Low-structure teaching methods can leave some learners behind and hinder participation. Adding structure to each lesson, each week, and the course, enables a more inclusive learning experience for all your students.
Adding structure to small groups/small classes
Note that these work well in online learning as well as in face-to-face formats.
Think-Pair-Share
Source: VIJI SATHY and KELLY A. HOGAN, Want to Reach All of Your Students? Here’s How to Make Your Teaching More Inclusive July 2019 https://www.chronicle.com/interactives/20190719_inclusive_teaching
Brainstorming
Answer a question in the full group. One person can record the answers. You can optionally arrange the list into two or more categories to get at higher order thinking.
Example Question: What does a plant need to survive?
Categories: abiotic vs. biotic factors.
Objectives
Source: Jo Handelsman; Sarah Miller; Christine Pfund, Scientific Teaching, Wisconsin Program for Scientific Teaching, W.H. Freeman & Co, [2007]
Mini Mind Map
Arrange the following terms in a logical order. Explain (using arrows or words) how the terms relate to each other.
Example terms: tRNA, DNA, protein, mRNA, amino acid, translation, transcription, replication, and promoter.
Objectives: Mini-maps engage students in developing a non-verbal representation of a concept. The process of developing a visual arrangement requires students to evaluate different ways that terms can relate to each other and to appreciate that a biological process (or economic one, or historical one, or theatrical one) may not be unidirectional or linear.
Source: Jo Handelsman; Sarah Miller; Christine Pfund, Scientific Teaching, Wisconsin Program for Scientific Teaching, W.H. Freeman & Co, [2007]
Documenting and Measuring your inclusive efforts