Detailed Sample Task: Stage I

CLB 2 - Speaking
Giving Instructions

Equity, Diversity and Inclusion

Real-World Task

Give short instructions of one or two steps to a new classmate to find the gender inclusive bathroom.

Planning Context

Helpful Knowledge:

Vocabulary related to directions and navigations.
Some basic knowledge of gender diversity and inclusion.
Knowledge of symbols for mens / womens / both gender washrooms

Context:

In Canada, gender identity is a protected status. This means you cannot discriminate against anyone because of their gender identity. Gender identity is about who you feel you are inside and you have the right to express that. Gender-inclusive bathrooms are a safe space for everyone.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Imperative verbs to give directions / instructions
Adverbs and prepositions of place

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to convey the purpose of an utterance through body language and language.

Sociolinguistic Knowledge:

Use culturally appropriate non-verbal communication strategies.

Activities and Tasks

Sample Skill-Building Activities:

Elicit experiences of public washrooms before coming to Canada and since arriving in Canada, including availability, location, gender aspects, safety, signage and so on.
Listen to an audio of learners simply describing where different items are located in their classroom and repeat each sentence after hearing it.
Use classroom objects to describe adverbs and prepositions of place to a partner.
Label a simplified room plan of the classroom with 4-5 objects and share your map with a partner.
Write the correct adverbs of place for three simple sentences about places in the school, such as the office is next to the cafeteria, and so on, in a gap fill exercise.
Discuss gender identity in Canada and how different spaces accommodate different gender identities, such as washrooms, form options, email signatures.
Take turns to give one instruction to the rest of the class, such as stand up, sit down, and so on. Pay close attention to the imperative form of the verb and word order, as well as using hand gestures to support the communication.

Sample Skill-Using Tasks:

Listen to a very short set of instructions
to a place in the classroom and move to that position.
Place a sticky note in the classroom and give a two-step instruction to a classmate to locate it.

Sample Assessment Tasks:

Give short instructions of one or two steps to a new classmate to find the gender inclusive bathroom.

Teaching Considerations

Cultural Considerations:

Race, national or ethnic origin, colour, religion, age, sex, sexual orientation, gender identity or expression, marital status, family status, genetic characteristics and disability are all protected grounds under the Canadian Human Rights Act.
Gender identity is basically how a person feels and understands themselves in terms of gender; they may feel male, female, both, neither, or something else entirely. It’s about internal experience, not about what body someone has or what others expect from them.
Different cultures have varying degrees of understanding about gender and gender inclusivity.

Digital Literacy Strategies:

Not applicable

Equity, Diversity, Inclusion and Indigenization Strategies:

Teach learners that all people in Canada have the right to no discrimination.
Teach learners that many people still experience racism and discrimination in Canada, but that there are things that can be done if you have this experience.
Teach learners that regardless of religious or political beliefs, the rights of people who are 2SLGBTQIA+ are protected under the Charter of Rights and Freedoms.
Some learners may have different views on gender identity. You can be sensitive to their differing opinions, but all learners benefit from EDI, and all learners have the right to an inclusive and equitable learning environment.

Trauma-informed Strategies:

Possible Trauma Triggers:

Learners may have experienced discrimination, racism, homophobia, transphobia, misogyny or gender-based violence. Discussions of EDI may be triggering: be aware that there may be learners who need help, but it may also provide some comfort and support.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take the class on a small tour around your building or neighborhood and specifically point out inclusive spaces (gender-inclusive bathrooms, prayer rooms, quiet rooms, etc.).
Design simple, clear Gender Inclusive Bathroom signs using visuals and words.

Realia:

Authentic forms which include a range of options for gender identity
Printouts of gender inclusive bathroom signs
Simplified room plans and maps

Units and Modules:

Lessons and Activities:

Multimedia: