This picture depicts various opportunities for participation in a classroom and possible effects they can have on learning. It also shows that there can be different barriers to learning, which might be tools that are given, time that is available to complete work, differing cultural perspectives, and prior knowledge and skills coming into a lesson or activity.

Specifically, equality would be giving each child the same exact supports, equity giving students support to reach the same learning goal, the reality is that many students reach either beyond expectations, at expectations, or behind the learning goals of their classmates. As a teacher I believe this picture's depiction of liberation should be kept in mind when teaching. Whether we intentionally create barriers to learning and unequal access to content or not, children are often not being supported according to their individual needs in the classroom. One of my goals is to create multiple means for learning to support each child's learning goals and teach with the whole class in mind for overall support.

An important feature of the Preschool Video was that the activities allowed for multiple types of learning including visual, auditory, and kinesthetic aspects, and the teachers included the use of three languages in the activities. This allowed for each student to engage with the learning no matter what their primary language or interests were. With this in mind, in the next column you will see my example.

An example of using liberation as an approach:

I could teach a 4K lesson about learning the names of colors with incorporating Art and Fine-Motor development as a focus.

The first activity would be to use paint to discover the names of colors and how they can be created by mixing paint on paper. I would give directions verbally and show my completed example of the project before moving to a different part of the room and handing out the materials (paint, brushes, paper). Overall support would be giving directions, showing an example, and putting labels by the paint, while more specific support would be one-on-one help, different sizes of paint brushes for students of various fine-motor skills.

The second activity would be singing a color song. I would give the directions to repeat the lyrics after me, that we would practice without music first, and to stand up when singing with the music. Overall support would be giving directions and practicing without music, and more specific support would be having students who are developing in their verbal language use and working on their attention skills be in close proximity to the teacher(s).