Inclusive Strategies

For equitable teaching in person and online

Backed by Research

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Cooperative Learning

Differentiated Participation

Gradeless Feedback

Inclusive Strategies

Scaffolded Learning

Open Education Resources

How it works

Introduction

Discover research-based strategies that empower educators to create equitable and accessible learning environments. As you scroll through the page, you'll encounter five strategies, each accompanied by examples of their application in both online and in-person learning settings. Remember to check out the resources, free and paid, for each at the bottom of the page!

How it works

5 Strategies for Inclusive Teaching

Cooperative Learning

Cooperative group learning involves separating students into small groups for learning activities. When implemented effectively, students (in mixed ability groups) work together towards an interdependent goal, while being individually accountable. (Routledge, 2013)

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Cooperative Learning Applications

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Differentiated Participation Applications

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Differentiated Participation

Differentiated learning refers to providing a variety of options for learning activities and is a critical component of Universal Design for Learning. Students differ in how they demonstrate mastery, and using differentiated participation methods allows students to be engaged equitably.

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Open Education Resources

OER are teaching, learning and research resources that are free of cost for anyone to access, use and share. Students grades, enrollment in consequent semesters, and mental health were better with OER supported courses compared to commercial textbooks. (Fischer, 2015)

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Open Education Resources Applications

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Scaffolded Learning Applications

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Scaffolded Learning

Scaffolding is the instructional practice of delivering a lesson in segments, gradually decreasing support to promote learner independence.

Student retention, engagement, and bridging of learning gaps is more likely with Scaffolded learning. (Hill, 2017)

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Gradeless Feedback

Gradeless learning “encourages a focus on learning rather than performance”, and eases the mental health burden on students. (Kjærgaard, 2023)

Even if current policies do not allow fully gradeless practice, frequent gradeless feedback activities can support learners.

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Gradeless Feedback Applications

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References and Resources

Resources

References

Esmonde, I. (2009). Mathematics Learning in Groups: Analyzing Equity in Two Cooperative Activity Structures. The Journal of the Learning Sciences, 18(2), 247–284. https://doi.org/10.1080/10508400902797958
Micheletta, S. (2013). David Mitchell, What really works in special and inclusive education. Using evidence-based teaching strategies. https://doi.org/10.13128/formare-13628
Slavin, R. E. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. Anales de Psicología, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201