While this in itself may not ensure equal OECD has outlined ten critical steps to equity in education that encompass educational design, practices, and resourcing.
Promoting Equity at the School and Classroom Level While some aspects of equity in education must be addressed on a broader systemic scale, there are many things that can be done at the individual school and classroom level to create a more equitable environment for students.
The goal is for all students to work in their Zone of Proximal Development, which is defined as “the difference between what a learner can do without help and what he or she can do with help.” That may mean that: These extra resources and accommodations do not make the classroom more “equal”—some students are getting more support, time, and attention than others.
But they do make it much more equitable: additional resources are going to students with greater needs.
Cherry Creek School District in Colorado used Thinking Maps and to help them increase educational equity for their growing ELL population.
Using Maps to make thinking visible helped ELLs accelerate language acquisition, access grade level content while still learning English, and connect with their English-speaking peers.The sample included 320 students and 208 teachers for a total of 528 respondents.The article compares and contrasts attitudes towards non-national students, ethnic and religious minorities and disabled students, as well as gender issues, bullying and general perceptions of equality and diversity.ELL Program Coordinator Meg Lucerno says, “Creating the Maps is something that all students can be successful with, regardless of their language skills.They can use pictures, individual words, or short phrases.The Maps let them show what they can do an engage in meaningful classroom interactions with their peers.” Read the full story here.How does your school ensure equity for individual students and populations of students?When instructors attempt to create safe, inclusive classrooms, they should consider multiple factors, including the syllabus, course content, class preparation, their own classroom behavior, and their knowledge of students’ backgrounds and skills.The resources in this section offer concrete strategies to address these factors and improve the learning climate for all students. This publication is available for download (as a PDF file) from the FTEP website (scroll down towards the bottom of the page for the download links).The essays in this volume include, among others: Faculty and TAs exploring issues in diversity in teaching and learning may be interested in the following programs, initiatives and centers at Vanderbilt.They range from service units offering direct assistance to those who are teaching at Vanderbilt, to research and outreach projects that present more indirect links to-but with important implications for–the Vanderbilt classroom.