Tips for Engaging Diverse Learners in Lectures

Looking to enhance classroom impact for English language learners (ELLs)? This insightful Edutopia article distills six evidence‑based strategies drawn from decades of educator expertise — offering a practical roadmap for inclusive, culturally responsive instruction. As Emily Kaplan explains, these approaches help bridge language and content learning for over 4.8 million ELL students in U.S. schools: • Scaffold instruction using visuals, simplified language, and gestures • Make time for students to use their native languages • Help them build both conversational and academic vocabulary • Provide ample chances for speaking and writing • Foster meaningful cultural connections inside the classroom • Differentiate instruction based on students’ unique proficiency and needs Whether you teach ELLs or support broader educational equity, these strategies are a powerful guide to more inclusive, engaging learning. https://lnkd.in/emS4ZeWr

Thanks to Professor Finola Farrant, Emma Owen, Marta Jaksa and Fawn Hunkins-Beckford for these ideas: There is a wealth of knowledge within the #neurodivergent community, and it makes sense that they are involved in shaping the learning experience. Experts by experience can supply significant education, both clinically and practically, and can support both neurodivergent and neurotypical people to craft academic environments that better cater to #diversity more equitably.  With an #inclusive staff cohort, you should have better understanding of, and more reasonable adjustments made for, neurodivergent students. There are also practical steps that can be taken to achieve a #neurodiverse-friendly university, such as: − Offering classes at alternative times or offering flexibility for those who may not be able to attend physical lectures. − Adopting a relaxed, pedagogical approach, which allows more breaks during teaching, the opportunity to stand up and walk around and sympathy to individual needs. − Understanding that some people learn better and are more comfortable if they have their eyes closed or are undertaking another activity (such as crocheting), as this keeps them “in the moment”. − The physical space of teaching should be neurodiverse aware in terms of lighting, sound and use of space, and the content and pace of teaching and university meetings should be mindful of the diversity of needs.  − There should be adequate support and training for staff, so they know what to do once a diagnosis has been shared. This includes adopting sympathetic responses to requests for more information that can reduce anxiety and confusion and being mindful of neurodiverse-appropriate language. Universities need to make sure they are no longer using outdated terms such as “low- or high-functioning”. − Reviewing assessments to ensure they are neurodivergent friendly or that alternative assessments are available. Allowing students to write their own assessment questions can help. There should be clarity in terms of assignment details, deadlines and expectations. − Materials should be prepared with the needs of neurodivergent people in mind in terms of background colour, reducing large blocks of text and the inclusion of keywords. This also means that different formats of study, including part-time or online programmes, should be available.  − To help navigate the student experience, individual support and/or a peer buddy can help students and staff navigate their studies/workplaces. #Universities shouldn’t rely on disclosure from individuals in order to meet their needs. Instead, by training staff to recognise that #neurodiversity can present itself in different ways and offering more diverse approaches towards learning and different methods of assessments, higher education institutions can become more neurodiverse friendly. #InclusiveEducation #DisabilitySupport #AutismSupport

Question: Do you see an increase in diversity among your students at your school? How culturally responsive are the teaching practices at your school? In this PD session today I shared 6 Culturally Responsive Teaching Practices with the group of teachers pictured below. Here are 3 of them. 1. Get to know your students and about their cultures. Before you can use what you know about a student’s culture to teach them, you must first know them well. Learning about your students is the key to culturally responsive teaching. This includes talking with students, asking them questions, truly knowing about their family life, history, and experiences. Then you can look for ways to use the assets of various cultures to enhance what you are teaching. 2. Develop an asset-based mindset. Culturally responsive teachers understand that being bilingual is a true asset for the student both socially and globally. Growing the bilingual brain is of utmost importance. Teachers who embrace culturally responsive teaching build a classroom community that embraces languages and literacy of all types. Literacy in the native language is valued and encouraged. This leads to point number 3. 3. Learn a few words in your students’ native language and introduce them to students in class who do not speak that language. Why? Imagine moving to China and not knowing how to speak Chinese. Everything is written in Chinese and all you hear is a language you are unfamiliar with. Imagine now that your teacher learns a few words in English and says them to you. Maybe she says “Hello” or “Welcome.” Whatever it is, imagine the feeling it would evoke. Wouldn’t that make you feel a little more comfortable? When students are new to the country and speak little or no English, learning a few words in their native languages helps form a connection, shows that we care, and comforts them. For more tips feel free to reach out! Let’s work together to create learning environments where ALL students feel accepted, valued, and appreciated!