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Indicator 3.1: Inclusive Environment
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The teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths, needs, learning preferences and cultural perspectives.

At the school:
  • Equity, inclusivity and diversity practices reflect board and Ministry policy.
  • Educators collaborate to identify and implement evidence-based conditions that support the intellectual engagement of students (e.g. learning experiences that are clear, mean-ingful, interesting, motivating, challenging, productive and include ongoing descriptive feedback and opportunities for metacognition).
  • Engaging learning experiences ensure all students use higher-order thinking skills, solve complex problems, develop increased understanding, and construct new knowledge.
  • Instruction is differentiated and curriculum materials, digital tools, human and a range of other resources are provided to support student strengths and needs.
In the classroom:
  • Students and educators work together to build a collaborative and safe learning environment, free from discriminatory bias and systemic barriers.
  • Learning experiences are engaging, promote collaboration, innovation and creativity (i.e. are clear, meaningful, challenging, productive and include problem solving and critical thinking on a variety of issues).
  • Ongoing feedback between and among students and teachers enables students to refine both thinking and products.
  • The teaching and learning environment enables students to reach ambitious goals.
  • Student input is actively and regularly sought with regard to curriculum delivery and program needs.
Students:
  • See themselves, their values, culture and interests reflected in their learning environment.
  • Assume ownership in learning experiences that are collaborative, innovative and creative.
  • Demonstrate confidence, resilience, self-regulation and self-efficacy in their capacity to learn and succeed.
  • Try new tasks, take risks and share learning with others.
  • Willingly participate in feedback processes to refine thinking and learning.
  • Voice their program needs.

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© 2012 - Limestone District School Board