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Equity Images

Equity Images

As you have learned throughout this course, the brain relies on all sorts of stimuli to learn. Students are often particularly receptive to visual
images that help make abstract concepts more concrete. This discussion will allow you to identify a visual image that represents the messages
you want to communicate regarding equity.

  • Locate a graphic or visual you believe represents the message you want to overtly communicate in your classroom about relevant issues of
    classroom equity. This may be a visual you already have displayed in your classroom. Please do not choose ones used in the weekly introductions
    of this course.
  • Describe why you chose this image, and how you envision it supporting the messages you want your students to receive about equity in the

Equity Images


This image has been chosen because it provides a good illustration of the difference between equity and equality. In several
instances, I have heard students use the terms equity and equality interchangeably yet they do not necessarily have similar meanings. I
am concerned that some students view their colleagues as incapable individuals who cannot perform well in academics because they
might lack resources that can enable them to learn. From the image, students can see that for equity to be achieved, the shortest person
has to be given the greatest support to help him have the same achievements as his colleagues. At the same time, all the three
individuals must begin from the same level, irrespective of their heights, for equality to be achieved. By using this image in the
classroom, I believe that it will effectively help learners to understand the distinction between equity and equality and to apply that
knowledge in their daily lives for the success of the entire community (Blankstein, Noguera and Kelly, 2016).

Students should understand that each one of them can score good grades provided that they are given an opportunity to learn
and that they are given the support that they need by their teachers. In addition, they should know that students need different amounts
of support for them to perform well in the classroom due to variations in their capabilities. I am confident that this image will help
students to understand that equity in the classroom can best be enhanced if the teacher provides varied levels of support to students
based on their individual needs. This knowledge will help them to avoid discriminating against other students and to view all learners
as important individuals, thereby promoting unity in the classroom (Blankstein, Noguera and Kelly, 2016).



Blankstein, A. M., Noguera, P., & Kelly, L. (2016). Excellence through Equity: Five principles of courageous leadership to guide
achievement for every student. Alexandria, VA: Association for Supervision & Curriculum Development. ISBN: 978-1-4166-

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