This post delves into inclusive classroom activities as part of the Inclusive Pedagogy playlist.
What are some strategies for inclusive classroom activities?
Classroom activities and interactions are where learners spend the most time with the educator. It is the space to build in trust, transparency, collaboration, and inclusivity. Some specific strategies include:
- Build rapport with learners, as it is one of the most effective ways to make learners feel like they belong. There are many ways to build rapport, such as sending introductory emails, asking learners to introduce themselves, having asynchronous check-ins with learners, getting to know their interests and goals through one-on-one interactions, providing feedback that also centers praise, and having email check-ins with all learners throughout the semester.
- Learn learners' names and pronouns (if they share) and how to pronounce their names correctly. Do not call roll on the first day, as learners’ names on the roster may not match the name they use. Encourage learners to also learn and use each other’s names and pronouns correctly.
- Make connections of class sessions to the larger learning goals of the course, to the larger field, and to the world.
- Collaborate with learners to develop ground rules and norms
- Anticipate subject matters that may need content warnings and incorporate pathways for learners to opt-out of content that would put them in a place they can no longer learn effectively
- Deliver content through accessible principles and Universal Design for Learning. You may also want to consider incorporating breaks if your class session is long.
- Incorporate into classroom activities a range of diverse perspectives and thinking across race, nationality, language, disability, sexuality, gender, class, etc.. This representation should not be tokenizing but spread throughout the syllabus (i.e., not occur once to “check” a box; not present stereotypes; not be centered on a diversity month, such as Black authors in February only)
- Structure discussions to include all learner voices, such as “take a queue, ask to hear from those who have not spoken, wait until several hands are raised to call on anyone, use think-pair-share activities” (University of Michigan).
- Acknowledge difficult current events (but do not force learners to discuss them) and provide learners with resources if they want further support
- Provide opportunities for learners to give feedback throughout the semester. For example, you may distribute an anonymous survey near mid-terms asking learners what they would like to continue, what they want to see changed, and any open questions/concerns they have.
- Refrain from making assumptions about learners, requiring learners have to speak on behalf of their identities, letting harmful comments by learners go unaddressed
- If a challenging moment arises, use the P.A.L.S. method to address it in the moment and follow up with those harmed, as needed
How can I reflect on my classroom activities for inclusion?
Some reflection questions to consider:
- How might the ways I set up classroom spaces and activities foster inclusion or disinclusion?
- How do your own experiences, values, beliefs, and stereotypes influence the way you behave in the classroom?
- How can I build rapport with my learners, and what impact do I think this has had on their sense of belonging?
- How can I connect individual class sessions to the broader learning goals and real-world applications?
- How can I involve learners in co-creating and upholding classroom ground rules, norms, and activities?
- How can I prepare for and address potentially sensitive topics in my teaching?
- How can I incorporate diverse perspectives into my syllabus and classroom activities in a way that is meaningful and not tokenizing?
- What methods can I use to ensure all learner voices are heard and supported in classroom discussions?
Where can I learn more about inclusive classroom activities?
The resources below informed this article’s content. They are also great resources for learning more:
- Columbia’s Guide for Inclusive Teaching at Columbia
- Harvard’s Teaching in Racially Diverse College Classrooms
- Ohio University’s Building Rapport
- University of Chicago’s Inclusive Pedagogy Strategies
- University of Michigan’s Inclusive Teaching Strategies: Reflecting on Your Practice
Return to the Inclusive Pedagogy playlist.
