Facilitator Script: Embracing Diversity Session

1. Warm-Up & Introduction (10 minutes)

Slide 1: Embracing Diversity

Teacher says:
“Good morning, everyone! Welcome to our session on Embracing Diversity: Fostering Respect and Inclusion in Our Classrooms and Schools. I’m [Your Name], and I’m excited you’re here. To begin, please turn to the person next to you, introduce yourselves (name and role), and share one thing you appreciate about a diverse learning environment. You have one minute—go!”


[Pause 60 seconds. Then:]

“Thank you! Please take your seats. Let’s dive in.”

Slide 2: Opening Video: The Power of Diversity

Teacher says:
“We’re going to watch a short clip titled The Power of Diversity. As you watch, jot down one moment that stood out to you and one feeling it evoked. Ready? Let’s play.”
[Play video: https://www.youtube.com/watch?v=ScXs7L0vhZ4]


[After video ends:]

“Who would like to share one moment that stood out and the feeling it sparked? Let’s hear from two volunteers.”

Slide 3: Session Objectives

Teacher says:
“Great reflections! Our objectives today are:
• Understand the importance of respecting diversity
• Explore personal biases and assumptions
• Collaborate on strategies for inclusive classrooms
• Commit to actionable next steps

Give me a thumbs-up if these resonate with your goals for today.”

Community Agreements

Teacher says:
“Before we proceed, let’s establish community agreements to guide our time together. I’ve noted a few on the board: listen actively, speak from the ‘I’, assume positive intent. What else should we include? Please call out your ideas.”
[Capture 2–3 responses.]
“Excellent. Thank you—these will anchor our work.”

2. Reading & Discussion (10 minutes)

Distribute Reading: Understanding Diversity

Teacher says:
“For the next five minutes, please read the handout individually or with a partner. Focus on the definition of diversity and the real-world examples provided.”


[After 5 minutes:]

Teacher says:
“Now, in groups of three, use the Discussion Guide: Respect for Diversity to explore question 1: What surprised you in this reading? You have three minutes. I’ll give you a one-minute warning.”


[After 3 minutes:]

Teacher says:
“Let’s reconvene. Group 1, what did you discuss?”
[Pause for response.]
“Group 2?”

3. Activity: Cultural Collage (15 minutes)

Slide: Activity: Cultural Collage

Teacher says:
“Now it’s time to get creative. In your small groups, you’ll create a Cultural Collage representing the diverse identities you encounter in your school or hope to foster. Use magazines, images, keywords, and colors. You have 15 minutes. I’ll circulate and check in at the five-minute mark. Consider: What stories are visible? Whose voices might be missing?”


[At 5 minutes:]

Teacher says:
“Fantastic work so far! As you continue, talk about why you chose each image.”


[At 15 minutes:]

Teacher says:
“Time’s up. Let’s have each group share in one minute: show your collage and tell us one key insight.”

4. Game: Identity Bingo (5 minutes)

Slide: Game: Identity Bingo

Teacher says:
“Let’s re-energize with Identity Bingo. Each card lists identity statements (e.g., ‘speaks two or more languages,’ ‘first-generation college graduate,’ ‘visual learner’). Mingle and find colleagues who match each statement—have them sign your card. The first to get B-I-N-G-O, find me and share one new thing you learned. Ready? Go!”


[When someone wins:]

Teacher says:
“Stop! Congratulations. What new insight did you gain?”

5. Assessment: Quiz & Test (10 minutes)

Teacher says:
“Next, let’s assess our understanding. Please complete the five-question Quiz: Respect for Diversity in the next five minutes—answer individually. Begin now.”


[After 5 minutes:]

Teacher says:
“Please pass your quizzes to the front and pick up the Test: Inclusion Knowledge Check. You have five minutes—go.”


[After 5 minutes:]

Teacher says:
“Thank you. Pass tests forward. I’ll score these quickly and share key takeaways.”

6. Project Introduction (5 minutes)

Slide: Project: Inclusive Classroom Plan

Teacher says:
“You’ve explored concepts and practiced ideas today. Now, you’ll create an Inclusive Classroom Plan—a one-page strategy you’ll implement in your context. Refer to the Rubric: Inclusion Project Rubric for criteria: clarity of strategy, relevance to your school, and evidence of inclusive practice. You may work alone or with a partner; the project is due [insert date]. What questions do you have?”

7. Cool-Down: Reflection Circle (5 minutes)

Form a Circle

Teacher says:
“To close, let’s form a circle. Going around, please share one concrete strategy you will implement this week to foster respect for diversity. I’ll start: I will add two new culturally responsive texts to my curriculum.”


[After everyone shares:]

Teacher says:
“Thank you—your commitments are powerful. Let’s reaffirm our community agreements and hold each other accountable.”

Slide: Thank You!

Teacher says:
“Thank you for your participation and energy today. For additional resources or to share success stories, contact us at diversity@district.org. Let’s continue championing diversity and inclusion in our schools. Have a wonderful day!”

Diversity Reflection Worksheet

Name: ____________________________ Date: ____________________________

Take a few minutes to reflect on your own biases and develop strategies for fostering respect for diversity.

1. Identify one personal bias or assumption you hold. Describe when and how you noticed it.

1. How might this bias influence your interactions with students or colleagues?

1. Reflect on a time when you observed someone else’s bias affecting a learning environment. What happened and how did it feel?

1. List three concrete strategies you can implement to challenge or mitigate personal biases in your classroom or school.

1. Describe one specific action step you will take this week to foster respect for diversity.

1. How will you measure whether your action step is effective? What evidence will you look for?

Understanding Diversity

Diversity refers to the rich tapestry of human characteristics, experiences, and perspectives that make each person unique. It encompasses visible traits, such as race, ethnicity, and gender, as well as less visible aspects like socioeconomic background, religious beliefs, learning styles, and abilities. When we recognize and value these differences, we create environments where everyone feels seen, respected, and empowered to contribute their best.

Why Diversity Matters

• Promotes belonging: When individuals feel their identities are acknowledged and valued, they develop a stronger connection to their community.
• Fosters innovation: Diverse perspectives spark new ideas, encourage creative problem-solving, and challenge assumptions.
• Enhances equity: Understanding different backgrounds helps us identify and address barriers that prevent some voices from being heard.
• Strengthens relationships: Respecting diverse experiences builds trust and empathy, enabling more meaningful collaboration.

Examples of Diversity in Schools

• Cultural and linguistic diversity: Students may speak multiple languages at home or celebrate different traditions.
• Learning preferences and abilities: Some learners thrive with hands-on projects, others through reading or discussion; some need additional supports or accommodations.
• Socioeconomic backgrounds: Students come from varied economic circumstances that can influence access to resources and opportunities.
• Identity factors: Gender identity, family structure, religious practices, and neurodiversity all shape how individuals experience the world.

Embracing Diversity in Practice

To honor the diversity in your classroom or school, begin by listening to and learning from each person’s story. Invite students and colleagues to share their experiences, and incorporate a range of voices and materials into your curriculum. Reflect on your own assumptions, ask open-ended questions, and design activities that allow everyone to contribute in ways that align with their strengths. By actively valuing differences, you cultivate an inclusive community where all members can grow together.

Respect for Diversity: Discussion Guide

Use this guide in small groups (3–4 people) to deepen understanding of respect for diversity and connect it to your school context.

Grouping & Timing

• Groups of 3–4 participants
• Total time: 8 minutes
• Roles: One facilitator (keeps track of time), one recorder (notes key ideas), one reporter (shares summary)

1. Opening Reflection (2 minutes)

Question: What idea or example from the Understanding Diversity reading stood out most to you?
Follow-Up Prompts:

• Why did this resonate?
• How does it connect to something you’ve seen in your school?

2. Defining Respect in Practice (3 minutes)

Question: In your own words, what does it mean to respect diversity in a classroom or school setting?
Follow-Up Prompts:

• Share a brief story of when you felt respected for an aspect of your identity.
• What behaviors or practices made you feel that respect?

3. Identifying Challenges & Solutions (3 minutes)

Question: What are common barriers to respecting diversity in schools (e.g., bias, limited resources, curriculum gaps)?
Follow-Up Prompts:

• Which barrier feels most urgent in your context? Why?
• Brainstorm one practical strategy to overcome that barrier.
• What supports would you need to put that strategy into action?

Whole-Group Share-Out (2 minutes)

• Each reporter shares one key insight or strategy from their group.
• Facilitator captures themes on a shared screen or chart paper.

Tips for Facilitators

• Encourage everyone to speak by inviting quieter members: “Can we hear from someone who hasn’t shared yet?”
• Keep the discussion focused by gently steering back to the question if the conversation drifts.
• Validate all contributions: “Thank you—that’s a valuable perspective.”

Cultural Collage

Objective: Collaboratively explore and represent the range of identities and experiences in your school community through a visual medium.

Materials (per group):

• 2–4 magazines or printed image packets
• Scissors and glue sticks
• One large poster board or sheet of butcher paper
• Colored markers, sticky notes, and index cards

Time: 15 minutes total

Instructions:

1. Form groups of 3–4.
2. Silent Reflection (2 minutes): Each member writes 2–3 identities or experiences (e.g., language, learning style, family tradition, ability, belief) on sticky notes.
3. Image Hunt (5 minutes): Search magazines or printed packets for pictures, words, or symbols that represent your group’s identities.
4. Assemble Collage (5 minutes): Arrange and glue chosen images on the poster board. Use markers or index cards to label key elements or pose questions (e.g., “Whose story is missing?”).
5. Group Discussion (3 minutes): While you glue, discuss:
   • Why you selected each image
   • Patterns, gaps, or surprises you notice
   • How this collage could inform more inclusive practices

Share-Out (1 minute per group):

• One reporter presents the collage and highlights one central insight or question your team uncovered.

Debrief (5 minutes):

• As a whole group, note common themes across collages.
• Discuss: “What did we learn about our own assumptions? How can these insights guide our next steps?”

Adaptations & Supports:

• Digital Option: Use online tools (Padlet, Google Slides) to create a virtual collage.
• Pre-Cut Materials: Provide image/word banks and templates for participants who need additional scaffolding.
• Language Access: Offer bilingual labels or translation support for multilingual groups.

Identity Bingo

Objective: Energize participants, build connections, and uncover the range of identities and experiences in the room in a fun, interactive way.

Materials (per participant):

• One Identity Bingo card (5×5 grid; free center space)
• Pen or marker

Setup:

• Provide each participant with a bingo card filled with identity statements (see sample list below).
• The center square is a Free Space you can mark immediately.

Instructions:

1. Mingle (5 minutes): Move around the room to find colleagues who match the identity statements on your card.
2. When you find someone who fits a description (e.g., “Speaks three or more languages”), have them sign their name in that square.
3. One person can only sign one square per other player—encouraging you to meet multiple people.
4. The first participant to complete a horizontal, vertical, or diagonal line of five (B-I-N-G-O) shouts “Bingo!” and returns to the front.
5. Debrief: The winner shares two new insights they learned about colleagues.

Sample Identity Statements:

• Speaks three or more languages
• Grew up in a different country than where they teach
• Is a first-generation college graduate
• Has taught for more than 10 years
• Uses a nontraditional teaching method (e.g., outdoor learning)
• Has experience with special education or 504 supports
• Identifies as a visual learner
• Celebrates a holiday that others in the room may not know
• Is bilingual or multilingual
• Has a family member with a disability
• Incorporates technology daily in lessons
• Has lived in more than three cities
• Practices a non-mainstream religion or belief system
• Is the only child in their family
• Has mentored a new teacher
• Reads books in a language other than English
• Prefers kinesthetic (hands-on) learning
• Has designed curriculum for English language learners
• Teaches in a school with Title I designation
• Has attended a cultural immersion program abroad
• Knows American Sign Language (ASL) or another sign language
• Has implemented a social-emotional learning program
• Identifies as LGBTQ+
• Connects with students through a shared cultural tradition

Accommodations & Supports:

• Language Access: Offer cards and instructions in multiple languages.
• IEP/504 Support: Provide name tags or picture symbols for participants who benefit from visual cues.
• Digital Alternative: Use an online bingo tool (e.g., Bingo Baker) for virtual or hybrid sessions.

Feel free to customize statements to reflect your school’s unique community.

Quiz and Test Answer Key

Respect for Diversity Quiz Answer Key

1. Which statement best describes diversity?
   • Correct Answer: A. Range of human differences, including visible and invisible characteristics
   • Rationale: Diversity is defined broadly to include both observable traits (race, gender) and less visible ones (beliefs, learning styles).
2. Which of the following is a benefit of respecting diversity in classrooms and schools?
   • Correct Answer: Promotes a sense of belonging and equity
   • Rationale: Respecting diversity fosters belonging and equity, rather than reducing engagement or creativity.
3. When a teacher incorporates literature and learning materials from various cultural backgrounds into their curriculum, this is an example of:
   • Correct Answer: Inclusive practice
   • Rationale: Including diverse materials is a key inclusive practice that validates multiple perspectives.
4. Which of the following best defines unconscious bias?
   • Correct Answer: Automatic, unintentional attitudes or stereotypes that affect understanding and decisions
   • Rationale: Unconscious biases operate without deliberate intent and influence perceptions and actions.
5. Describe one concrete strategy you could implement this week to foster respect for diversity in your classroom or school.Scoring Guidance (out of 5 points):Example Full-Score Response:
   “I will launch a ‘Culture Share’ segment at the start of each class, where one student briefly presents a cultural tradition or family custom. This gives all students visibility and signals that diverse backgrounds are valued.”
   • Strategy is specific and actionable (2 points)
   • Strategy directly addresses respect for diversity (1 point)
   • Feasibility within one week (1 point)
   • Clarity and completeness of explanation (1 point)

Inclusion Knowledge Check Answer Key

Question 1

Prompt: You are planning a science lesson on ecosystems. In your class, students have varied learning styles and language proficiencies. Describe one concrete strategy to differentiate your instruction so that all students can access and engage with the content.

Sample Answer & Scoring (4 points):

• Describes a differentiated strategy (e.g., tiered stations with hands-on models, graphic organizers, and audio recordings) — 1 point
• Explains how it supports visual learners (models, diagrams) — 1 point
• Explains how it supports kinesthetic learners (manipulatives, role-play) — 1 point
• Includes supports for language learners (bilingual glossaries, sentence frames) — 1 point

Question 2

Prompt: Identify two classroom norms or procedures you would put in place to ensure inclusive participation among students with diverse abilities. Explain why each norm supports inclusion.

Sample Answer & Scoring (4 points):

• Norm 1: “Use think–pair–share so all students have processing time and a partner to rehearse responses.” — 1 point
• Explanation: “Ensures students with processing or language needs can prepare before speaking.” — 1 point
• Norm 2: “Provide choice boards for activities, allowing students to select tasks that match their strengths.” — 1 point
• Explanation: “Offers multiple entry points for students with different abilities.” — 1 point

Question 3

Prompt: Recall a situation where you observed bias or exclusion. Describe it, then outline steps to address the bias, including who to involve and what resources you’d use.

Sample Answer & Scoring (6 points):

• Situation description (1–2 points): Clear recounting of bias/exclusion event.
• Identification of stakeholders (1 point): Teacher, student, counselor, administrator.
• Immediate response steps (1–2 points): Address incident, facilitate restorative conversation.
• Longer-term actions (1 point): Professional development on bias, inclusive curriculum audit.
• Resource identification (1 point): District equity trainer, community liaisons, cultural materials.

Question 4

Prompt: Explain the difference between equity and equality in the context of classroom practice. Provide one example of an equitable practice and one example of an equal practice.

Sample Answer & Scoring (4 points):

• Defines equity (1 point): “Providing each student what they need to succeed.”
• Defines equality (1 point): “Giving every student the same resources or support.”
• Example of equitable practice (1 point): “Giving extra reading time or audio books to students with reading difficulties.”
• Example of equal practice (1 point): “Handing out identical worksheets to all students regardless of need.”

Question 5

Prompt: Design a formative assessment for a history lesson that allows students with limited English proficiency and students with IEP accommodations to demonstrate their understanding. Describe the activity and explain how it supports diverse learners.

Sample Answer & Scoring (5 points):

• Assessment design clarity (2 points): E.g., “Students create a labeled timeline with pictures and key vocabulary in both home language and English.”
• Supports for ELL (1 point): “Allows use of home language labels and visual sequencing.”
• Supports for IEP (1 point): “Includes graphic organizer scaffold and extended time option.”
• Rationale for diverse learners (1 point): “Combines visual cues, bilingual labels, and structured format to meet varied needs.”

Inclusive Classroom Plan

Purpose: Develop a focused, actionable one-page plan to implement a strategy that fosters respect for diversity in your classroom or school.

1. Context & Goals

• Grade/Subject & Setting: Describe your teaching context (e.g., 4th-grade ELA, high school science, staff meeting).
• Learner Profile: Note key characteristics—cultural backgrounds, language proficiencies, learning needs, or other relevant identities.
• Goal Statement: What specific outcome will indicate increased respect for diversity? (e.g., more student voices represented in lessons, increased peer collaboration across difference)

2. Strategy Description & Rationale

• Inclusive Strategy: Clearly describe the practice, activity, or protocol you will introduce (e.g., a weekly “Culture Share,” multilingual discussion circles, bias-aware gallery walks).
• Rationale: Connect your strategy to session concepts (unconscious bias, belonging, inclusive materials). Why will this practice promote respect for diversity?

3. Implementation Steps & Timeline

List 3–5 concrete steps with dates or time frames:
1.
2.
3.
4. (Optional)

4. Supports & Resources Needed

• Materials: (e.g., readings, multimedia, art supplies, translation tools)
• People/Partners: (e.g., co-teacher, cultural liaison, instructional coach)
• Accommodations: Describe how you will meet IEP/504 or language needs (scaffolds, visuals, translation).

5. Measuring Success

• Evidence Collection: Define 2–3 indicators (student reflections, observation notes, survey results, work samples).
• Timeline for Review: When and how will you gather and review this evidence?
• Reflection Questions: What will signal success? What will prompt adjustments?

Use the Rubric: Inclusion Project Rubric to ensure your plan meets criteria for clarity, relevance, equity, and feasibility.

Submission Details:

• Due Date: ____________________
• Format: One page (digital upload or print)
• Collaboration: Individual or partner work

Good luck! We look forward to seeing your plans in action and celebrating the impact on your learning community.

Inclusion Project Rubric

Scoring Scale
4 – Exemplary | 3 – Proficient | 2 – Developing | 1 – Beginning

Total Score: ____ /20

Notes & Feedback:

• Strengths:
• Areas for Growth:

Use this rubric to guide your planning process and ensure your Inclusive Classroom Plan is clear, equitable, and actionable.

Warm-Up: Emoji Check-In

Objective: Quickly gauge participants’ current mindset and build connections at the start of the session.

Materials:

• A slide or handout displaying a variety of emojis that represent different feelings (happy, curious, thoughtful, excited, cautious, etc.)

Time: 3–5 minutes

Instructions:

1. Display the emojis prominently (on a slide or printed sheet).
2. Ask each participant to silently choose the emoji that best represents how they’re feeling as we begin our discussion on diversity.
3. Pair up with someone nearby. Take 1 minute each to share:
   • Which emoji you chose
   • Why it reflects your current mindset or feeling about today’s topic
4. Reconvene as a whole group. Invite 2–3 volunteers to share their emoji and reasoning.

Tip for Facilitator:

• Model by choosing an emoji for yourself and explaining why you selected it.
• Keep the sharing time brief to maintain momentum for the rest of the warm-up.

Cool-Down: Reflection Circle

Objective: Consolidate learning, commit to action, and build accountability for fostering respect for diversity.

Time: 5 minutes

Materials: None (optional sticky notes and markers)

Instructions:

1. Arrange chairs or stand in a circle so everyone can see one another.
2. Going around the circle, each participant shares:
   • One concrete strategy they will implement in the coming week to foster respect for diversity.
   • One potential challenge they anticipate and how they might address it.
3. (Optional) After sharing, write an exit ticket on a sticky note:
   • One key insight from today’s session
   • One lingering question
   • One personal commitment
   Post your note on a designated board or wall as a visual reminder.
4. Close by thanking everyone for their contributions, reaffirm community agreements, and encourage ongoing support and check-ins with accountability partners.

Tip for Facilitator: Model your own share first to set the tone, then invite quieter participants by name if needed to ensure every voice is heard.