Amy Anderson's Diversity, Equity, and Inclusion in the Classroom Practices
Diversity, Equity, and Inclusion in the Classroom
Spokane Community College
This list contains observable teacher behavior as well as classroom practices that support diversity, equity, and inclusion in the classroom. This tool can be used for self-reflection or combined with teacher observation and evaluation.
Download the file here Download file here.
Common Terms
Diversity: Individual differences (e.g., personality, prior knowledge, and life experiences) and group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations)
Equity: The creation of opportunities for historically underserved populations to have equal access to and participate in educational programs that are capable of closing the achievement gaps in student success and completion
Inclusion: The active, intentional, and ongoing engagement with diversity—in the curriculum, in the cocurriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions
Association of American Colleges and Universities https://www.aacu.org/making-excellence-inclusive Links to an external site.
Classroom Practice- Diversity
- Do you discuss different cultures in your course content or curriculum?
-
- Music classes: Expose your students to music from different cultures
- Communication classes: Discuss verbal and nonverbal norms for individuals from different countries and cultures.
- Science classes: Discuss the background of different areas of science that originated in other countries/cultures.
- Language classes: Provide reading material that discuss different cultures or books that are written by individuals from a variety of different backgrounds.
- Math classes: Discuss individuals from different cultures that contributed to the field.
Additional reading: Integrating components of culture in curriculum planning (ed.gov) Links to an external site.
-
Do you use instruction methods that include a wide variety of techniques intended to appeal to different student learning styles?
- Visuals- PPT, videos, posters, graphic organizers, charts/graphs
- Auditory- Verbal instructions, discussions in dyads/groups, tell someone else what you learned.
- Kinesthetic- Hands on projects, make/build something
- Reading/Writing: Writing summations
Additional reading: Varied instructional methods Links to an external site.
-
Do you construct your lessons around Bloom’s Taxonomy of Higher Thinking?
- Remembering- Recall facts and basic concepts
- Understanding- Explain ideas or concepts
- Applying- Use information in new ways
- Analyzing- Look for relationships, causes, and connections
- Evaluating- critiquing, judging
- Create- Hypothesize, plan, construct something
Additional reading: Blooms taxonomy Links to an external site., Taxonomies of Learning | Derek Bok Center, Harvard University Links to an external site.
-
Do you assess your students using unbiased and balanced methods? A fair and unbiased assessment uses contexts that are equally familiar to all and uses words that have common meanings to all.
- Transparent lessons with clear rubrics
- Assignment and test questions that represent cultural diversity
- A variety of assessment techniques
Additional reading: Transparency in Learning and Teaching - TILT | Cal State LA Links to an external site.
-
Do you offer your students the option to choose projects or assignments in class or choose delivery methods? Students feel more empowered when they have the ability to make some choices in assignments or projects.
- Students choose from a variety of diverse reading materials
- Students choose projects or assignments that can represent their own background or culture
- Students choose how they want to submit their work (text, video, audio submission)
Additional reading: The Effectiveness and Relative Importance of Choice in the Classroom (immagic.com) Links to an external site.
-
Do you encourage group work?
- Group work gives students the opportunity to work with others with different backgrounds/cultures.
- Group work helps students learn to understand those who are different as well as build empathy.
Additional reading: Group & Cooperative Learning; Students as Classroom Leaders | ablconnect (harvard.edu) Links to an external site.
-
Do you use a variety of communication styles in your teaching? Using a variety of communication styles can help reach more students in a classroom.
- Written
- Verbal
- Computer mediated communication
- Video
- Written
Additional reading: Tips for communicating in the classroom Links to an external site.
- Do you acknowledge accomplishments of prominent cultural figures or celebrate multiculturalism in the classroom?
Ex. Acknowledging those in the field, including those from different cultures, who contributed
Additional reading: Diversity in the classroom Links to an external site.
*Adapted from Race Bridges Studio
Classroom Practice- Equity
- Do you welcome students by name or use their name when speaking with them? If you are unsure of the pronunciation, do you ask them privately?
Additional reading: Using students' names Links to an external site.
2. Do you use multiculturally appropriate eye contact with students? Different cultures have differing views on direct eye contact.
Additional reading: Nonverbal communication: A cultural perspective Links to an external site.
-
Do you use equitable proximity (physical closeness) with students?
- Different cultures may have different views on proximity
- All students should have equal access to teacher support
Additional reading: Nonverbal communication: A cultural perspective Links to an external site.
-
Do your body language, gestures and expressions convey a message to students that all of their questions and opinions are valued?
- Smiles
- Nods
- Gestures of support and encouragement
Additional reading: Nonverbal immediacy behaviors Links to an external site.
- Is your classroom designed to accommodate discussions? Are desks arranged so that students can easily work in dyads or groups?
Additional reading: Seating arrangements Links to an external site.
6. Do your instructional materials and other classroom visuals represent a variety of students’ racial, ethnic, and cultural backgrounds?
-
- Posters or art in your classroom that represents a variety of different cultures
- Reading materials from diverse authors
- Reading materials/movies on culturally diverse topics
Additional reading: Respecting diversity in the classroom Links to an external site.
7. Do you use team building activities to promote peer support for academic achievement in the classroom?
-
- Students learning communities may provide students with an in-class support system.
- Small group activities give students an opportunity to meet students from diverse backgrounds and learn from their peers.
Additional reading: Group work Links to an external site.
-
Do you use random response strategies to call on students using random selection? These strategies ensure that all students are included in class discussions.
- Calling sticks (put names of each students on sticks and randomly pick a stick)
- Random number generator
Additional reading: Random response strategies Links to an external site.
-
Do you use cooperative learning strategies to give students the opportunity to learn from their peers?
- Think-pair-share
- Dyad discussions may help students learn from their peers as well as give introverts a chance to process information before sharing with a larger group.
Additional reading: Active Learning | Derek Bok Center, Harvard University Links to an external site.
-
Do you structure heterogeneous and cooperative groups for learning?
- Random groupings include everyone (diverse academic levels, backgrounds, cultures, etc.)
- Small group projects promote skills for working with those who are different.
Additional reading: Group work Links to an external site.
-
Do you use probing and clarifying techniques to help students who are struggling to answer questions in class?
- Giving students a hint to find the right answer
- Asking questions that might narrow down response choices
Additional reading: Helping students answer their own questions Links to an external site.
-
Do you acknowledge all students’ comments, responses, questions, and contributions in class?
- Using affirming, correcting, or probing to acknowledge all students’ responses
- Praise students who speak up in class- regardless if the answer is correct or not
Additional reading: Effective discussions in class Links to an external site.
-
Do you seek multiple perspectives in class?
- Validating all perspectives with responses such as, “That’s one idea. Does anyone else have another?”
- Inviting students to piggyback on the original answer and add to the discussion
Additional reading: Seeking diverse perspectives Links to an external site.
-
Do you use a variety of approaches to makes sure students understand instruction, directions, procedures, processes, questions, and content?
- Ask what questions students might have instead of asking if they have any questions
- Have students tell you (or a peer) what they think the directions were
Additional reading: Checking for understanding Links to an external site.
-
Do you assess students’ current knowledge before instruction?
- Pre-test
- Survey
Additional reading: Assessing students' prior knowledge Links to an external site.
-
Do you use students’ real-life experiences to connect school learning to students’ lives?
- Let students share how they might use or currently use the content in their personal or professional lives
- Explain how the content can be used in their personal/professional lives
Additional reading: Andragogy Links to an external site.
-
Do you seek feedback from your students on the effectiveness of your instruction?
- Informal or formal surveys
- Interviews
- Questionnaires to assess the effectiveness of instruction and/or student engagement in class
Additional reading: Getting Feedback | Derek Bok Center, Harvard University Links to an external site.
-
Do you provide students with the criteria and standards for successful task completion?
- Clear rubrics
- Examples of high-quality work
Additional reading: Transparency in Learning and Teaching - TILT | Cal State LA Links to an external site.
-
Do you give students effective and specific feedback that prompts improved performance?
- Opportunity for peer review
- Verbal/written feedback from instructor with things that went well and areas in need of improvement
Additional reading: Feedback Links to an external site.
- Do you allow multiple opportunities for students to revise and resubmit work?
Additional reading: Peer review Links to an external site.
-
Do you explain and model positive self-talk in the classroom?
- Explain the benefits of positive self-talk
- Modeling positive self-talk and sharing how it leads to positive outcomes, growth mindset
Additional reading: Positive self-talk in the classroom Links to an external site.
-
Do you ask higher-order questions equitably for all students?
- Analysis questions
- Synthesis questions
- Evaluation questions
Additional reading: Higher-order thinking Links to an external site.
-
Do you provide individual help to all students?
- Explain that “office hours” are times where you are available to answer questions and help individual students
- Give students options for days/times for communication
- Give students options for how to communicate (in-person, phone, text, e-mail, zoom)
Additional reading: Beyond the classroom Links to an external site.
*Adapted from “A Resource for Equitable Classroom Practice 2010”
Classroom Practice- Inclusion
1. Do you include experiences, contributions and individual needs related to disability, race, socio-economic status, gender, language, ethnicity, geographical isolation, sexuality, work commitments and family responsibilities in the course/unit content?
Additional reading: Individualized instruction Links to an external site.
- Do you avoid sexist, racist and socio-economic/class humor in class?
Additional reading: Humor in the classroom Links to an external site.
- Do you use inclusive language in the classroom to ensure stereotyping is not present?
Additional reading: Inclusive language in the classroom Links to an external site.
-
Have you identified barriers that prevent students from diverse backgrounds or socioeconomic classes from learning?
- Language barriers
- Lack of funds for class materials
- No access to internet
Additional reading: Barriers Links to an external site.
-
Do you create opportunities in class where students can share their different experience, voices, work, and learning?
- Assignments where students can connect class material to their own culture, background, experiences
- Allow students the chance to share what they have learned with the rest of the class
Additional reading: Seeking diverse perspectives Links to an external site.
-
Do you recognize and minimize power differentials between genders, races, classes and people with disabilities?
- Acknowledge that these power differentials exist
- Work to create an inclusive environment where these power differentials are minimized
Additional reading: Inclusive classroom Links to an external site.
-
Do your instructional strategies place students from diverse backgrounds at a disadvantage?
- Notes on verbal lectures might help ESL students
- Copies of PowerPoints
Additional reading: Teaching strategies for diverse learners Links to an external site.
-
Do you offer alternate and diverse options for assessing student learning?
- Verbal tests
- Project-based assignments
- Skills-based assessment
Additional reading: Inclusive Course Design | Derek Bok Center, Harvard University Links to an external site., Alternative assessment strategies Links to an external site.
- Have you considered how your own personal views, assumptions and expectations, and the physical and social environment where learning will take place might impact students’ learning experience and success?
Additional reading: Implicit bias in the classroom Links to an external site.
- Is bias evident in the course material/activity? Can it be shifted to be more inclusive?
Additional reading: Inclusive Course Design | Derek Bok Center, Harvard University Links to an external site.
- Do you ask students what pronouns and names they prefer?
Additional reading: Using students' preferred pronouns in the classroom Links to an external site.
*Adapted from: Inclusive Teaching Checklist, University of Tasmania, Australia