Diversity, Equity & Inclusion Diversity, Equity & Inclusion Agenda • • • • • • 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? • • • • • • • • • • • • • Appearance Age Culture Ethnicity Race Language Gender Sexual Orientation Religion Family Environment Income Level Job Title Developmental Abilities What makes us the same? • • • • • • • • • • • • • 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?