While observing in a grade 2 class, a noticeable strategy for addressing the diverse needs of students was the availability of earmuffs. Although only one student chose to use them on that particular day, there were a few hung on hooks at the front of the classroom available to any students that required them. In addition to them being available, this strategy normalized the use of them. Although there were not enough for the entire class, there was enough for about a third even though many students in the class may never feel the need to use them. The visibility and accessibility of the earmuffs addressed the needs of those who needed them while provided the option to others and normalizing the use of them.

Another noticeable strategy for addressing different abilities was the use of literacy groups. The teacher had a worksheet for all students to complete on their own at their seats that was explained at the start of the lesson. Then, small groups of students read with the teacher at a circular table while the others worked on the worksheet. There were about three literacy groups in total and each group took turns reading aloud to the teacher while the rest of the group followed along. There was a different book level for each group. While in the groups, the teacher had a view of the students working at their seats so she did not require additional support to run her literacy groups. The arrangement of the groups provided a way for the teacher to check the students’ reading abilities and correct them as needed while they read. The more advanced groups also received a writing worksheet related to the story they were reading to complete while the other groups read. The leveled groups promoted equitable learning for all abilities in the class while not holding some students back or leaving others behind.

A third demonstration of meeting diverse learning abilities was seen in a project completed by an advanced student. During a writing and colouring activity in the morning, the student was out of the classroom working with the literacy teacher. In this one-on-one setting, the student was preparing a presentation about fictional and non-fictional dragons based on a higher-level book series the student was reading. Prior to seeing the student present, I was curious about how the other students would perceive it. The class was excited to learn about fake and real dragons and there were not any visible signs of envy. There was a chance for the class to the student ask questions, which produced thoughtful questions and discussions. This strategy allowed this student to challenge himself and learn according to his abilities while benefiting the other students who were able to gain some of the knowledge he had researched for the project.