Difference between revisions of "Creating a More Inclusive Classroom Environment"

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Some steps towards making classes more effective and inclusive
 
Some steps towards making classes more effective and inclusive
  
#Decide what you want your students to take away from your course, and use [[backward-design]] to accomplish your goals.
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#Introduce your students to [[Bloom|Bloom's Taxonomy]].
#Use [[active learning]] techniques  
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#Decide what you want your students to take away from your course, and use [http://asbmb.org/uploadedFiles/Backward%20design.pdf backward-design] to accomplish your goals[http://jaymctighe.com/wordpress/wp-content/uploads/2011/04/A_Summary_of_Underlying_Theory_and_Research2.pdf].
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#Employ [[active learning]] techniques.
 
#Foster a [[Biology is not destiny|growth mindset]] in your students.
 
#Foster a [[Biology is not destiny|growth mindset]] in your students.
#Modify and control [[Personal prejudices|implicit biases]].
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#Modify and limit the effects of [[Personal prejudices|implicit biases]].
#Reduce [[stereotype threat]].
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#Understand [[stereotype threat]] and reduce it with [[wise criticism|wise feedback]] and [[values affirmation]].
#Provide opportunities for [[values affirmation]].
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#Improve classroom climate, including adding [[wait time]] after asking a question.
#Offer [[wise criticism|wise feedback]].
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#Offer [[meaningful content]].
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== Presentation Slides ==
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*[[media:MSU_Diversity_in_the_Economics_Profession.pdf|Diversity in the Economics Profession: Where We Stand and Where We’re Going]] (March 17 presentation)
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*[[media:MSU_Diversifying_Economic_Quality.pdf|Diversifying Economic Quality: Using Evidence to Create More Inclusive Economics Departments]] (March 18 presentation)
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*[[media:MSU_open_workshop.pdf|Creating a More Inclusive Classroom Environment]] (March 17 workshop)

Latest revision as of 11:20, 2 April 2016

Some steps towards making classes more effective and inclusive

  1. Introduce your students to Bloom's Taxonomy.
  2. Decide what you want your students to take away from your course, and use backward-design to accomplish your goals[1].
  3. Employ active learning techniques.
  4. Foster a growth mindset in your students.
  5. Modify and limit the effects of implicit biases.
  6. Understand stereotype threat and reduce it with wise feedback and values affirmation.
  7. Improve classroom climate, including adding wait time after asking a question.
  8. Offer meaningful content.

Presentation Slides