Inclusive Teaching

Recent student activism and statements on diversity from academic leaders have led many U-M instructors to focus new attention on inclusive teaching, seeking ways to ensure all students feel welcome and able to succeed in their classes, regardless of race, ethnicity, or socioeconomic status. CRLT provides many resources to help you develop inclusive teaching strategies for your particular teaching context. To browse those, click on the 'inclusive teaching' tag below, or the 'Multicultural Teaching' link at the bottom of any one of our web pages. 

In this blog, we focus on one strategy for creating an inclusive learning environment: encouraging productive student interactions in your classrooms, particularly when using small groups.

Some of the best in-class learning takes place in small group activities, which can be very effective for prompting all students to engage actively with the course material. Some instructors nonetheless have found that efforts to encourage active learning through peer interaction can sometimes exacerbate students' experiences of identity-based exclusion. This can be a real danger where groupwork is used spontaneously with little guidance or follow-through. If, for instance, an instructor casually instructs students to 'get into groups' and then turns her or his own attention elsewhere, many students who already feel marginalized in the class may find it easier to sit alone than to seek out peers to share with.

It's therefore important to deliberately form and carefully guide student groups, even when you're just using a brief informal peer conversation to get students engaged in thinking about a topic. What are some specific strategies for doing so? The following practices can help ensure that student groups are primed to include all students: Read more »


The following sets of guidelines or 'ground rules' are examples that can be given to a class for use, or as a basis for a discussion about what the students want in order to develop an atmosphere of mutual respect and collective inquiry. Many teachers also find it productive to have a discussion with their students in which they collaboratively generate a list of discussion guidelines or community agreements to set expectations for their interactions.

Example 1.
(from the CRLT GSI Guidebook.)

Guidelines for Class Participation

1. Respect others’ rights to hold opinions and beliefs that differ from your own. Challenge or criticize the idea, not the person.

2. Listen carefully to what others are saying even when you disagree with what is being said. Comments that you make (asking for clarification, sharing critiques, expanding on a point, etc.) should reflect that you have paid attention to the speaker’s comments.

3. Be courteous. Don’t interrupt or engage in private conversations while others are speaking.

4. Support your statements. Use evidence and provide a rationale for your points.

5. Allow everyone the chance to talk. If you have much to say, try to hold back a bit; if you are hesitant to speak, look for opportunities to contribute to the discussion. Read more »


You may have heard about the recent trending on Twitter of #BBUM, a series of tweets featuring brief student perspectives on "being black at Michigan." Some of the statements are about numbers while others are about interactions: being the "only one" in a class, or being expected to be a spokesperson.

Knowing such experiences and dynamics are present in U-M classrooms, what can instructors do? Read more »


What obstacles to student learning might you inadvertently be introducing into your classroom? How can you plan courses and lesson plans in ways that effectively anticipate a range of student abilities? What resources and practices can help you work with students who disclose learning disabilities? What are good strategies for fostering respect and understanding about learning disabilities within your classrooms?

Participants discussed all of these questions in a recent workshop with the CRLT Players on "(dis)Abilities in the Classroom." Using theater to prompt reflection and discussion, the session explored various challenges faced by U-M students with learning disabilities and provided concrete strategies for instructors to support students in navigating those challenges. As emphasized by this CRLT Occasional Paper, students with disabilities are attending and succeeding at U-M in increasing numbers. As our classroom communities become more diverse in this way, it's critical for U-M teachers to anticipate and respond productively to a range of student abilities in their classrooms.

During the workshop, participants brainstormed a wide range of teaching strategies that echo the best practices for inclusive teaching recommended by the CRLT Occasional Paper as well as U-M's Services for Students with Disabilities (SSD) office. As their Faculty Handbook--a great resource for all U-M teachers--explains, many strategies for anticipating or accommodating students with learning disabilities are simply good pedagogy.

Specific teaching practices suggested at the workshop include: Read more »


With the beginning of the semester just around the corner, many instructors are strategizing about how best to start productive classroom conversations. Students who speak even briefly at the beginning of a class meeting are more likely to participate in discussions going forward, and a well-chosen icebreaker can help everyone join in. As quick, low-stakes, and often fun activities that involve students at the beginning of a session, icebreakers can be a good way to learn about who's in the classroom, reduce anxiety, and engage all students in thinking together about course content.  

CRLT provides examples of icebreakers and guidance for using them in the Handbook on Departmental GSI Development. We also recently polled our Graduate Teaching Consultants (GTCs) to gather a list of their favorites. Here are some good ideas we received when we asked the GTCs to "tweet" us a particularly effective icebreaker they have used, seen, or heard about: Read more »