skills of science in information sharing circles and expert working groups which explore life processes, categorization and classification, behaviour and systems of living organisms (plant, insect, animal, or human).

2.AssessmentLesson Outcome Sources of Evidence Criteria

Students will be able to use grade level processes and skills of Science to form inquiry based questions and build understanding of Life Science concepts.Students will be able to apply grade level skills and processes of Science to an exploration or application of a Life Science concept in the form of a lab lesson activity or field study experience.Students will be able to show their individual knowledge of a grade level Life Science topic through a combined oral and visual class presentation done as a group project.

Write: Record AB partner series of discussions of key ideas, connections, ways to use, and questions related to a specific skill / process of science.Create a cumulative jigsaw placemat poster for class use with another AB partnership in a group of four students.Notes, mind-map, or other graphic record of ideas and questions from applied use of skills / processes.Say: Oral brainstorm and questions as part of classroom grand conversation about science skills and processes relating to Life Science concepts.Do: Practice specific science skills and processes related to Life Science content through concrete experience such as lab activity or field trip study.

Students will demonstrate their ability to apply grade level processes and skills of Science in recorded AB partner discussions, jigsaw poster, mind-maps etc.Students will demonstrate the application of grade level skills and processes of Science to a Life Science concept in the form of a lab activity or field study experience and record the results in written or visual form. Students will each participate in the completion of a group visual display and oral presentation of a grade level Life Science topic.

3.Resources, Material and Preparation: Appropriate grade level content information resources (textbooks, non-fiction print, posters / charts, audio-visual materials, games, manipulatives, computer(s) with internet access to teacher vetted list of content based links), digital camera, colored string & tacks, individual notebooks or journals or foolscap for quick-write, chart paper, pencil crayons, colored poster paper or Bristol board, sticky labels and felt

pens / markers. List of potential adults with professional / vocational scientific or field background in related content area to utilize as guest speakers or student resources (vary appropriately by grade level).

4.Lesson Development PacingIntroduction: Teacher models / scaffolds a specific grade level science skill / process.

Hook: Play a content related short video segment of a childrens’ Science program (ie. Bill Nye the Science Guy) to build student’s background knowledge and introduce them to the specific skills and processes.

Students work in AB partners to share, discuss and record key ideas, connections, ways to use the skill / process and any questions they have.

Teaching / Learning Sequence:

Teacher presents a mini-lab demonstration or display of materials / images related to a Life Science concept and has students participate in a grand conversation citing examples of science skills and processes modelled by teacher or asking questions.

Teacher posts a chart of possible grade level Life Science topics on blackboard which students will sign up for as a final project in groups of four. Each student will also be a member of another “expert” group after they receive a team role. Take digital photographs of all team groups to be used for classroom scientific network photo display to be displayed (later expert group photos to follow).

Conclusion: Students meet in team groups and read handout description of team “expert roles”, discuss personal interests and strengths, and select / choose their role. Teacher provides additional clarity and answers any initial questions.Teacher / designated student to download pictures for onto computer so they may be printed and incorporated into upcoming lesson(s).

10-15 min

5-10 min

15 min

10 min

10-15 min

Total 60 min

5.Accommodations: lesson to appeal to multiple intelligences involving kinaesthetic, verbal-linguistic, visual-spatial, naturalistic, and interpersonal skills. NOTE: For grades K-3, adjust lesson by segmenting into two 30 minute sessions with review activity at beginning of the second lesson.SPECIAL NOTE: Unit context of lessonEach student will assume a membership role as a scientific conducting biological research or experiments (eg. Grade 5 students work in groups where each child is responsible to be an expert resource person who researches a particular system of the human body with other students investigating same topic and reports back to their team). Photos of team and “expert” groups will be mounted in classroom on poster-board display to create a scientific network display with labelled roles and colored string showing relational links between students in various groups and their “field of expertise”. As part of lesson scenario, students are told that final presentation is at an international conference being hosted by local health / environmental organizations as well as a First Nations land stewardship committee and therefore project display materials will include language translations of key vocabulary in French, the local First Nations language, and the 1st language of any ESL students in the classroom.

Additional ideas for Picture Yourself inclusive classroom:

Photos and Technology - Using photographs in the computer lab to create an inclusive classroom.

Web Site

Students will use the computer lab to edit a class web site. This web site will be for the

exclusive viewing of the students and their families. The web site will contain all the

information on what is happening in the class room updated by the teacher. The web site will

also be maintained by rotating groups of students that every week will load pictures taken by

the members of that group for that week. The digital camera can be assigned to a different

member of the group every day of the week. The group responsible will be told to take photos

of class mates working on projects, finished projects and doing everyday activities through the

day. The students will then during computer time load the photos and provide small captions

explaining what is going on in the photo. The teacher will of course monitor the content of the

web page.

Slide Show

The students can produce a slide show of all the students and the activities they do over a term

and over the year. These photos can then be set to musc and burnt to a CD and a copy given to

all the students in the class. A good thing to keep in mind is to have someone counting all the

photos to make sure that everyone is equally represented in the slide show.

Games

The teacher can take photos of all the students in the classroom and use them to create

computer games with them. The mystery face game Guess Who is where two students have a

collection of photos of each student in the classroom, one student makes guesses using hair colour or if

they are wearing glasses or not to guess who the secret person is that your opponent has chosen. You

can also have students use the computer lab to create photo cards of each student to create a hand held

game that can be used in the classroom.

These cards can also be used to play other games such as pick a pair. Where the cards are spread out

and players have to turn over cards to make a pair using pictures of students from their class.

Have the students make a collage with all the students pictures and using the computes have them print

out the sheet glue the sheet on a piece of paper and then the student turns it into a puzzle for other

students in the classroom to work on.

Photos and Gym- Using photographs in the gym to create an inclusive classroom.

Video Tape

Use video tape to record the students doing activities in the gym. These videos will be played

later in class as a review of the students doing a particular activity, it will help them to see what

they are doing right and what they need to work on and it will also promote inclusion when the

students see themselves all doing the same thing.

Scavenger Hunt

The photos on cards can be used on scavenger hunts in the fields beside the school. The

students can be put into teams and then sent out to find the photos. The group that finds the

most photos of their fellow students in the shortest amount of time wins.

Activity Stations

Take all the students pictures doing activities that will be used at stations set up in the gym.

Different students will be chosen for each station to demonstrate the proper way to do the

activities that are then posted around the gym. Activities such as the proper way to throw the

basket ball or they can be pictures of students just playing a game that is set up at a station.

There can also be demonstration photos of not how to do the activity again modeled by

students. Another idea around stations for the primary grades put students photos in the

corners of the gym and play four corners, where one student hides their eyes and guesses

which corner students are hiding in.

Reading Literacy Promotion

Teacher posted photocopies of select book covers with student photos linked by colored string

to titles which they have read. Students will see themselves represented as active readers with

a growing range of completed books which will also serve to generate interest by others due to

visually indicated degree of popularity. Can also be adapted to other subject and skill areas.

Learning / Activity Center Work Groups

Teacher uses student photos instead of name cards inserted into transparent pockets mounted

on wall at each learning center to indicate which students will work there during specific times.

Also, teacher could post a bar graph chart indicating performance frequency where students

may post a small photo of themselves every time they complete an associated learning task.

Class Publications Utilizing Technology

Incorporate all those accumulated photos with student writing projects in a student produced

classroom newsletter or annual.

Picture Yourself Mapping Network

One wall is dedicated to student representation through a visual mapping network centered

around large maps of their city, province, Canada and the World. Post group or individual

photos of students (as appropriate) with colored string linking photos to locations on each map

relevant to each group / individual as relates to current topic, theme or concept. Possible

examples are: places being researched, where family members / friends live, have or would like

to travel to or learn about. Many curricular applications and permutations are possible.

Birthday Calendar (annual)

Post a large colourful yearly calendar with individual or group photo of all students whose

birthday occurs on any given day of the month (DO NOT omit / exclude birthdays that are

during summer months or school closure periods).

Broader Community: Special Events in Students’ Lives

Have a “what’s new” or “what’s happening” display area where group or individual student

photos communicate classroom awareness of recent or upcoming significant life events.

Possible examples are: sport competitions, arts performances and recitals, trip / holiday, new

family member or pet, getting picture in community newspaper.

Team Photos

Remember to take team photos graphs of the students as they do not just intramural team

activities but every day team activities such as the two teams in a baseball game during gym

class. Be sure to post the photos on the wall inside and outside the classroom.

Michael, Elizabeth, Sonja Robert

Resources Cited

Instruction and assessment of ESL Learners, Faye Brownlie, Catherine Feniak, Vicki McCarthy,

Portage and Main Press Winnipeg Canada. 2004.

Student Diversity, 2nd E., Faye Brownlie, Catherine Feniak, Leyton Schnellert, Pembroke

Publisher’s Ltd. 2006.

The More Than Just Surviving Handbook 2nd Ed., Barbara Law, Mary Eckes, Portage and Main

Press Winnipeg Canada. 2000.

Websites:

http://www.curriki.org/xwiki/bin/view/Group_TheInclusiveClassroom-

VancouverIslandUniversity/