The

role of the teachers requires them to be knowledgeable not only of the content of their subject
matter but also other essential information such as relevant details about their diverse learners.
The domain that covers this lesson emphasizes the central role of teachers to establish learning
environments that are responsive to the diversity of learners. Knowing and understanding the
diverse background of learners is pertinent to the design and planning of learning opportunities
that teachers do.
Diversity is celebrated and is considered to play an important role in the success of every
learning activity. Recognizing diversity of learners will help lead teachers to differentiate
teaching and learning activities that will ensure the production of productive citizens contributing
to national growth and in turn the global village.
Specifically, this lesson aims to make the pre-service teachers:
1. Describe learners’ gender, needs, strengths, interests, and experience;
2. Determine the context of their learners in difficult situations; and
3. Reflect on the diversity of their learners based on their gender, needs, strengths,
interests and their situation.

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge and understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests and experiences.
 A TEACHERS’ STORY IN TEACHING INDIGENOUS PEOPLE
Go to the link below and read the article entitled: Indigenous people’s education during COVID-
19: An environmentalists’ perspective https://arete.ateneo.edu/connect/indigenous-
peoples-education-during-covid-19-an-environmentalists-perspective
GUIDE QUESTION:
What were the notable experiences of the teachers?

The notable experienced by the teachers according to the article is how they willingly
learned from the workshop conducted in Mindoro by Ingle and her stuffs to help children
comprehend the stories base on their own language.

GUIDE QUESTION:
What struggles did the teacher describe?

Since the Pandemic started, classes held through online platforms- with that, the IPs cannot
access considering that broadcast signals in the area is absent even if they are given the
electronic materials for online classes in addition with the devices is unknown for some of
them which will serve as their learning materials.

GUIDE QUESTION:
Why do you think that teachers should address the challenges described?

The challenges should be addressed for the reason that education is for all. No learners
should be left behind even how far they are from the civilization.
Despite of the situation, an alternative way will be discovered to at least make progress and
inculcate learning.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and
statements you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the
diversity of learners:
a) Actual online synchronous lesson;
b) Video clip of a class showcasing diversity of learners; and
c) Allow you to interview teachers on how they address diversity of learners that are
not observable in the video and online classroom observation.
 3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
a) Gender
b) Needs
c) Strengths
d) Interests
e) Experiences
f) Difficulties
4. Use the template that follows to take note of your observations. Answer the guide
questions that follow.

Observation Guide for Diversity of Learners

Instructions: Consider the video clip you have seen or class observation/s you had and the
interview you have conducted. Read the following statements and evaluate if they are evident in
the classes. If the statements are evident in the classes you have seen or as attested by the teacher
you have interviewed, put a tick mark (/) on the appropriate column. Provide additional details of
observations you have noted.

Table 1. Observation Guide for Diversity of Learners

Statement Evident (/)
Teaching Learning Process
1. The teacher effectively uses a variety of teaching methods that meet different learning 
styles.
2. The learner assessment is fair and does not discriminate against any learner. 
3. The language used by the teacher is non-discriminatory, inclusive and appropriate. 
4. Discussion and comments within the learning environment are managed to ensure 
learner language is appropriate, inclusive and non-discriminatory.
5. The class is well-managed to ensure a safe learning environment. 
6. Materials and topics are sensitively presented. 
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large print, 
etc.)
8. Provision is given to help learners access information needing additional resources.
Classroom Interactions
1. Discriminatory behavior is always dealt with in accordance with the provider’s
disciplinary and harassment policy and charter
2. Learners treat each other with respect, and listen to one another’s views, even if they do 
not agree with them. Learners respect the teacher.
3. The teacher addresses the needs of individual learners, for example the potential
isolation of a learner who is the only male or female in the group, or requests to observe
religious practices or holidays
4. Discussion and small group work ensures that a range of views are represented and
cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and from 
different backgrounds.
6. Alternative approaches are naturally considered when group activities present
communication difficulties who find social interaction difficult
 7. The lesson plan gives evidence of how the teacher and learning support staff have 
liaised together. Learning support staff are allocated and deployed to meet student’s
needs.
8. Behavior of all students is fairly and consistently managed always taking into account 
the severity/level of their disability
9. Respect is shown for religious beliefs and practices, for example appropriate break
times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice, for
example modelling language and behaviour that promotes inclusivity and respect for
others
2. Prejudiced or inappropriate language, views or behaviour are always appropriately 
challenged to promote understanding and bring about behavioural change
3. In their behaviour, teachers, encourage harmonious relationships between different 
groups of learners
4. No assumptions are ever made about students, for example the assumption that
students are white, middle class, English speaking, non-disabled, living in a house owned
by two biological heterosexual parents with internet access, broadband and PC’s
5. The teacher creates an atmosphere of mutual trust where each learner feels valued 
regardless of background, identity or personal circumstances
6. The teacher sets high expectations for all students.
7. The teacher is confident in talking about equality and diversity and tackling equality
and diversity issues
Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf
Analyze the data you have gathered in the Observation activities that you have done. Reflect on
the data that you have gathered and answer the questions that follow.

What are the common evidence of teachers’ conscious efforts to ensure that diversity of learners
is properly addressed?

The common efforts I observed are treating students fairly, sharing non-discriminatory
examples for class discussion and respecting beliefs that was shared by students. Also takes
personal action seeking a more balanced perspective of historically marginalized groups
and learns from healthy and strong people in an unfamiliar group.

What are the effective ways to ensure that diversity of learners will be properly addressed?

Get to know your students, maintain consistent communication, acknowledge and respect
every student, practice cultural sensitivity, incorporate diversity in the lesson plan and give
students freedom and flexibility.

Should teachers always be able to effectively address concerns on diversity of learners? What are
their common difficulties/challenges?

Everything a teacher think, say, and do is processed through her/his own cultural
backgrounds. But because culture is absorbed and passed down from generation to
generation rather than explicitly taught, we’re seldom aware of it. Also, the concept
between equitable and equal. Every child in a group has different needs, skills, interests,
and abilities. Equal would mean giving all learners the same activities, materials, and books.
Equitable means ensuring that you consider each child’s strengths, context, and needs and
provide all children with the opportunities that will support them in reaching their
potential.

In your future practice, how do you see yourself ensuring that diversity of learners will be
properly dealt?

I will see to it that no one will be left behind during class discussion or any activity through
giving effort on knowing them especially their prefer materials for learning. I will do my
best on speaking English or Filipino fluently so that my students wont encounter
 misunderstanding when I am speaking to them. I will respect their needs, interests, beliefs,
gender, religion etc. that differs from me.

Consider the following pictures and illustrations depicting diversity of learners. Accomplish the
second and third column by: 1) Describing the diversity of learners shown (column 2) and 2)
Identifying the issues and concerns related to the picture (column 3). Answer the guide questions
that follow.

Table 2. Picture Analysis of Learners’ Diversity

Picture Description Diversity issues and concerns
1) Students are having an activity I think the issue there is
about different country discrimination. As picture
together with their teacher. shows, the teacher assists/
shows her attention to the white
learners in the activity and the
blacks seems no have space in
the table to participate.
Source:
https://www.gettingsmart.com/2017/02/3-
visions-truly-inclusive-education/

2) Operation on teaching I think the issue there is the

voluntarily in a community. activity given that is not
applicable for any learners for
they have different interests. As
it illustrated, it was composed
of children with different age
level.

source:
https://www.rappler.com/moveph/bangketa-
eskwela-foundation-dara-tuazon-teach-street-
children
 The illustration says that an
activity was held and the The issue may arise I think is
teacher are there helping the the gender bias and inequality.
pupils.
source:
https://www.schoolmalaysia.com/resources/int
ernational_school_fees.php

3) An illustration composes of The problem there is about

students who are very inferiority because the girl
participative in the class aside thinks it’s not her group and she
from the only girl who looked doesn’t belong.
like no interest.

source:
https://www.washingtonpost.com/news/wonk/
wp/2016/02/16/the-remarkably-different-
answers-men-and-women-give-when-asked-
whos-the-smartest-in-the-class/

4) The children are having fun as The possible problem that may
shows by the photo as well as arise in the situation is making
the boy with special needs. the boy uneasy with the queries
of other children, it may cause
him to question his condition
and start to self-pity or else it
can be bullying as an issue
where children mostly notice the
difference of anything from the
others no realizing it is hurtful.
source: https://www.alamy.com/non-disabled-
and-disabled-students-in-this-case-a-boy-in-a-
wheel-chair-image68438919.html

5) The children with different The issue that may arisen in this
religions come together to situation is I think there are
perform as I understand the children that think their religion
picture. is better that others and that will
start a conflict between them.

source:
https://www.pinterest.ph/pin/11871214015000
7629/?autologin=true&lp=true
GUIDE QUESTION::
What are the common factors that you have identified that differentiate a learner from
another?

I have identified different learners based on their color or ethnicity, gender, religion and
children with special needs that may become a cause for a conflict to happen however if
facilitated properly by a teacher would definitely a meaning learning for children in a way
of knowing a lot from different aspects of life and related to others whom a learner can
learn with through shared experiences.

GUIDE QUESTION::
What issues have you identified based on the given pictures?

The way I see it, what most pictures depicts is the issue of belongingness. It is a common
issue among learners for they came up with different beliefs and upbringings from their
homes but it can be utilized as an edge of learning of the children considering that they
different stories to tell and knowledge to gain.

GUIDE QUESTION::
As a future teacher, how would you address these issues?

As a future educator, I must address the challenges of diverse learners and create an
environment where kids feel safe, respected and valued. Encourage ethical respect, include
diversity-related topics in the curriculum, and give students from historically
underrepresented groups credit for their experiences.
 IN YOUR OWN EXPERIENCE
Recall your encounter with children and site a specific challenge that you have experienced. How
did you manage the said challenge? Post an evidence of the said experience (if there is).

EXPERIENCE

During our internship, students are having difficulties with the concept of intraplate
volcanism specifically the hotspots. I was thinking of way how to make it clearer and easier
for them so I asked my cooperating teacher for any suggestions and advise me to use logics.
The next morning, as we recall our previous discussion, I presented them a situation of what
happened when they are boiling water in a pot and the lid has no holes as modeling of how
hotspots work in volcanism.
 Teachers are
expected to understand that learning environments must be responsive of learners’ diversity.
These diverse characteristics and experiences of learners become inputs to an effective planning
and development of learning opportunities. Diversity is shown in different constructs such as
culture, religion, socio-economic status, ethno-linguistic background, disability, and giftedness.
Hence, the celebration of learner diversity is shown through inclusivity in classrooms, which
presupposes a purposeful design, teaching, and assessment that is engaging, meaningful, and
accessible to all.
In this lesson, you will explore the tenets of diversity and inclusive teaching that will foster
success of learners with various linguistic, cultural, socio-economic, and religious backgrounds;
disabilities, giftedness, and talents; and learners from indigenous groups.
Specifically, this lesson aims to make the pre-service teachers:
1. Implement teaching strategies that are responsive to the learner’s linguistic, cultural,
socio-economic and religious backgrounds and;
2. Use strategies that are responsive to learners with disabilities, giftedness and talents

At the end of the session, the practice teachers (PTs) will be able to:
 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.
 SOCIAL IDENTITY WHEEL
To understand diversity, one must be keen on identifying social identities and reflect on the various
ways these identities become visible or more keenly felt at different times, and how these identities
impact the ways others perceive and treat them. By doing so, as teachers, we are able to translate these in
our classroom to become more inclusive.
In this activity, you are to accomplish your own identity wheel and become aware of your own social
identities (e.g. race, gender, sex, ability, disability, sexual orientation, etc.) and further categorize these
identities based on which matter most in your own perception and which matter most in others’
perception.

Directions:
1. Accomplish your own Social Identity Wheel by using the image below. The chart below features a
circle that is separated into 11 sections. Each section is labeled: (starting at the top and moving
clockwise around the circle) ethnicity; socio-economic status; gender; sex; sexual orientation;
national origin; first language; physical, emotional, developmental (dis)ability; age; religious or
spiritual affiliation; race.

2. After answering all of the 11 sections, identify the following prompts by putting the corresponding
number beside the social identifier section. These prompts are in the center of the circle: (1)
Identities you think about most often; (2) Identities you think about least often; (3) Your own
identities you would like to know more about; (4) Identities that have the strongest effect on how you
perceive yourself; (5) Identities that have the greatest effect on how others perceive you.

Note: You can download the pdf version of the Social Identity Wheel at
https://sites.lsa.umich.edu/inclusive-teaching/wp-content/uploads/sites/732/2020/07/Social-Identity-
WheelDefinitions.pdf

3. Accomplishment of activity may be done electronically/online or you can print the image and have
your answers handwritten.

SOCIAL IDENTITY WHEEL

 FILIPINO
Middle
ASIAN
Class

CHRISTIAN Feminine

Female

YOUNG
ADULT

HETERO
NONE SEXUAL

PHILIPPINES
BISAYA

SOCIAL IDENTITY WHEEL

 After accomplishing you Social Identity Wheel, answer the following questions for discussions. These
questions will guide you on how critical social identities are and how these are more or less keenly felt in
different social contexts. You can write your answers on the space provided below each question.

1. What part of your identity do you think people first notice about you?
People notice about my identity first is my sexual orientation, they think I’m lesbian or
bisexual maybe because they often see me riding a motorcycle.

2. What part of your identity are you most proud of?

I am proud of being a Filipino because of the given mindset that despite of all hardship, we,
Filipinos always conquer with it. In addition to that, regardless of how small we are as a
country, we have this fighting spirit to present our culture—what and who we are—
internationally and often bring victory to the land.

3. What part of your identity did you struggle the most with growing up?
Answer: I think it’s in the young adulthood. I’ve been exploring and surviving without any
support from the people I considered my strength on keeping my battles.

4. For what part of your identity do you feel you receive privilege for most often?
It’s my national origin. Philippines is a small country yet so much to offer.

5. For what part of your identity do you feel you face oppression for most often?
None
6. What part of your identity do you see having the most effect on your interactions with students?
First language which is the Bisaya. Some students in the school we observed are speaking
English maybe I think their first language and good factor as a teacher to be flexible in using
language for students to catch up with the discussion.
7. What part of students’ identities do you most often see effecting their interactions with you?
Of course, the age gap which observed that they act as students and I am their teacher who will
render their lessons.

HOW PRIVILEGE IMPACTS LEARNER DIVERSITY AND

INCLUSIVITY IN THE CLASSROOM
In the previous activity, the Social Identity Wheel, you may have noticed that our own identities are a
double-edged sword when it comes to understanding diversity. Oftentimes, these identities are a privilege
that we use as a gateway to have access in the teaching and learning process. In order to design effective
strategies that are responsive to learners’ diversity and incorporating inclusion in the classroom,
understanding privilege is essential. The LSA Inclusive Teaching Initiative of the University of Michigan
identified ways on how our privilege may impact us and how instructor or teacher privilege impact
students.

A. Some ways that your privilege may impact you:

 If your students read you as white, gender-conforming, male, able-bodied, and affluent, they likely
perceive you as a person of intelligence and authority, which may benefit you in student course
evaluations and the ways your students engage with you in class.
 If you experience privilege, you can assume that many of your students, if not most, likely share your
identity and privilege, and that they won’t be biased against you.
 If you do not experience disabilities or language barriers, you are likely better able to meet the
expectations of workload and grading turn-around than some of your colleagues who lack those
kinds of privilege.
 If you experience privilege, the standard canon for your field of study is likely written by people who
share your identity or identities. And you can teach that canon without students or peers suggesting
that your course is political or overly topical.

B. Some ways instructor privilege may impact students who don’t share that privilege:
 Students who don’t experience privilege may worry that their instructor and peers are biased against
them and their worldview.
 If a student’s identity is not well represented in the syllabus or shared among their peers, they may
fear that their experiences, interests, and perspectives will be treated as marginal, off topic, or overly
political. And they may worry that they will be asked to speak for their entire social group (for
example, that they may be called on to provide “the Muslim perspective” or have their experience
objectified as a “teachable moment” or “inspirational story”).
 Students may worry that they can’t depend on the instructor to identify harmful comments or
behavior in the classroom and that you may not support them if they call-out those harmful
comments and behavior themselves.
 If a student has language barriers (such as from speaking English as a secondary language, having a
disability that impacts their processing of written or spoken language, or having grown up speaking a
dialect of English that is not commonly valued in the college classroom), they may be concerned that
the instructor and their peers will think that they are underprepared for the course or that the
instructor might not take those obstacles into account when they evaluate their work.
 If a student requires an accommodation in order to manage the course requirements, they may fear
that the instructor will doubt the validity of their needs, demand documentation that they don’t have,
judge them adversely for needing an accommodation, or express other resistances to providing an
accommodation that the student will have to defend against.

Directions:
1. Study the observation guide for diversity of learners. Be familiar with the areas and statements
you will need to consider in taking notes of your observations.
2. Your supervisor will facilitate any of the following activities for appreciation of the diversity of
learners:
a) Actual online synchronous lesson;
b) Video clip of a class showcasing diversity of learners; and
c) Allow you to interview teachers on how they address diversity of learners that are not
observable in the video and online classroom observation.
3. During the session, you are expected to take notes related to how the following factors
contributing to the learners’ diversity are addressed in class:
 a) Culture
b) Religion
c) socio-economic status
d) ethno-linguistic background
e) Disability
f) giftedness/talent
4. Use the Observation Checklist template from Domain 3 Lesson 1 to take note of your
observations.

Table 1. Observation Guide for Diversity of Learners

Statement Evident (/)
Teaching Learning Process
1. The teacher effectively uses a variety of teaching methods that meet different learning 
styles.
2. The learner assessment is fair and does not discriminate against any learner. 
3. The language used by the teacher is non-discriminatory, inclusive and appropriate. 
4. Discussion and comments within the learning environment are managed to ensure 
learner language is appropriate, inclusive and non-discriminatory.
5. The class is well-managed to ensure a safe learning environment. 
6. Materials and topics are sensitively presented. 
7. Resources utilized are accessible (easy to read, visual/symbols, auditory, large print, 
etc.)
8. Provision is given to help learners access information needing additional resources. 
Classroom Interactions
1. Discriminatory behavior is always dealt with in accordance with the provider’s 
disciplinary and harassment policy and charter
2. Learners treat each other with respect, and listen to one another’s views, even if they do 
not agree with them. Learners respect the teacher.
3. The teacher addresses the needs of individual learners, for example the potential 
isolation of a learner who is the only male or female in the group, or requests to observe
religious practices or holidays
4. Discussion and small group work ensures that a range of views are represented and 
cliques do not develop.

5. Learners are encouraged to work with others with differing abilities and from 
different backgrounds.
6. Alternative approaches are naturally considered when group activities present 
communication difficulties who find social interaction difficult
7. The lesson plan gives evidence of how the teacher and learning support staff have 
liaised together. Learning support staff are allocated and deployed to meet student’s
needs.
8. Behavior of all students is fairly and consistently managed always taking into account 
the severity/level of their disability
9. Respect is shown for religious beliefs and practices, for example appropriate break 
times are given during Ramadan

Teacher Qualities and Disposition

1. The teacher role models and champions good equality and diversity practice, for 
 example modelling language and behaviour that promotes inclusivity and respect for
others
2. Prejudiced or inappropriate language, views or behaviour are always appropriately 
challenged to promote understanding and bring about behavioural change
3. In their behaviour, teachers, encourage harmonious relationships between different 
groups of learners
4. No assumptions are ever made about students, for example the assumption that 
students are white, middle class, English speaking, non-disabled, living in a house owned
by two biological heterosexual parents with internet access, broadband and PC’s
5. The teacher creates an atmosphere of mutual trust where each learner feels valued 
regardless of background, identity or personal circumstances
6. The teacher sets high expectations for all students. 
7. The teacher is confident in talking about equality and diversity and tackling equality 
and diversity issues
Note: Items adapted from: http://equalityanddiversity.net/docs/observation-of-teaching-and-learning-2014.pdf

Analyze your accomplished observation checklist. Reflect on the data that you have gathered by
answering these probing questions based on the identified practices for meeting learners’ diversity.

Practice1 How did the teacher How do I What can I do to

demonstrate this demonstrate this better implement
practice? practice in my own these practices with
class? fidelity?
Models, encourages, and The teacher give I will unite them I practice and
practices respect for diversity activity that made using on activity practice more in
in background, them unit as one. presenting their order for the
identity, preferences, and all differences as one. students to trust me.

1
 other areas.
Creates an environment that The teacher respects I will make them I will apply it to my
is safe and respectful of all their religion and unite as one like a lesson plan for better
cultures and beliefs. family and make them practices.
backgrounds respect and trust each
other.
Supports and encourages a Teacher give an I will engage to the Find a research to
diverse learning community activity and group the students in more gain more idea and
engaged in students and set 1 group activity so that to see if it is
common interests or activities goal. they will earn trust to effective.
each other.
Considers students’ diverse The teacher groups I will have a open I will develop their
backgrounds, identities, the students not forum first so that we particular
strengths, and basing the capability can make adjustments differences into an
challenges during lesson of the students but with each other. exceptional level of
planning, instruction, mix the students. asset for them to use
assessment, and in life.
classroom management
Involves all participants in The teacher asks I will do the same I will support every
whole-class discussions in a questions to students thing and also, I will students in their
supportive, if they learn and listen enforce positive decisions and guide
encouraging way, allowing to the discussion and reinforcement. them always.
students to “take a pass” or to conduct oral.
“recover” as
necessary
When appropriate, invites During discussion the I will also do the same I will be fair in every
students to share unique teacher stop when the thing. I will entertain students in
experiences, students have queries the students about entertaining them.
backgrounds, and histories and answer their their questions and
and models active listening questions. The give feedback every
and positive, teacher also feedback activity.
responsive questioning, the students.
commenting, and giving and
receiving feedback
Varies the social demands The teacher teach in I will also teach the I will do my duty as
required for learning or strategic way. students with different a teacher fair and
performance depending strategy because honest all times.
on student comfort level. students have
different learning
styles,
Massachusetts Department of Elementary and Secondary Education (2020). The Educator Effectiveness Guidebook for Inclusive Practice. Retrieved from:
https://www.doe.mass.edu/edeval/guidebook/2a-rubric.pdf
 EQUITY PRACTICE SPACES USING TEACHER MOMENTS
Addressing learners’ diversity can be a bit tough as a task but by being aware of these differences, it
opens up a new perspective in designing and implementing responsive teaching strategies.
At this point, you are now, at least, ready to apply these diversity and inclusion practices in a
scenario. You will be involved in an interactive case study that threads in creating inclusiveness and
belonging in the classroom.

Directions: You will be needing a computer or smartphone with internet connection for this activity
1. Go to the website: https://teachermoments.teachingsystemslab.org/equity?web
2. Once the web page is loaded, scroll down to the “Field-tested practice spaces” and click
“Gendered or racialized student comments”
3. Read carefully the scenarios presented in the case and respond accordingly based on your
understanding of learner diversity and personal judgment.

GUIDE QUESTION:
What were the notable experiences of the teachers?
There are four recognizable classroom management settings. First is about William, who
has a behavioral issue. Then about Johnny and Krystal, who have unalike approaches to
dealing with problems related to the theme. Next is about Jamaika, who has a problem with
the theme that negates the black, and lastly is the story about Amy, who has been accepted
to MIT. There are many ways in dealing with the students in each scenario. Although our
methods were different, we were still able to accomplish the same objective as I read the
teachers' comments. The purpose is to lessen the disturbance that diversity in the classroom
causes. Different scene, but the teacher who provides the responses to these scenes makes a
concerted effort to control and solve the issue.

General ideas to consider:

 Think ahead about how you might handle difficult classroom dynamics — and what aspects of your
course content might produce them.
 If tensions arise, do acknowledge them, in the moment or later.
 Be flexible with your plans: if students are intensely attuned to an issue, let it have the time and
attention it needs. Use the intensity to facilitate students’ learning.
Adapted for use by The Center for Research on Language and Teaching, University of Michigan.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

INVENTORY OF INCLUSIVE TEACHING STRATEGIES

 Applying knowledge on learner diversity and inclusion requires certain level of understanding,
paradigm shift, and proficiency. To help you use, implement, and demonstrate necessary skills that will
celebrate a learners’ diverse background, reflect and annotate these inclusive teaching strategies in every
lesson planning and implementation you do. Let this be your guide to remind you that every time you
teach, there will always be an opportunity to celebrate and embrace diversity.

Inclusive Teaching Strategies Inventory Resource

Do you or would you use the following strategies?
✓ =I use this in my teaching
~ =I sort of use this in my teaching
X =I do not use this in my teaching
✩ = I would like to try this, though I may need more information or
resources
Inventory of Inclusive Teaching Strategies. Adapted for use by The Center for Research on Language and Teaching, University of Michigan. Some content adapted from Linse & Weinstein,
Shreyer Institute for Teaching Excellence, Penn State, 2015.
Resource hosted by LSA Inclusive Teaching Initiative, University of Michigan (http://sites.lsa.umich.edu/inclusive-teaching/).

Instructor-Student Interactions
 Learn and use students’ names — what they choose to be called and how they pronounce it.
 Clarify how you want students to address you, especially if you teach students from a range of
educational and cultural backgrounds.
 Distribute a student background questionnaire early in the term to learn about students’
experience with the course topics, educational background, professional ambitions, general
interests, etc.
 Encourage students to visit office hours, and use that time to ask about their experiences with
course topics as well as their interests outside the class.
 Communicate high expectations and your belief that all students can succeed.
 Allow for productive risk and failure. Make it known that struggle and challenge are important
parts of the learning process, not signs of student deficiency.
 Seek multiple answers or perspectives to questions.
 Avoid making generalizations about student experiences.
 Avoid making jokes at students’ expense.
 Refrain from asking individual students to speak for a social identity group.
 Communicate concern for students’ well-being, and share information about campus resources.
 Communicate in writing and person your goal of making learning equally accessible to all
students. Welcome requests for documented accommodations as a chance to include everyone
more fully in learning.
 Carefully frame objectives when raising potentially sensitive or uncomfortable topics.
 Model productive disagreement, showing how to critique a statement or idea rather than the
speaker.
 Stop or intervene in a discussion if comments become disparaging or devalue other students’
experiences.
 Avoid giving verbal instructions without a written corollary. (Multiple modes can be helpful to
students with processing disabilities as well as non-native English speakers.)
 Allow ample time for any in-class activities that require substantial reading, and provide guidance
that reflects the fact that processing times will vary (e.g., how to approach the task given you may
not finish reading, or what to do if you do finish it before the time is up).
 Elicit formative feedback from students about their learning experiences in the course (e.g. facilitated
Mid-Semester Feedback session or survey).
 Ask a trusted colleague or CRLT consultant to observe your class and collect data about how you
include or interact with different students.
Student-Student Interactions
 Encourage students to learn and use one another’s names.
 Use icebreakers regularly so students can learn about one another.
 Establish guidelines, ground rules, or community agreements for class participation.
 In class, have students work in pairs, triads, or small groups.
 Have students write and share about how their background can contribute to a particular class
activity.
 For long-term teams, structure check-ins and opportunities for peer feedback about group process.
 On the syllabus, identify collaboration or perspective-taking as skills students will build in the
course.
 In class, explain the value of collaboration for learning. Speak of students’ diverse perspectives as
an asset.
 Provide students opportunities to reflect on what they learned through collaborative activities (formal
or informal).
 Deliberately assign students to small, heterogeneous groups that do not isolate underrepresented
students.
 Set up study groups that deliberately group students with different strengths.
 Have students complete a self-assessment inventory and discuss with peers.
 Have students complete low-stakes small group activities that help them see and value the
contributions of others.
 Establish ways for students to intervene if they feel a certain perspective is being undervalued or not
acknowledged.

Content
 Choose readings that deliberately reflect the diversity of contributors to the field.
 Use visuals that do not reinforce stereotypes but do include diverse people or perspectives.
 Use diverse examples to illustrate concepts, drawing upon a range of domains of information.
 Avoid references that are likely to be unfamiliar to some students based on their backgrounds (e.g.,
citing American pop culture from ‘when you were in high school’ in a class with many international
students).
 Emphasize the range of identities and backgrounds of experts who have contributed to a given field.
 Use varied names and socio-cultural contexts in test questions, assignments, and case studies.
 Teach the conflicts of the field to incorporate diverse perspectives.
 Deliberately choose course materials with a range of student physical abilities in mind.
 Deliberately choose course materials with students’ range of financial resources in mind.
 Analyze the content of your examples, analogies, and humor; too narrow a perspective may alienate
students with different views or background knowledge.
 Include authors’ full names, not just initials, in citations. (This can help emphasize gender diversity
or unsettle assumptions about authorship).

Instructional Practices
 Assess students’ prior knowledge about your field and topics so that you can accurately align
instruction with their needs.
 Help students connect their prior knowledge to new learning (e.g., before introducing a new topic ask
students individually to reflect on what they already know about the topic).
 Invite students to identify examples that illustrate course concepts.
 Use a variety of teaching methods and modalities (verbal, visual, interactive, didactic, etc.) rather
than relying on one mode of engagement.
 Ask students for concrete observations about content (e.g., a reading, image, set of data) before
moving to analytical questions. (This can give everyone a common starting point and model
analytical processes you want to teach).
 Use a pace that lets students take notes during lecture.
 Clarify the expectations and grading scheme for each assignment.
 Create time in class for students to discuss and ask questions about assignments or assignment
expectations.
 Emphasize the larger purpose or value of the material you are studying.
 Structure discussions to include a range of voices: e.g., take a queue, ask to hear from those who
have not spoken, think-pair-share activities.
 Use brief in-class writing activities to get feedback on what students are learning and thinking
Use blind grading methods, when appropriate