Diversity, Equity & Inclusion
Diversity, Equity & Inclusion
Agenda
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Welcome
Objectives
Partner activity
Getting to Know You activity
What makes us different? What makes us the same?
Diversity, Equity & Inclusion – what are they and why
are they important?
• What are the barriers?
• What does an anti-bias classroom look like?
• Small group desk top activity
Diversity, Equity & Inclusion
Partner activity
• Find the person that has the same fabric swatch as you. The goal of this
partnership is to interview your partner to find out more about them
keeping in mind the following;
Family
Cultural
Background
Abilities
Geography
Gender
Languages
Favorite
Activities
Age
What makes us different?
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Appearance
Age
Culture
Ethnicity
Race
Language
Gender
Sexual Orientation
Religion
Family Environment
Income Level
Job Title
Developmental Abilities
What makes us the same?
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Appearance
Age
Culture
Ethnicity
Race
Language
Gender
Sexual Orientation
Religion
Family Environment
Income Level
Job Title
Developmental Abilities
Getting To Know You.
Small group/table flower activity.
Objective: To learn about each other.
Participants will be divided into small groups. Each group will be given a large
sheet of paper and markers along with a center and an equal number of
petals to the number of participants in their group.
Through discussion group members have to find their similarities and
differences.
For the center of the flower the group must decide on something that they
all have in common.
Each member should then fill in his or her petal with something about them
that is unique - unlike any other member in their group. They cannot use
physical attributes such as hair color, weight etc.
QUESTION ????????
Why is it that some things that make us the
same also can make us different?
• What is diversity?
• What is equity?
• What is inclusion?
Diversity
The Merriam Webster dictionary defines
diversity as being:
The quality or state of having many different
forms, types, ideas etc.
The state of having people who are different
races or who have different cultures in a group
or organization.
Equity
The Merriam Webster dictionary defines equity
as being:
Fairness or justice in the way people are treated.
What is Equality?
The quality or state of being equal: the quality
or state of having the same rights, social status,
etc.
Fair verses Equal
Inclusion
• What is Inclusion?
• Equity, Diversity and Inclusion are one and the
same when building an anti-bias classroom
Why are they important?
• Children and families benefit most when they
are fully included and when they feel they are
recognized and respected → SELF-WORTH
• Children learn to be proud of themselves and
of their families, to respect human
differences, to recognize bias and to speak up
for what is right!
What are the barriers?
1. Biases – uncovering our own stereotypes,
discomforts and biases and those that belong
to our team
The Herman Grid
The Herman Grid
• To discover that first impressions of people are not always true.
• Pass out copies of the Herman Grid to each participant.
• Ask them to share their impressions and if they see gray dots at the
white intersections.
• Are the Gray spots really there?
• This is an example of how we sometimes see things that are not
really there.
Discussion:
• Have you ever had a wrong first impression of someone who had a
different background or came from another culture?
• Has someone from a different back-ground or another culture ever
had the wrong first impression of you?
• Ask participants to share and discuss their examples in the large
group or in small groups
What are the barriers?
2. “Tourist” approach to curriculum
3. Classroom materials – do we make children
“visible” or “invisible” with the materials we
provide?
What are the barriers?
4. Family Engagement – do we know enough
about our families?
5. Our messages (overt and covert)
What are the barriers?
6.
Our understanding of children’s understanding
• Ages and stages (see handout)
• Children trying to make sense of what they hear
and see
• Children develop pre-prejudice as they absorb
negative attitudes, misinformation and
stereotypes about diversity
Connect the Dots
Connect The Dots:
• Instructions: Pass out a copy of DOTS. Ask the
participants to complete the directions given
at the bottom of the drawing. Give them
about 5 minutes to work on the puzzle. At the
end of the time period, ask if anyone has
found the solution:
Connect The Dots
Connect all of the dots with four straight lines.
• Do NOT lift your pencil off the paper.
• Do NOT retrace any line. Lines may cross if
necessary.
Connect The Dots
Discussion:
• Why is it that most of us do not think about going out of
the boundaries? We had to draw outside of the lines.
This is what is required of us when we interact with
others as everyone thinks differently (outside of our
boundaries or "box").
• Why is it so hard to see others' point of views? We often
are so busy thinking about our point of view, that we fail
to see others' point of views.
• This activity demonstrates that we often limit our
perspective and choices.
What does an anti-bias classroom look
like?
1. Teachers who consistently interact with
children in emotionally supportive,
developmentally appropriate ways,
including addressing identity, capacity and
bias.
• Act as a role model for children
• Respond to children’s curiosity
• Respond to pre-prejudice behaviour
2. The physical environment reflects the rich
diversity of human beings, including visual
images and in all learning materials.
• Children see themselves in the environment
• Purchased materials and made materials
3. Families will feel welcome: be visible,
respected and informed; and contribute to
classroom anti-bias activities
• Create a supportive environment
• Communication with families
• Support families in talking together
• What strategies do you use to welcome
families?
Table Activity
• How could you use the materials on your table
to support the values of equity, diversity and
inclusion in your classroom?
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