How to make your teaching more inclusive

Wlodkowski and Ginsberg developed the based off the prior work of Ladson-Billings鈥� culturally relevant pedagogy. The CRT framework is represented by four quadrants that help instructors think about the conditions that they can create to enhance motivation in learners. Establishing Inclusion sets a foundation for the class from the beginning to the end of the class. Wlodkowski and Ginsberg define inclusion as 鈥渃reating a learning atmosphere in which students and teachers feel respected by and connected to one another.鈥� More recently, Sathy and Hogan have co-authored a book with inclusive teaching strategies that reinforce this definition.听听

So, why is inclusive pedagogy beneficial to student learning, and does it actually work? The practice of inclusive pedagogy minimizes inequities and helps more students succeed. Hogan and Sathy (2022) defined teaching inclusively as 鈥渆mbracing student diversity in all forms 鈥� race, ethnicity, gender, disability, socioeconomic background, ideology, even personality traits like introversion 鈥� as an asset.鈥澨齌his not only means focusing on course design and teaching that fosters talent in all students, but also focuses especially on traditionally marginalized groups.

And yes, it works.听Studies have revealed positive changes, including narrowing 鈥溾�� (rather than 鈥渁chievement gaps鈥�), fewer students being off-task in our classrooms, and more students being grateful for the learning experience at the end of the semester.听

What are the three key principles of inclusive teaching?听Find out below, but keep in mind that all three principles convey the message that听鈥測ou, as the instructor, have the control to create experiences that level the playing field in your classroom.鈥�

  1. Inclusive teaching is a mind-set:听For every teaching decision you make, ask yourself, 鈥淲ho is being left out as a result of this approach?鈥�
  2. The more structure, the better for students:听You can reach more students by sharpening the structure of your syllabus, assignments, tests, and pedagogy. More structure works for most undergraduates, without harming those who don鈥檛 need it.
  3. Too little structure leaves too many students behind:听Some of the most traditional and common teaching methods 鈥� lecturing, cold-calling 鈥� aren鈥檛 very inclusive, and can inhibit student learning and development. It is advisable to envision the types of students who get left behind by low-structure teaching methods and consider how classroom interaction and course design can increase inclusivity in the classroom.

What are five ways you can interact inclusively with your students?

1. Get comfortable with periods of silence in your classroom.听While "think-pair-share" is an effective active learning technique, the 鈥渢hinking鈥� part can be rushed by instructors who get nervous about too much extended silence (it can feel like an eternity in the classroom!). However,听the thinking time is crucial for students, because they need time to form and own their individual thoughts before pairing off with classmates and sharing. You can tell the class 鈥�I鈥檒l give you two minutes to think or write silently, and then I鈥檒l prompt you to pair up with your classmates.鈥� It is also advisable to听mix up the 鈥渟hare鈥� element by using polls and index cards听or having students share with other groups.

2. Add structure to small-group discussions. Small groups give students a low-pressure way to vet their ideas with peers, but it is important to add structure to small-group discussion. You can achieve this by:

  • Assigning and rotating roles (reporter, skeptic, facilitator).
  • Taking time to teach students how to participate in small groups.
  • Providing clear instructions on a screen or worksheet.听A single prompt leaves behind students who have hearing loss and who have learning differences. Some students need visual cues, so consider a听听

3. Allow anonymous participation. Anxiety is a huge barrier to learning, making it more difficult for introverted students and those who hold a minority opinion to engage. Here are two ways to use anonymous participation in class:

  • A no-tech approach: Offer a prompt and ask students to write an anonymous response on a notecard. Ask them to swap cards, then swap again. Start a class discussion with a few students reading aloud the card in front of them.
  • A tech solution: Choose a classroom-response system (clickers, web-based polling) or a discussion board in which students are anonymous to one another but not to you as the instructor.

4. Counteract self-perceptions that stunt student learning. Some students perceive a fixed mind-set, rather than a growth mind-set and impostor syndrome. How can you help students overcome these self-perceptions?

  • Talk about a growth mind-set in class: Help students to see that intelligence is not a fixed, predetermined quality but something that can be developed through learning.
  • Remind students that 鈥測ou belong here鈥�,听thereby benefiting students who experience feelings of听. The key is to be explicit about it.

5. Connect with students personally. This is an important skill, and here are ways to develop it:

  • Use your students鈥� names听as a powerful way to connect.
  • Model sharing pronouns:听Share your pronouns听and invite students to share theirs with you and their peers. Students who identify as LGBTQIA+ will appreciate this gesture and will see you modeling inclusive methods.
  • Fire off a quick note:听either through a mass email or individually, let students know you are there for them.
  • Share some of who you are as a person:听small gestures and personal touches you add to class sessions help students see you as a whole person.听

References:

Sathy, V. & Hogan, K. A. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press.

Wlodkowski, R. J., & Ginsberg, M.B. (2018). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). Jossey Bass.