Embracing Change
A Multiliteracies Approach
"Education is moving away from a model based on the transmission of information in one direction - from teacher to student - and towards a reciprocal model that ensures students are listened to, valued, respected for who they are, and recognized as partners in their education" (Learning for All, 2013, p. 33).
Student Diversity
What is student diversity?
How does student diversity align with Multiliteracies?
What are some further considerations regarding student diversity?
What is student diversity?
In the Ministry of Education document Realizing the Promise of Diversity: Ontario's Equity and Inclusive Education Strategy (2009) they define diversity as:
The presence of a wide range of human qualities and attributes within a group, organization, or society. The dimensions of diversity include, but are not limited to, ancestry, culture, ethnicity, gender, gender identity, language, physical and intellectual ability, race, religion, sex, sexual orientation, and socio-economic status (p. 5).
The Ontario Document Learning for All provides Ontario teachers with a shared vision that is the
culmination of several Ministry of Education documents and includes several specific examples of
meeting the needs of diverse students. Learning for All is a main resource for educators, school
improvement teams, and board improvement plans.
How does student diversity align with Multiliteracies?
Classrooms across Ontario are changing and are becoming increasingly diverse. I am in agreement with Howard (2007) when he states "Educators of all racial and cultural groups need to develop new competencies and pedagogies to successfully engage our changing populations" (p. 17). While I initially began my research with a focus on the aspect of intellectual abilities, I was reflective that the demographic of most classrooms would contain several dimensions of diversity where teachers need to provide instructional practices that meet various needs (e.g., English language learners, new immigrants that may or may not have had any previous schooling experience, physical and intellectual abilities), so creating a general chart would serve a greater audience.
In keeping with Howard (2007), I suggest that by following the "three major factors [that] have a major effect on students' motivation and performance: their feelings of belonging, their trust in people around them, and their belief that teachers value their intellectual competence (p. 18). By aligning the Multiliteracies framework, the diverse instructional approaches in Learning for All (2013), and the three factors for student achievement, and potential student activities, educators will be able to honor their diverse population while delivering a 21st-century program.
Multiliteracies Learning for All Student Motivation Potential Teaching Checklist
Overt Instruction
Teachers provide differentiated instruction where students are challenged, feel safe, and are able to "make meaning of new ideas and skills" (p. 17).
Students believe that their teachers "value their intellectual competence" (Howard, 2007, p. 18).
Use a variety of teaching and learning materials that represent all modalities (p.16).
Small group or one on one instruction with explicit instruction (p. 23)
Use multiple means of presentation, at various levels of difficulty, as appropriate for the students in the class (p. 16).
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From Learning for All (2013)
Situated Practice
Create a class profile and "plan
from the outset to provide the types of learning materials, resources, and technologies that capitialize on the strengths and address the needs of all students" (p. 16)
Students will be motivated and improve their performance when they feel that they belong in the classroom (Howard, 2007).By completing a class profile, teachers will gain a greater understanding of the interests, activities, and motivations of each student.
Collaborate with students to construct learning goals (p. 16).
Ensure that learning goals are achievable (p. 16).
Project-based learning (p. 23)
Transformed Practice
To provide a differentiated approach for diverse instruction "learners must be able to make meaning of new ideas and skills through significant association with elements of previous knowledge and experience" (p. 17).
When teachers are able to consistently set students up for success by knowing their zone of proximal development and challenging and supporting their next step, students will "trust in the people around them" (p. 18).
Develop and analyse evidence of student learning (p. 16).
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Ensure that the classroom is a caring and safe environment (p.16).
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​Problem-based approach (p. 23)
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Critical
Framing
"Ensure students as partners in the learning process by encouraging them to take responsibility for their learning; to celebrate and take pride in their achievements; to communicate with their peers, teachers, and parents about their learning; and, in general, to develop their sense of efficacy with respect to improving their achievement" (p. 32).
The teacher has the potential to "form trusting relationships with and supportive learning environments for their students" (p. 18).
Provide students with timely descriptive feedback, modeling the thinking processes that will help them become more independent in assessing their own progress (p. 32).
What are some further considerations for student diversity?
What specific events and practices can the classroom teacher put in place to ensure they are meeting the needs of student diversity?
In addition to developing a class profile, what would be another method of gathering student information?
How can administrators support teachers as they shift their practices to meet the needs of student diversity?