Inclusive Online Teaching Strategies

Strategy	Steps

Community Agreements CONTEXT & PURPOSE: Setting classroom expectations & cultivating a brave space for sharing & learning TOOLS: Zoom Chat Box WHAT YOU WILL GAIN: Classroom management & structure + develop relationships (instructor - student / student - student) BOOK REFERENCE: Singleton, G. E. (2014). Courageous conversations about race. SAGE Publications.	Collectively Sourcing Community Agreements In Addition to the Below: FOUR AGREEMENTS FROM GLENN SINGLETON'S COURAGEOUS CONVERSATIONS (2014): Stay engaged Speak your truth Accept and expect discomfort Accept and expect a lack of closure AS YOUR FACILITATOR: I will step in if the agreements are not upheld. I will support further questioning if needed. I will take notes to document and support next steps. I will seek to foster a space for repair and growth. I will serve as a thoughtful facilitator and partner. TIME FRAME: 15 minutes Start of the semester (i.e. 1st day of class) ADDITIONAL AGREEMENTS: Have your class add additional community agreements in the Zoom chat box and document it via a shared Google doc.

Small Group Discussions with Roles CONTEXT & PURPOSE: Creating a structure for guided discussions through prompts & roles TOOLS: Zoom Breakout Rooms & Padlet WHAT YOU WILL GAIN: Learners have more meaningful conversations & maximize time together	Learners Choose Their Own Roles STEP 1: Introduce discussion prompt or activity and 3 roles and ensure that the notetaker/reporter will share back with the larger group. FACILITATOR: ensures each group member has responded to the question NOTETAKER/REPORTER: records notes on group’s Padlet column TIMEKEEPER: keeps group on track for time and informs group when 2 minutes remain STEP 2: Place students in Zoom breakout rooms (minimum of 3 per group). STEP 3: Send a Zoom broadcast message informing groups that there are 2 minutes remaining. STEP 4: Have reporters from each group share back with the larger group. TIME FRAME: 10-20 minutes Provide additional time for learners to choose roles (i.e. 2 minutes) 8 minutes for small group discussions in breakout rooms + 5 minutes for share back with larger group

Circle of Voices Discussion Protocol CONTEXT & PURPOSE: Facilitating equity of voice for each learner to contribute TOOLS: Zoom Gallery View or in a Circle In-Person WHAT YOU WILL GAIN: Diversity of voices & perspectives BOOK REFERENCE: Brookfield, S. D., & Preskill, S. (2012). Discussion as a way of teaching: tools and techniques for democratic classrooms. Jossey-Bass.	Equity of Voices STEP 1: Start with 1 minute of silent reflection about the question. STEP 2: Each person gives a 1 sentence OR 1 minute response (depending on time and amount of students provide parameters for speaking) with no interruptions allowed. For large classes, you can ask notetakers/reporters from each group to share 1-2 sentence responses. STEP 3: Move into open conversation, but only talk about what somebody else said. TIME FRAME: 10-20 minutes Adjust speaking time per person based on your class size and class time ADAPTATION FOR ONLINE LEARNING: View all learners in Zoom gallery view and inform them to pass the invisible mic/popcorn it to another learner.

Circular Response Discussion Protocol CONTEXT & PURPOSE: Facilitating active listening, critical thinking, & making connections TOOLS: Zoom Gallery View or in a Circle In-Person WHAT YOU WILL GAIN: Learners listen to each other & build upon each other's knowledge BOOK REFERENCE: Brookfield, S. D., & Preskill, S. (2012). Discussion as a way of teaching: tools and techniques for democratic classrooms. Jossey-Bass.	Encouraging Thoughtful Reflection STEP 1: One person starts and the following person responds to them (can be building upon, agreeing/disagreeing, clarifying etc.). STEP 2: After everyone has spoken, move into an open conversation with no ground rules. TIME FRAME: 10-20 minutes Adjust speaking time per person based on your class size and class time ADAPTATION FOR ONLINE LEARNING: View all learners in Zoom gallery view and inform them to pass the invisible mic/popcorn it to another learner.

Online Discussion Boards CONTEXT & PURPOSE: Leveraging learners funds of knowledge through online dialogue TOOLS: Padlet & Canvas Discussion Boards WHAT YOU WILL GAIN: An online community & asynchronous space for conversation	Prompts for Learner-Centered Instruction PRIOR KNOWLEDGE: Have you experienced this before? What do you know about this subject? How does your identity relate to this topic? How are you feeling? ENCOURAGE REFLECTION (i.e. Appreciative Inquiry): What is a time when you have felt appreciated in your life? (Cite scenario) What would you do in this situation? What did you appreciate about what someone said or did during class? TIME FRAME: Provide specific timeframe (i.e. 1 week) for learners to respond in between one class session & the next

Online Collaborative Spaces CONTEXT & PURPOSE: Leveraging learners funds of knowledge through shared documents TOOLS: Google Jamboard, Google Slides, Google Docs, Zoom Chat Box WHAT YOU WILL GAIN: A visible space to document learning	Online Platforms for Shared Learning Google Jamboard for Brainstorming Ideas on Digital Post-Its Google Slides for Collaborating on Presentations Google Docs for Essays, Worksheets, and Templates TIME FRAME: For learners to collaborate with each other during and/or outside of class TIP: Ensure that you have links ready to paste into the Zoom chat box. Create "viewer" only Google docs for learners to "make a copy" to be added to their own Google drive.

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