Plus


Minus
Enables teachers to systematically develop the
knowledge of their students and can provide
personalized,
precise
instruction
and
assessment.
Enables teachers to plan instruction
assessments that are differentiated
personalized
The information gathered provides a baseline
that informs further assessment, the results
of which can be used in developing a student
profile and/or a class profile

involves collaboration among teachers, parents,
and students, and enables students to
experience the successes that come with
timely intervention and with instructional
approaches and resources that are suited to
the ways they learn best
Assessment for learning is one of the
most powerful tools for improving learning
and raising standards.

Comparing students

Chances of being biased
consulting
with
previous
teacher

Occasional
involvement
professionals
and
and

Interesting
of
Use
of
assessment
for
learning
contributes significantly to improving
student
achievement,
and
that
improvement is greatest among lowerachieving students (Black & Wiliam,
1998).
9.1a. PDSB Equity Framework
Dimensions
Where I see myself
How and why
Content
Integration
Between level 3 and 4
(b/n transformation and
Social Action Approach)
I constantly strive to integrate lots of information using variety of relevant examples
extending the structure of curriculum beyond the classroom. When it comes to
integrating contents, my first priority is embracing diversity, challenging my students in
more meaningful ways to become socially active and inclusive, beyond the four corners of
their classroom.
Knowledge
Construction
And Process
Between level 3 and 4
(b/n transformation and
Social Action Approach
I always make room for projects that are reflective of divergent cultures providing
opportunities to work through the mirror of different social and cultural differences.
The knowledge being constructed is always unbiased incorporating self assessment
qualities in the learner to understand and apply this.
Prejudice
Reduction:
Between level 3 and 4
(b/n transformation and
Social Action Approach)
Equity
Pedagogy:
Between level 3 and 4
(b/n transformation and
Social Action Approach)
Empowering
School
Culture:
Level 3
transformation approach
Throughout the lesson I demonstrates a commitment to democratic values and acts
against any kind of discrimination. I provide opportunities to children to be open against
injustice and exploitation exposing them to real world scenarios.
My classes embrace pedagogy that helps all the learners to achieve excellence. I believe
in interactive classrooms that challenge all the type of learners, respecting all the
learners, using multitude of strategies.
I support staff and students who advocates for social justice. According to me, schools
should have the power to act as cultural gateways that appreciate the meaning of
plurality in multi cultural education.
9.1b. Hodson’s Article and Classroom Equity
The article "In Search of a Rationale for Multicultural Science Education" by Derek Hodson, exposes science teachers
to look through the angle of multiculturalism, reveling that science education can play critical roles in combating racism
and developing critical literacy. This reoriented way has been clearly focused in the updated current curriculum and we
can see the shift in thoughts. I would like to share the monograph “Culturally Responsive Pedagogy _Towards Equity
and Inclusivity in Ontario Schools” Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for
building an inclusive education system. The system embraces diversity, equity and
inclusive education in all the
dimensions (institutional, instructional and personal) in Ontario classrooms. The monograph is very much in with Hodson’s
article. I believe that the three perspectives Hodson classified _Science Education in a Multicultural Setting, Anti-
racist Science Education, Multicultural perspectives for Science Education), definitely paved the way to the current
shift in roles and instructions.
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf