Bring an inclusive mindset to your teaching

Allow opportunity for students to use pronouns.

Learn students' names.

Use a constant design for questions in slides (for example, colored boxes), to give expectations about timing.

We feel we are inclusive when we pose a question to the whole group, but not everyone feels comfortable sharing. Without instructions to our facilitation, we leave it up to chance that everyone will participate equally. Add instructions for how to participate in slides in color boxes, so students know when is time to participate.

Unstructured learning environments can lead to unfairness, feelings of exclusion, and collisions of students' cultural background. Adding structure to learning environments can mitigate these effects.

The instructor and students move away from assumptions that some students are lacking and move toward the idea that learning environments and course designs lacking structure are a problem.

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TAKING NOTES. How to help students bring more structure to notetaking? Example: Skeleton outlines, it can be optional.

CONSTRUCTION IDEAS: Are there structures in place that ensure everyone knows the question being asked? Example: Visual prompts with questions in ppt slides. Pause in time to construct the idea.

An inclusive classroom has two structured components: Course design and Class environment.

• Course design: who's being left behind?

• Class environment: Who's not being heard?

Poll students about the pace of the lecture.

After a question, wait 5-7 seconds before calling on students.

Monitor who gets to participate.

Allow students anonymous ways to participate.

Make rules about when students get to participate, for example, no one will be called unless the have decided who in the group reports. Allow "pass" as an option.

Use methods to call students randomly.