Inclusive Classrooms
Inclusive teaching is one of the clearest ways we show learners that they matter. High expectations communicate belief. Strong teaching, thoughtful scaffolding and support with access communicate that we are prepared to help them get there. When learners experience both, they are more likely to feel that they belong, that success is possible and that there is real opportunity open to them.
Good teaching helps learners feel that they belong in the room, that success is possible and that we are prepared to support them to get there.
Teaching for access
Cognitive Load & Sponge Space
Learning places demands on working memory, particularly when information is new or unfamiliar.
Thinking about cognitive load helps us make better decisions about pace, explanation and how much we ask learners to process at once. Sponge space gives learners time to absorb, think and make sense of what they have heard before we move on.
Questioning & Cold calling
Good questioning helps us understand what learners know, where they are unsure and what they need next.
Cold calling can widen participation beyond the learners who are quickest to put their hands up, while thoughtful questioning gives more learners the chance to think, contribute and stay connected to the lesson.
Scaffolding & New Material
Learners are more likely to stay with new learning when it is introduced carefully and supported well.
Scaffolding can give learners enough structure to begin, understand what is expected and experience success, without reducing the level of challenge.
