Approaches to Teaching and Assessment:

Assignment 3
Hannah Carnell

Prof. Dr. Katrien Struyven

Words: 5,027
December 17th 2014

Overview of the problem

We are presented with the problem of Anne: a novice teacher of seven and
eight year olds. Anne teaches in Brussels, within the Flemish education
system where the school language is Dutch. However, only five children in her
class have Dutch as their primary language, with the remaining 20 children
speaking a range of other languages. While the level of Dutch proficiency
amongst the non-Dutch speakers is not known, we can assume that they are
not all fluent, given that Anne has raised this as an issue.

Uncertainty about teaching individuals who do not speak the native language
is a common problem amongst teachers (Tomlinson et al., 2003), and one
that is increasingly important to address. Globalisation means that teachers
are experiencing more diverse classrooms which, combined with the focus in
many countries towards mainstreaming as a strategy for cutting educational
costs (Reis & Boeve, 2009), has resulted in many teachers having to address
diversity issues to ensure that all children are performing to the best of their
abilities.

Language issues aside, Annes class will also be composed of a range of

individuals with different learning styles, interests, and levels of readiness
(Tomlinson et al., 2003). As such, Anne needs to consider how she will meet
all of these different needs, or how to differentiate her teaching.

Differentiation is not an easy or straightforward task (Tomlinson et al., 2003;

Willis & Mann, 2000) and, what works for one teacher will not necessarily
work for another. It is likely to involve personal and professional struggle, and
novice teachers in particular will need to overcome fear, lack of teaching
experience and insufficient pedagogical knowledge (Whitsett & Hubbard,
2009). As Anne is at the start of her teaching journey, it is crucial that, early
on, she develops strategies to work with diversity within her classroom, given
that teachers are unlikely to change their conceptual understanding of
teaching and learning as they get more experienced (Richardson, 2005).
Furthermore, understanding and implementing classroom differentiation is
also an issue of professionalism, with teachers that practice it successfully
regarded as highly attentive to students' varied learning needs, and
competent, creative, and professional educators (Tomlinson, 2000).

This is an important case study to consider as, not only is this is an issue
affecting many teachers today, but also the issue of equity of opportunities is
a compelling one. We know that many students face barriers to opportunity
within the classroom, with standard teaching practices not working for them
due to issues of personal learning style, specific learning disabilities (such as
dyslexia), economic reasons, or because of language and cultural barriers
(Lou et al., 1996). As such, exploring ways to address, work with and
embrace this diversity within classrooms is of paramount importance to
ensuring that all children are given a fair start in life.

Problem analysis
This paper will explore how Anne can best meet the needs of her class, and
effectively differentiate her teaching within her classroom. We will discuss
and critique the relevant literature in the following sections:
1. Differentiation to meet the needs of all students: what
differentiation is, and why it is appropriate in this context;
2. Understanding the student: An examination of how Anne can
understand and learn from her students most effectively;
3. Implementing differentiation: How Anne can make it work in practice,
with a specific focus on students from diverse cultures;
4. The role of self: Annes role as an individual in implementing a
successful differentiation strategy; and
5. Wider support mechanisms: what support is, or should be available
for Anne.

1. Differentiation to meet the needs of all students

What is differentiation?
Differentiation, in essence describes the efforts of teachers to respond to
variance among learners in the classroom, taking into account different
learning styles, readiness and interests (Tomlinson, 1999). Teachers can, and
should differentiate their teaching by adapting methods, resources, curricula
and activities to address the diverse needs of their heterogeneous students,
to maximise learning opportunities for all (Bearne, 2002; Tomlinson et al.,
2003).

Tomlinson is widely regarded as one of the main thinkers in the field of

differentiated instruction (Bender, 2012), although issues relating to
differentiation and variety in students abilities have been around for almost 70
years (Guild & Garger, 1998). Tomlinsons research on differentiation has
drawn heavily from the work of Gardner on multiple intelligences (Tomlinson,
1999) and has its roots firmly placed in psychology. More recently the debate
has

broadened

(Bender,

2012),

embracing

number

of

different

characteristics that define learners (Tomlinson et al., 2003). Now, learning

styles, preferences and multiple intelligences are all referred to in the context
of the debate, and this is what will be examined in this paper.

The case for differentiated instruction

In many countries, including Belgium, the trend towards mainstreaming for
SEN students, gifted students and those learning the native language, means
that the onus is now upon teachers, as opposed to institutional arrangements,
to provide differentiated learning and ensure equity of learning opportunities
(Tomlinson et al., 2003). As such, differentiation is widely ultilised across the
world, as individuals with economic, cultural, gender, and motivational
differences, amongst others will all need content, processes and outcomes
that are suited to their needs (Bender, 2012; Tomlinson et al., 2003). Thus the
debate has moved on from whether teachers should respond to the need to
differentiate, to how they should respond (Tomlinson et al., 2003).

Furthermore, inattention to student variance can have a lasting impact on the

life and future of individuals. Challenging students too much can result in a
decline in feelings of self-worth and levels of achievement in students
(Csikszentmihalyi, 2002). Conversely, when students are asked to do tasks
that are too simple, they disengage with the task (Mayer, 2004; Tomlinson et
al., 2003), and are unlikely to thrive (Wang, Many & Krumenaker, 2008).

Issues of race and culture are a central part of Annes problem, given that
many of her class are from immigrant backgrounds, a fact that further
strengthens the case for differentiated instruction. Research in the USA has
found that teachers are less capable of enabling minority students to build the
skills necessary for success out of school (Delpit, 1995; Tomlinson et al.,
2003). Linked to this, immigrant students in the USA have higher than
average dropout rates, particularly as students get closer to graduation (Wang
et al., 2008). Without adequate qualifications, these students will be penalised
in the future: facing limited further education and employment opportunities.
While no data on this issue was available for Belgium, it is important that
teachers, such as Anne, are aware of the long-term impact of their teaching
and the complexity of these issues, and work to deal with them sensitively
(Ryan, 2006).

Finally, arguably Anne should consider issues of differentiation over and

above theories relating to language learning, given that she is not teaching
Dutch to the students in a language school. We can assume that her primary
concern is to teach the curriculum to her students, with second language

acquisition as a secondary, but important byproduct. Furthermore, Hite and

Evans (2006) argue that the field of language acquisition (i.e. picking up a
language in mainstream education) remains an area where there has been
little research most refers to structured language learning or immersion. As
there is little evidence about what works for mainstream language learners
outside of standard differentiation principles, this will form the basis for this
paper, referencing issues of race and language diversity where possible.

2. Understanding the student

If Anne is to facilitate successful learning opportunities for her class, she must
know her learners: building up a picture of them in terms of their readiness,
interests, and learning profiles, with a particular focus on their cultural values
(Guild & Garger, 1998; Tomlinson et al., 2003). As discussed above, the
students cannot be simply divided into groups of Dutch speakers and nonDutch speakers. Within and between both of these groups will be further
differences, and indeed similarities, that will help Anne to understand her
students better, and to get the most from them.

Student readiness
Student readiness is defined by Tomlinson et al. (2003) as the point at which
a student is unable to learn alone, but is able to do so with support: in other
words when a teacher is able to push a student out of their comfort zone, but
not so far out that they are overwhelmed.

To assess the different levels of readiness within her classroom, Anne

should first seek to discover what the students already know, and where
applicable their grasp of the Dutch language. To do this, Whitsett and
Hubbard (2009) argue that teachers should, as early as possible, study school
records, talk with other teachers and members of support staff, and obtain test
scores if applicable, to form an overall picture of the different students
profiles.

Student interest
Secondly, an understanding of student interests within her classroom will also
assist Anne, and enable her to design or modify her teaching activities
accordingly. Designing materials and activities around student interest can
help to enhance engagement, productivity, creativity and autonomy, and
develop a positive attitude to learning (Tomlinson et al., 2003). This may also
be a particularly salient issue for students of different cultural and ethnic
backgrounds who are likely to have diverse interests.
By asking students about what interests and motivates them, and shaping her
materials accordingly, Anne will also be helping her students to flow, in other
words, get completely absorbed in an activity, with a feeling of energy, vigour,
full involvement and crucially enjoyment (Csikszentmihalyi, 2002).
Tomlinson et al. (2003) suggest that students should be encouraged to select
projects related to what interests them, and to have discussions with their
parents and teachers about what learning brings them pleasure.

Learning style/profile
The third component for Anne to examine is that of her students learning
profiles something that can be affected by a number of different factors
including environment, emotions and physical needs (Tomlinson et al., 2003).
Individuals are products of both nature and nurture, with predispositions for
learning that are shaped by external influences, especially within our
immediate family, extended community, and culture (Tomlinson, 2000).
Whitsett and Hubbard (2009) concur, arguing that the most significant
information available for teachers includes an understanding of students
family makeup, immigration history, favourite activities, perceptions of the
value of school knowledge, and experiences with different subject matters.
Thus, knowing each student's culture and background is essential for
providing successful learning opportunities, and will help educators facilitate,
structure, and validate successful learning for every student (Guild & Garger,
1998).

Culture is also likely to have an impact upon learning style, something that will
be particularly significant for Anne. As Guild and Garger (1998) note:
A deep understanding of both culture and learning style is important for
all educators, though the subject must be addressed carefully. The
relationship of the values of the culture in which a child is currently living,
or from which a child has roots, and the learning expectations and
experiences in the classroom is directly related to the child's school
success academically, socially, and emotionally (Marching to Different
Drummers, ch.3, para.6).

Indeed, although some teachers may be fearful of exploring these issues too
deeply, with concerns about stereotyping, these cultural reflections can be
interesting and useful for teachers. For example, research has shown that for
Mexican Americans, family and personal relationships are particularly
important, and as such they tend to seek out a personal relationship with a
teacher; while African American students' report their comfort with oral
experiences, physical activity, and strong personal relationships, meaning that
collaborative, discursive and active projects work well (Guild & Garger, 1998).

As part of this, establishing effective communication with parents is crucial for

Anne, even for those parents that cannot speak Dutch. Hite and Evans (2006)
found in their study of US first grade teachers that had a high proportion of
English language learners in their classes, that all the teachers were vocal
about the need to establish effective communication with parents. They found
that it enabled parents to understand the requirements of the teacher and the
demands placed upon the student, as well as providing the teacher with
insights into the students backgrounds, both personal and cultural. Here, it is
worth noting that Anne is at an advantage compared to teachers of older
pupils, as she will be teaching her students every day, and as such will have
greater access to the parents, compared to teachers in secondary schools for
example.

Anne should also attempt to discover what makes students families

comfortable in terms of school interaction: some may want more involvement

with the school, and may be at a loss about how to adequately support their
children. This perceived lack of interest may simply relate to a lack of
information, resulting in low levels of participation at school-related activities
(Whitsett & Hubbard, 2009), something that could easily be rectified.

3. Implementing differentiation
Alongside building an understanding of her students, Anne also needs to
consider how to practically implement differentiation in her classroom.
Thorough planning is key, as differentiated instruction works best when it is
designed, with a whole system approach, rather than simply reacting and
adapting what exists (Hootstein, 1998; Tomlinson et al., 2003). Stanford and
Reeves (2009) compare successful differentiation to architectural principles,
citing how it is much easier to build an accessible, functional home from
scratch, taking into consideration the specific needs of the individual, than it is
to adapt an existing building that needs substantial modifications. This
concept can be applied to classroom material, strategies and tools, where
teachers tend to take the approach of adapting what is already there, rather
than starting from core principles and reworking the whole system. In this
way, learners are expected to fit into modified existing programme, which is
unlikely to be robust enough to meet their needs (Tomlinson et al., 2003).

Here, we will explore how Anne can design and modify her content,
processes, products and learning environment (Tomlinson, 2000; Tomlinson
et al., 2003), to ensure that her students are given the best opportunities to
learn within her classroom.

Content
It is important to consider in detail the content that will be taught to students
(Stanford and Reeves, 2009). Simply put, content refers to what students
need to learn, and differentiating this content allows students to begin at
different places in the curriculum and proceed at varying rates according to
their readiness, interest and learning style (Tomlinson et al., 2003). In many
countries, including Belgium, the content of teaching is influenced by national
curriculum guidelines, and so to some extent, content is a given, and can
only be varied a limited amount (Bender, 2012). However, despite this there
are a number of ways in which Anne can differentiate the content within her
classroom, and these will be discussed below.

Tomlinson (2000) notes that the most important factor in differentiation is the
provision of high-quality curriculum and instruction. Teachers should have a
sound understanding of their subject area, enabling them to identify key
concepts, skills and ideas that will serve as a framework from which to make
appropriate modifications (Tomlinson et al., 2003). This should allow the
teacher to provide a level of challenge for all students and scaffold
appropriately (Hite & Evans, 2006). Teachers need to ensure that curriculum
is clearly focused, that materials and tasks are interesting and relevant to
students; and that there is joy and satisfaction in learning (Tomlinson, 2000).
Anne therefore needs to look carefully at the curriculum for her class, and
establish the most valuable elements to focus upon, and then develop her
learning materials accordingly.

Alongside this, teachers should also provide a range of learning materials to

meet the preferences, interest and readiness of different students (Bender,
2012; Tomlinson, 2000; Tomlinson et al., 2003). In their research, Hite and
Evans (2006) found the elementary teachers cited a number of common
strategies including visual cues (such as pictures, videos and gestures),
repetition, and simplification of speech. The importance of choral chanting,
movement, and student-developed projects have also been observed
(Bender, 2012). These may well be strategies that Anne already uses, but if
not, could prove useful.

Among the traits of learner-centered classrooms is building on the knowledge

students bring to the task (Tomlinson et al., 2003): something that sits firmly
within the constructivist school of thought (Biggs, 1996). The importance of
using student interest to promote learning was discussed above, and could be
an interesting and positive area for Anne to explore, by embracing the
diversity in her classroom (Hite & Evans, 2006). For example, a project could
take place looking at health and nutrition, with Anne, or the students, bringing
in food from their respective countries.

Process
The next area to be examined when thinking about differentiated learning is
the process. Tomlinson et al. (2003) define process as how students learn or
master the content. Given that students learn in different ways, teachers are

encouraged to offer a variety of options for learning to best meets the needs
of individual students (Bender, 2012).

Anne will play a central role here in how students master the content, and as
such she should also bear in mind the importance of verbal communication
with her students, particularly those Dutch language learners. The links
between talk and improvements in language learning, particularly one to one
conversation, with either a teacher or in a group have been clearly
demonstrated (Lou et al., 1996). Where teachers differentiate and adjust their
language, these improvements have been shown to be even higher, and
likewise the supported use of the students mother tongue (even if the
teachers do not know or understand the language) is also beneficial (Hite &
Evans, 2006).

Small, flexible working groups have also been shown to work well in
classroom differentiation, particularly with language learners. Lou et al. (1996)
undertook a detailed meta-analysis of class group work, which found that
students working in groups of three or four people achieved more than
students working individually, and these students also had more positive
attitudes to learning. Additionally, group work provides opportunities for
informal social conversation, which can help in language acquisition (Hite &
Evans, 2006), and helps to improve understanding when interacting with
technology (Gormley & McDermott, 2014). Furthermore, classroom groups
should not necessarily be fixed: sometimes students benefit from working with
peers who have similar levels of readiness, sometimes with mixed levels, and

further groups can be formed based upon interests or learning styles

(Gamoran, 2002; Tomlinson, 2000).

Separate but related to the concept of group work is peer-to-peer teaching

and learning. While children helping children is a common activity in many
classrooms at primary level, assigning specific peers as aids for learning is
something that studies have found to be effective in improving understanding
amongst students, particularly with those for whom the native language is not
their mother tongue (Hite & Evans, 2006; Tomlinson, 2000; Whitsett &
Hubbard, 2009; Zimmerman & Schunk, 2001). For Anne, where possible
these pairings will include students that speak fluent Dutch and another one of
the languages, something that is likely to work particularly well with the
French speaking students.

Finally, changes in the availability and usage of technology have considerably

helped to change the face of differentiation within the classroom (Bender,
2012). While the benefits and challenges relating to technology in the
classroom should be left for another paper, it is fair to say that technology
itself offers numerous opportunities for a differentiated learning experience,
with numerous web tools and apps available for teachers (Gormley &
McDermott, 2014). Placing individual students in appropriate, engaging, and
considered computer-based programmes could be regarded as the epitome of
differentiated instruction as, if well-designed, these programmes can be
specifically targeted to students needs and interests (Bender, 2012).

Products
The third area for Anne to consider is product, or how students are able to
demonstrate what they have learned: the importance of which cannot be
underestimated. Teachers often utilise a range of materials and activities in
their classroom, but tend to always measure performance in the same way: in
other words, their attitudes and practices are contradictory (Tomlinson et al.,
2003). In addition, through varied demonstrations of learning, the teacher is
able to determine which students have mastered the material and which may
need further guidance (Bender, 2012). Cassidy (2011) also notes that student
self-monitoring and self-evaluation are important factors in the development of
self-regulated learners.

As such, teachers should be encouraged to ask frequent questions of their

students, as students are more likely to be engaged when they must produce
a product of some description whether its written or verbal (Tomlinson,
2000). However, teachers must ensure that asking oral questions have an
appropriate level of waiting, as teachers often call upon the fastest students
(i.e. those that raise their hands first), which means that students who may not
be as quick (such as those with Dutch as a second language for example),
simply remain invisible (Bender, 2012).

Assessment should also be varied, and include choices for the students to
demonstrate their knowledge: perhaps including art projects, role-play
minidramas, library or web-based research, multimedia projects, and written
or oral reports (Bender, 2012).

Informal, ongoing assessments are of particular importance to language

learners, including the use of observation, anecdotal records, performance
sampling, and portfolio assessment (Tomlinson, 2009; Whitsett & Hubbard,
2009). In addition, language learners tend to be given ample opportunities to
receive comprehensible and appropriate input through differentiated content
and processes, but opportunities to express what has been learnt (i.e. output)
are not always available (Hite & Evans, 2006): in other words, the focus is on
the student being taught rather than expressing what they have learnt:
something that Anne can seek to address.

Learning environment
The final element to explore in differentiated learning is the learning
environment,

which

should

be

supportive

of

self-regulated

learning

(Zimmerman, 2002). Bender (2012) emphasises the role of ensuring that the
environment is safe and comfortable, to enable students to focus on new
material. He notes that research on learning has demonstrated that the brain
serves as a filter focusing first on sounds, sights, and other stimuli that may
be threatening, next, relating to emotional response information, and finally,
as a last priority, the brain processes information for new nonthreatening
learning tasks.

For language learners therefore, the importance of the environment is

paramount as, with a limited understanding of the school language, these
students have to rely on non-verbal cues, as to whether a place is safe,

supportive and so on. Therefore, for Anne the learning environment is crucial:
as such she could consider making a home corner or an area of the
classroom that is comfortable (Bender, 2012), perhaps with materials that
reflect a variety of cultures and home settings (Tomlinson, 2000). Other things
to consider include soft lighting, provision of water and fruits (Bender, 2012),
desks that are arranged in ways to support group work and collaboration (Hite
& Evans, 2006), and encouraging students to move around to learn if they
prefer (Tomlinson, 2000).

4. The role of self

In addition to understanding her students and their families, developing
appropriately differentiated content, activities and products, and creating an
effective learning environment, Anne would also benefit from spending time
critically appraising her own experiences, her identity, values and prejudices,
and her expectations of her students.

Reflecting upon Annes own experiences as a student is important given that

teachers tend to teach in the way they have been taught to learn (Guild &
Garger, 1998). Annes attitudes towards differentiated instruction will also play
a role in how successful its implementation is likely to be: one study found that
teachers whose preexisting beliefs aligned with the philosophy of addressing
academic diversity had more success with differentiating their teaching than
those teachers with contrasting beliefs (Brighton, 2003). Willis and Mann
(2000) also argue that Anne is likely to want to continue with differentiation,
and become increasingly energised, once she sees the results, with bright

students being fully stimulated and struggling students progressing and

engaged.

Understanding ones own cultural identity, values, and prejudices is also

central to helping understand what motivates (and demotivates) students
(Whitsett & Hubbard, 2009), Grades and competition do not always serve as
motivators for example, and so Anne may need to devise alternative
techniques to influence student interest and participation (Whitsett & Hubbard,
2009). This self-reflexivity will also stand Anne in good stead throughout her
career: as she bases her decisions on experiences and reflections, she will
gain better control of her teaching, and improve the learning of her students
(Tricarico & Yendol-Hoppey, 2012). Finally, if Anne is white, it will be
important for her to try to understand issues of representation and how her
whiteness shapes the way she regards students of colour (Ryan, 2006).

We also know that teachers may regard issues of diversity as deficits on the
part of the student, rather than seeing the responsibility for working with these
differences as lying with the teacher (Tomlinson et al., 2003). Research has
also shown that when two people interact, their minds influence each other,
and they can match one others moods and emotions, through voice volume,
tone, and even body language (Bender, 2012). As such, it is imperative to
ensure that Anne is committed to her classroom activities and approach, as it
is highly likely that her emotions will be reflected back from the students
through their moods, emotions, and actions.

Linked to this is the importance of high expectations and motivational beliefs

from teachers (Pintrich, 1999). The el pobrecito syndrome, refers to the belief
that children from poverty or other disadvantaged backgrounds (such as
immigrants) already have difficulty in their lives, and as such the schools
should not expect too much of them (Garca, Kleifgen, & Falchi, 2008; Hite &
Evans, 2006). Yet research has found that once children have mastered the
native language, that they quickly get up to speed in other areas (Hite &
Evans, 2006). As such, it is vital that teachers do not write off students,
simply because they may have perceived disadvantages.

5. Wider support mechanisms

The strategies above are by no means something that Anne would be able to
implement overnight. Nor are they processes that are straightforward to
implement. They require time, patience, reflexivity and careful consideration.
As Mehlinger notes:
To customize schooling for individual learners, rather than mass
produce students who have essentially been taught the same thing in
the same way in the same amount of time . . . is not a superficial
change; it is a deep cultural change. (As cited in Tomlinson et al, 2003,
p.133-4).

Anne would therefore benefit greatly from a wide range of support (Brighton,
2003), and also could be hindered without it (Hertberg-Davis & Brighton,
2006). At a strategic level, the Flemish Ministry of Education and Training
could provide greater support for differentiated learning through national

policy directives, perhaps in the form of strategies to support the concept of

individualisation (Tomlinson et al., 2003), or by making more time available for
teachers to undertake professional development and plan their classroom
activities.

At a regional and local level, Annes efforts could be supported through

partnerships between school and universities, which have been shown to help
improve the efficacy of teachers in meeting the needs of diverse learners
(Beasley, Gartin, Lincoln, & Penner-Williams, 2013).

The role of Annes school is also crucial in helping to support her efforts. They
could set up opportunities for peer-to-peer support (Willis & Mann, 2000);
make time available for teachers to work on content, process, and activities;
and provide opportunities to share best practice within and between schools.
The role of a senior leader who buys-in to the concept of differentiated
instruction is also vital: someone who is able to align staff development,
curriculum, and materials (Whitsett & Hubbard, 2009).

Professional development for Anne will also be beneficial, particularly with

respect to cultural diversity and language learning. Ryan (2006) argues that in
order to support culturally relevant teaching, professional development must
be directed toward enabling teachers to focus on their understanding of
themselves and others, their cultural knowledge, and their classrooms social
structure. Training from language specialists, particularly in terms of language
learning (Wang et al., 2008), will also benefit Anne.

Conclusions
This paper has presented the case of Anne, and explored various strategies
and approaches for her to meet the needs of her diverse class, particularly
those that do not speak Dutch as a first language.

Differentiating teaching successfully is not a straightforward process. Anne

will need to understand her students well, and acknowledge and appreciate
their individual differences, interests, cultures and learning styles. Anne will
benefit from developing a range of differentiation strategies within the
classroom, through examining the teaching content, processes, products and
the learning environment. Finally, she will also benefit from taking time to
understand her own identity, cultures, attitudes and prejudices, and how this
could impact upon her students. All of this will involve lots of time, patience
and reflexivity on the part of Anne, and would benefit from wider support from
the school and other partners.

However, as discussed in this paper, the rewards for her students, particularly
those that do not speak Dutch as a first language, will be great, and Anne is
likely to have renewed vigour and energy when she starts to see the positive
effects in her classroom. With time, her language learners will be able to
communicate more effectively, and all students (including the Dutch speakers)
are more likely to be engaged, productive, creative and autonomous
individuals (Tomlinson et al., 2003).

Differentiated instruction and its merits is perhaps summarised best in the

following quote from an elementary school Principal, taken from Guild and
Garger (1998):
Differences in our schools will always exist because teachers and
students are people, and a fundamental characteristic of people is
diversity. [However] I have often found it possible to transform
differences among children, teachers, parents, and administrators into
powerful educational assets [Marching to Different Drummers, ch.2,
para. 5].
Indeed, this is perhaps the central aim of differentiation, and arguably the goal
of all educators to embrace diversity, and use it for the purposes of learning
and growth for all.

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