General
Provide oral and written instructions, including assignments, in-class activities, and steps for accessing digital platforms (Hogan & Sathy, 2022).
Impact: Supports students with multiple means to process information effectively. Written instructions provide a visual reference that students can refer back to when needed. This is particularly helpful for students who require additional time to process information or those who benefit from reviewing instructions multiple times.
Clarify the expectations of students in the course and your teaching philosophy, including explaining how you teach.
Impact: This brings transparency to the classroom by providing students with a clear understanding of an instructor’s teaching methods, learning goals, and approach to teaching and learning. Centring and sharing this information openly also creates space for students to seek clarity around how an instructor values individual differences and implements strategies to accommodate diverse needs.
Use examples to reframe course content, including explaining examples and using multiple examples (Waitoller & Thorius, 2016).
Impact: Lowers barriers to accessing and engaging with course content by breaking down complex concepts into more straightforward, more understandable terms. Explaining examples allows instructors to provide additional context and clarify any potential confusion, ensuring all students fully grasp the intended message. Using multiple examples helps ensure that everyone can connect with at least one example while providing a broader perspective and allowing for a deeper understanding of the content that accommodates different learning and cultural backgrounds.
References
Hogan, K. A., & Sathy, V. (2022). Inclusive teaching: Strategies for promoting equity in the college classroom. West Virginia University Press.
Waitoller, F. R., & Thorius, K. A. K. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for Dis/Ability. Harvard Educational Review, 86(3), 366–389, 473–474.
