Inclusive learning environments

Inclusivity and Diversity

Introduction

The students are ultimately responsible for their learning. Race’s Ripples model of learning suggests there are 2 elements, namely the students want to learn, in order to do so they need to engage and they need to receive feedback; this section looks at how we remove barriers and increase participation.

The following clips are a series of interviews with experienced lecturers and an overseas student where they discuss tips and strategies for creating inclusive environments for students. Each clip is followed by a short task; in preparation please reflect on a couple of your recent teaching sessions or group seminars and compare your approach to each of the video clips. Can you relate the approach taken on the video to those suggested by Race and his Ripples model of learning?

Watch video 1
Introduction to Inclusivity (for a transcript click here)


Task 1

How well do you think you know your students.... and how much do you take this into account when you are preparing your lessons?
Reflect on your knowledge of student needs and your consistency between sessions.

Watch video 2

Setting the scene and planning your lessons (for a transcript click here)

Task 2

Take a recent class and think what did you prepare besides the content?
Reflect on what went right and what could be improved, list 3 things that the video highlighted that you could adopt.


Watch video 3
Cultural considerations (for a transcript click here)


Task 3

How do you strive to remove barriers arising from issues of culture and language?

Identify 3 different sources of information that discuss different cultures and language impact on teaching and learning. A very good example is the HEA's resources on international students:
HEA - International students resources bank


Watch video 4

Engaging disruptive students (for a transcript click here)

Task 4

For your next session note down how students currently enter the classroom and reflect on the impact this has on your teaching session.

How do you mirror negotiating skills to students to help them deal with difficulties with others?


Watch video 5

Supporting disorganized students (for a transcript click here)


Task 5

How do you know your students are disorganised?

According to the video above how do you best identify them and how can you assist them?



Watch video 6

Good tips and tricks for creating inclusive environments and things to avoid ( for a transcript click here)

Task 6

Identify the things you think make a difference in your teaching and compare them to the 2 video clips (6 and 7).


Watch video 7

Good tips and tricks for creating inclusive environments and things to avoid (for a transcript click here)

Task 7

Final reflection: talk to your peers regarding their approaches to inclusivity.

This section is focused on inclusive learning environments and the lecturer's role in the process. It includes some directed tasks to assist new lecturers' reflections on the important matter of supporting students.

Title of work: Inclusive Learning Environments

  • Author: John Barfoot
  • Institution/department: Southampton Business School, Southampton Solent University
  • Date created: 01/06/2011
  • License for work: Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales