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Inclusive Teaching Methods

Students enter higher education from diverse backgrounds bringing with them diverse learning preferences and life experiences. Inclusive teaching is designed for all students, both traditional and non-traditional.

When designing teaching and learning strategies we need to consider the diversity of the student population. Diversity can take many forms. There is diversity of:

This section will offer guidance on how to ensure that inclusive practices are incorporated into your teaching.

Overarching Principle
Clear and flexible approaches to teaching methodology and materials are necessary to meet the needs of a diverse student body.

General Guidelines for Inclusive Teaching:

Flexibility:

Clarity:

Some general strategies to enhance clarity are:

  • Timely distribution of annotated reading lists.
  • Timely notice of assessment methods and deadlines.
  • Lecture handouts distributed in advance of lectures.
  • Ensure all teaching materials follow Accessible Information Guidelines.
  • Avoid jargon in materials.
  • Ensure all information is accurate and up to date.

Alignment:

Ensure there is alignment between learning outcomes and teaching methods

  • If learning outcomes are skills based, ensure teaching is primarily practical rather than theoretical.
  • Where is there a vocational element to a programme seek to link theory and practice through practicals, role playing, inviting practitioners to be guest lecturers etc.

Links to more specific guidelines for inclusion within the following teaching scenarios:

Preparing lectures, workshops etc - A checklist of good practice (Word, 400kb)


Last updated 22 September 2016 by Trinity Inclusive Curriculum (Email).