- Why do we care about inclusive Teaching?
- FIU's Model of Inclusive Teaching
Inclusive/culturally responsive educators strive to create inclusive learning environments that leverage diversity, student backgrounds, and lived experiences as resources for learning and success. They enhance learning and meaning through relevant and challenging learning experiences that connect new concepts to students' existing knowledge (Ginsberg & Wlodkowski, 1995; 2009; Hammond, 2015). Ginsberg & Wlodkowski's (1995) model includes the following four elements:
- Establishing Inclusion: Creating a learning environment in which learners feel capable, respected, accepted, and connected to one another
- Developing Attitude: Creating a favorable disposition toward the learning experience through personal relevance and choice. It's important that teachers first acquire some understanding of students' existing knowledge of subject matter, interests, and cultural background.
- Enhancing Meaning: Creating challenging learning experiences that include learners' values and perspectives, past experiences, emotions, goals, and an awareness that their state of mind influences the learning process.
- Engendering Competence: Recognizing the varied ways in which students can perceive meaning and authenticity, then developing assessments that account for these differences.
- The Components of FIU's Model of Inclusive Teaching
The following are characterizations of each element of the framework.
- Guidelines for respectful learning and interactions
- All students feel comfortable asking questions like their ideas are valued, and like they are treated with respect
- Students lives and cultures are represented
- Emphasis on awareness and feeling of connection
- Classes are taught with students’ experiences, concerns, or interests in mind
- Students make choices related to learning that include experiences, values, needs, and strengths
- Students are able to voice their opinions
- Student participation is active; they are challenged
- Questions go beyond facts and encourage different points of view
- The teacher builds on what students already know
- The teacher respectfully encourages high-quality responses
- There are clear criteria for success
- Grading policies are fair to all
- Assessments take into account students’ perspectives
- There are multiple ways to reach standards/demonstrate learning
- Inclusive Teaching in the Classroom
Integrating Inclusive/Culturally Responsive Teaching into Your Course
Incorporating inclusive/culturally responsive teaching does not require a comprehensive change to course design or content. In fact, inclusive/culturally responsive teaching practices can be easily embedded into existing course structures. List of common course structures and pedagogical elements and provides specific examples of inclusive/culturally responsive teaching practices for each: