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Hidden Messages Key

This document provides a key of 10 teaching strategies and discusses whether each strategy is more or less inclusive. It emphasizes that the implementation and classroom culture are important factors in determining inclusiveness. The strategies aim to ensure all students are able to learn by welcoming diverse perspectives and addressing accessibility concerns. The document also provides references on promoting inclusive teaching practices.

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Sheldon Myvett
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48 views4 pages

Hidden Messages Key

This document provides a key of 10 teaching strategies and discusses whether each strategy is more or less inclusive. It emphasizes that the implementation and classroom culture are important factors in determining inclusiveness. The strategies aim to ensure all students are able to learn by welcoming diverse perspectives and addressing accessibility concerns. The document also provides references on promoting inclusive teaching practices.

Uploaded by

Sheldon Myvett
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Hidden Messages Key

Although this is called a “key” we want to emphasize how the implementation of these
strategies and the classroom culture in which they are practiced can make different strategies
“more” or “less” inclusive than what is mentioned here. This key provides a jumping off point to
further reflect on how you might ensure that you are meeting your instructional goals and
welcoming all students to learn.

1. Use lots of color to convey information


Less inclusive. Be mindful of physical constraints and accessibility concerns of your
participants. Information should be conveyed in multiple modalities whenever possible,
and color should not be the only way to convey a particular point. When using color,
select colors that contrast in brightness as well as hue. You can also search the Internet
for ready-made “colorblind-friendly palettes.” Also consider the cultural connotations
that different colors have.

2. Present material in written and verbal forms (e.g., presentation w/


handout)
More inclusive. Ensuring that your participants can access and reference classroom
material in multiple representations can help make sure the messages you want to send
are accurately perceived and understood. For virtual sessions, handouts can be emailed
in advance and provided as links in the chat box. (Zoom chat also has an attachment
feature.)

3. Leave time for questions during class


More inclusive. By encouraging discussions, questions, and dialogue during class,
students are able to actively participate and personalize their learning experience. Active
learning practices (that emphasize student involvement in the construction of their
understanding) are associated with closing the achievement gap between students from
well-represented backgrounds and students that are historically underrepresented in
STEM. Dialogue during class also signals to students that their perspectives and ideas are
valued.

4. Ask for volunteers to share responses to a question


Less inclusive. Although this prioritizes student autonomy and choice, this practice may
allow bias to creep in. Try some modifications that still get students talking and allow
you to check their understanding. Some alternatives are: have every student share a
brief answer (sometimes referred to a “whip around”), waiting for at least 5 students to
raise their hands before you call on anyone after asking a question, or use
think-pair-share (students have time to think about a question, then discuss it with a
partner, and finally report out on their discussion). Think-pair share is an active learning
technique to get all students engaging in the material. It combines cognitive strategies
such as wait time and self-explanation to encourage all students to critically examine a
question and learn from their peers.

5. Have designated reporters during small group discussion


More inclusive. Having a group reporter (or other group roles) can provide structure to
group learning activities and help with efficiency. However, it is important to be mindful
of how these roles are determined. If the small group is only temporarily convened,
perhaps suggest who takes on each role at random (e.g., who has the closest birthday).
If membership of the small groups is for a longer period of time, let the students try out
different roles throughout the duration of the project.

6. Allow students to submit questions anonymously after class via “exit


tickets”
More inclusive. Building off of making time for discussion/questions during class,
allowing anonymous exit tickets can provide a low barrier option for students to ask
questions who may be reluctant during the class session. Remember to address these
questions in the next class session, on the course discussion board, or through another
method.

7. Respond to correct answers with “excellent job” and “great answer”


Less inclusive. It can be difficult to contain excitement when a student provides an
insightful comment, but by responding with effusive positive praise, you may
inadvertently discourage further responses by promoting fixed mindsets, where
students believe their abilities are static traits. Ideally a growth mindset can be fostered,
where instructors help develop students’ beliefs that they are capable of learning, and
that their academic qualities are developed with effort. Regardless of whether or not it
is correct, try to thank every student for their contribution and pick an element of their
response to elaborate on. This demonstrates that you value all contributions and that
both correct and incorrect answers provide a basis for further discussion.

8. Discuss classic case-studies, canonical examples, and founders of the field


Less inclusive. Think critically about who you choose to talk about and figure out why.
Reflect on the social, political, and historical contexts in which your examples are
embedded. The context of your examples matter and diversity alone is not a universal
solution. For example, if you only ever mention people of color as victims or women in
subjugated roles, this does not serve to uplift and amplify their voices. Examples that are
culturally relevant and counter stereotypes can promote motivation and retention in
students by helping them see a possible future in your discipline. Acknowledge that your
discipline is neither ahistorical nor apolitical, and examine the social history of the
examples you choose. This can be difficult and uncomfortable to do, so be especially
thoughtful in your approach.

9. Share a time when you struggled as a student with similar material that you
are teaching
More inclusive. When struggle is normalized and persistence is modeled, students may
feel more like they belong in a discipline. Belonging has powerful consequences for
historically underrepresented students in STEM, and can promote achievement, positive
attitudes, and retention.

10.Let students form their own small groups for a long-term project
Less inclusive. Group work in general is an inclusive practice. When students work
together on an assignment, they are exposed to different perspectives than their own,
which can help them understand the material, and each other more deeply. However,
group work is more than just letting students self-assemble, structure and trust are
central to ensuring the success of this strategy. Ideally, groups are small (~4 people) and
heterogeneous across problem solving approaches, academic performance, and
demographics like race and gender. Be mindful that by placing a single student that is a
different race or gender compared to the rest of the group could result in bias or
isolation. Try to construct teams that are both diverse and still contain relevant
overlapping student identities. Other important considerations may include when in the
semester you are forming groups, student schedules, and where they live in relation to
each other if you require meetings outside of class.
Some selected references
We have included here a handful of publications that have informed some of these thoughts on inclusive
teaching.

Ballen, C. J., Wieman, C., Salehi, S., Searle, J. B., & Zamudio, K. R. (2017). Enhancing diversity in
undergraduate science: Self-efficacy drives performance gains with active learning. CBE—Life Sciences
Education, 16(4), ar56.

Chamany, K., Allen, D., & Tanner, K. (2008). Making biology learning relevant to students: integrating
people, history, and context into college biology teaching. CBE—Life Sciences Education, 7(3), 267-278.

Dewsbury, B., & Brame, C. J. (2019). Inclusive teaching. CBE—Life Sciences Education, 18(2), fe2.
https://lse.ascb.org/evidence-based-teaching-guides/inclusive-teaching/

Dweck, C. (2008). Mindsets and math/science achievement (Prepared for the Carnegie Corporation of
New York–Institute for Advanced Study Commission on Mathematics and Science Education). New York:
Carnegie Corporation of New York. Retrieved from
www.growthmindsetmaths.com/uploads/2/3/7/7/23776169/mindset_and_math_science_
achievement_-_nov_2013.pdf

Finelli, C. J., Bergom, I., & Mesa, V. (2011). Student Teams in the Engineering Classroom and Beyond:
Setting up Students for Success. CRLT Occasional Paper No. 29. Center for Research on Learning and
Teaching.

Mino, J. J. (2004). Planning for inclusion: Using universal instructional design to create a learner-centered
community college classroom. Equity & Excellence in Education, 37(2), 154-160.

Tanner, K. D. (2013). Structure matters: twenty-one teaching strategies to promote student engagement
and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322-331.

Yeager, D.S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., Hessert, W.T., Williams,
M.E. and Cohen, G.L., (2014). Breaking the cycle of mistrust: Wise interventions to provide critical
feedback across the racial divide. Journal of Experimental Psychology: General, 143(2), p.804.

Yeager, D. S., & Walton, G. M. (2011). Social-psychological interventions in education: They’re not magic.
Review of Educational Research, 81(2), 267-301.

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