{"CACHEDAT":"2026-06-04 21:46:02","SLUG":"the-balancing-act-of-diversity-classroom-vignettes-aSn7U0j5FT","MARKDOWN":"# Module Purpose\n\nParticipants analyse, discuss, and reflect different ways in which teachers try to engage with diversity based on real classroom data.\n\n# Facilitator Guide\n\n## Materials\n\n\n:::warning\n- [ ] **3-4 different classroom vignettes** (i.e., detailed descriptions of situations from classroom practice, collected during classroom observations) \n- [ ] **Guiding questions** for the individual reflections and group discussions (can be on a handout together with the vignettes or shown on the screen)\n- [ ] optional: grouping by drawing sweets out of the bag \n\n:::\n\n## Preparations\n\n\n:::info\n- [ ] Depending on personal preferences and setting, this activity could be organised entirely analogue, digitally, or hybrid.\n- [ ] **Analogue**: Prepare the handouts (vignettes + guiding questions), print and cut them. \n- [ ] **Digital**: Prepare the vignettes and questions in an online learning tool (e.g. Moodle, etc.)\n\n:::\n\n## Activity Setup\n\n\n:::info\n- [ ] The individual groups should have a size of 3-4 people.\n- [ ] Provide the task instructions before splitting people into groups and distributing the handouts.\n\n:::\n\n# Activity Instructions\n\n## **1. Individual Reactions**\n\nIndividually, **read** the assigned classroom vignette and **collect** your personal reactions, thoughts, and ideas.\n\n\n:::tip\nParticipants can do this in written form either analogue, on the handout, or digitally, on their devices. For on-site encounters, analogue is recommended.\n\n:::\n\n\n:::tip\nIn an on-site setting, participants could find their own space for the group discussion.\n\n:::\n\n## **2. Group Discussion**\n\nIn your group, **discuss** the following questions: \n\n- [ ] What is striking about the vignette/classroom story? Why?\n- [ ] What affect might this have on learners?\n- [ ] What may be problematic about the presented approach?\n- [ ] What would you do similarly/differently in your teaching practice?\n\nIn your group, **select** a group speaker to **report** your ideas and discussion points with the group.\n\n\n:::tip\nPrepare \"solution\" slides to support the follow-up discussion in plenum.\n\n:::\n\n## **3. Table: Navigating differences (optional extension)**\n\nIn your group or in plenum\n\n* **describe** 2-3 situations in which you actively addressed/emphasised/catered to a special need, characteristic or difference marker in your teaching practice\n* **compare** similarities and differences in your approaches and find alternatives.\n* **organise** the examples in the table \"Navigating differences\" ((Fereidooni 2020, p. 8; solution)\n\n| **Differences should be**
**acknowledged and emphasised when:** | **Differences should *not ***
**be emphasised when:** |\n|----------------------------------------------------------|---------------------------------------------|\n| •They help compensate for a disadvantage (e.g., a physical impairment or experience of discrimination).•The individual wishes it (principle of voluntariness).•Emphasising differences reflects appreciation, not exposure or shaming.•It helps create safe spaces where empowerment can take place. | •Emphasising the difference has negative consequences for the person.•The difference is addressed without the person's consent.•It (re)produces discrimination.•The person is reduced to their difference.

|\n\n\n:::tip\nParticipants can get the empty table as a print-out or digitally to fill in.\n\n:::\n\n\n---\n\n# Artefacts\n\n* !!List the outputs participants produce (e.g. domain posters, flipchart notes, sticky clusters, digital boards). This helps facilitators know what to collect or display afterwards.!!","HTML":"

Module Purpose

\n

Participants analyse, discuss, and reflect different ways in which teachers try to engage with diversity based on real classroom data.

\n

Facilitator Guide

\n

Materials

\n
\n
\n\n
    \n
  • 3-4 different classroom vignettes (i.e., detailed descriptions of situations from classroom practice, collected during classroom observations)\n
    • \n
  • Guiding questions for the individual reflections and group discussions (can be on a handout together with the vignettes or shown on the screen)\n
    • \n
  • optional: grouping by drawing sweets out of the bag\n
    • \n
\n
\n
\n

Preparations

\n
\n
\n\n
    \n
  • Depending on personal preferences and setting, this activity could be organised entirely analogue, digitally, or hybrid.\n
    • \n
  • Analogue: Prepare the handouts (vignettes + guiding questions), print and cut them.\n
    • \n
  • Digital: Prepare the vignettes and questions in an online learning tool (e.g. Moodle, etc.)\n
    • \n
\n
\n
\n

Activity Setup

\n
\n
\n\n
    \n
  • The individual groups should have a size of 3-4 people.\n
    • \n
  • Provide the task instructions before splitting people into groups and distributing the handouts.\n
    • \n
\n
\n
\n

Activity Instructions

\n

1. Individual Reactions

\n

Individually, read the assigned classroom vignette and collect your personal reactions, thoughts, and ideas.

\n
\n
\n\n

Participants can do this in written form either analogue, on the handout, or digitally, on their devices. For on-site encounters, analogue is recommended.

\n
\n
\n
\n
\n\n

In an on-site setting, participants could find their own space for the group discussion.

\n
\n
\n

2. Group Discussion

\n

In your group, discuss the following questions:

\n\n

In your group, select a group speaker to report your ideas and discussion points with the group.

\n
\n
\n\n

Prepare "solution" slides to support the follow-up discussion in plenum.

\n
\n
\n

3. Table: Navigating differences (optional extension)

\n

In your group or in plenum

\n\n\n\n\n\n\n\n\n\n
Differences should be
acknowledged and emphasised when:		Differences should not
be emphasised when:
•They help compensate for a disadvantage (e.g., a physical impairment or experience of discrimination).•The individual wishes it (principle of voluntariness).•Emphasising differences reflects appreciation, not exposure or shaming.•It helps create safe spaces where empowerment can take place.•Emphasising the difference has negative consequences for the person.•The difference is addressed without the person's consent.•It (re)produces discrimination.•The person is reduced to their difference.
\n
\n
\n\n

Participants can get the empty table as a print-out or digitally to fill in.

\n
\n
\n
\n

Artefacts

\n","UPDATEDAT":"2026-05-19T12:04:29.106Z","ID":"ec78b245-aee4-42a8-adba-7f17b094ff1d","TITLE":"The Balancing Act of Diversity | Classroom Vignettes"}