1.1. hold a pre-assessment activity as a prelude to the learning process
1.2. have question and answer sessions with the students to get to know their language skills, understanding and knowledge towards the topics they are going to learn
2. Physical, social and emotional needs
2.1. hold pair or group work where students can interact with their peers
2.2. have a class project to raise the sense of cooperation, belonging and togetherness
2.3. discuss with the students about possible learning activities they want to have
2.4. work together with SEN (Social and Emotional needs) committee to support students who require special treatment / deal with issues (e.g. family issue, academic issue, learning motivation issue)
2.5. have conversations with the students to identify their challenges (find out the learning strategies that work well for them and the opposite)
2.6. listen to students' stories and experiences about anything to make them open up to you
2.7. observe students’ behavior and take notes of the changes such as using emotion checks
2.8. set up learning corners to engage the students
2.9. conduct scheduled mindfulness in the class
3. Interests, perspectives, needs, aspirations
3.1. use wonder wall to scaffold students' inquiry towards the lines of inquiry of the units
3.2. explore wonderopolis.com as a way to accommodate students' real inquiry and to provide an update on the current issues around the world
3.3. differentiate the learning opportunities based on the students' interest, the process, the end product
4. Personal and cultural identities
4.1. communicate with parents to discuss about the children’s learning progress and get to know the family background
4.2. gather relevant information from students’ previous teachers to be used as a guidance in the current year
4.3. have a small talk with the students before starting the lesson - ask them to share about their family
5. Home and family languages
5.1. adjusts the learning activity to overcome the language barrier such as letting Korean students to share ideas / give responses using their mother tongue to not stop the interaction as well as the inquiry
5.2. acknowledge the foreign students in the class by asking them to teach the class members and the teachers some words or sentence in their mother tongue
6. Other areas that come to mind -- learning materials
6.1. provide reading books in some languages (e.g. Bahasa Indonesia, Mandarin, Korean) not only a language in particular in the class library
6.2. provide a wide range of teaching materials which represent diversity towards the topics
