Teaching Methods in the Classroom and Beyond

Classroom StrategyLikely Effort Level for EducatorRelation to UDLTechnology or Other Required ResourcesImpact for Diverse Learners and/or Students with Accommodations
Set familiar class routines.LowKnowing what to expect helps students focus on
the lesson. Minimizes distractions.
None (other than Moodle)Students with an array of challenges (anxiety, neurodivergence, executive functioning deficits, distractibility, etc.) will be better able to attend and engage.
Close doors, lower blinds, etc. to reduce distractions.LowLowering distractions helps students engage in the class.None
Students with an array of challenges (anxiety, neurodivergence, executive functioning deficits, distractibility, etc.) will be better able to attend and engage.
Post ppts and class notes for all students to access.LowPromotes inclusion for students who are unable to take notes while focusing
on the presented lesson at the same time.
PowerPoint, Word, MoodleAll students can benefit from comparing their own notes to those of others. This would also eliminate the need for a notetaking accommodation.
Wait time: silently count to 10 before calling on students after you’ve asked a question.LowThis allows students to think about the question long enough to have meaningful engagement with it.NoneThis is particularly useful for non-native speakers, students with less exposure to the material, and those with processing impairments.
Provide alternatives to cold-calling, such as students being able to turn in index cards with information they were too afraid to share aloud in class, or a cue (like putting their pen on their chin) to show readiness.LowMany students spend more time in class afraid of being called on than focused on what’s being presented. This would eliminate that.NoneStudents with fears of being called on (or related accommodations) would still be able to demonstrate what they know.
Face students when speaking.LowGeneral accessibility practice so students can best hear and understand you.NoneHelpful for students who may have difficulty with accents. Critical for students who lip read.
Supply or activate background information especially regarding vocabulary or discipline-specific jargon.LowStudents are coming from a vast array of high school experiences; some need reminders of what they’ve learned, others never learned it.NoneStudents with certain cognitive disabilities will especially benefit from being provided explicit connections between past and current work.
Record Class.Low once you build it into your routine.Knowing ahead of time there will be a recording made available, students can focus on the here and now.Classroom camera/microphone, PanoptoMay eliminate the need for the accommodation to record class themselves. Valuable for students with chronic medical conditions who may need to miss class.
Refrain from forcing leadership roles in group projects.LowMaximizes comfort and trust.NoneStudents who would be anxious about the leadership role may not be able to focus on the work of the project.
Provide opportunities for students to reflect on what you’ve just taught and articulate it (called “think-pair-share”)LowThis not only activates learning, but it also enables you to assess what is being grasped and how students are engaging.NoneStudents with memory impairments will better solidify information if it is broken up and activated.
Provide choices for independent work rather than requiring students to pair up. (e.g. allow students to remain independent).LowIf students are anxious about working with others, they may not be able to engage with the work.NoneParticularly helpful for neurodivergent students (particularly students on the autism spectrum and those with social anxiety).
Provide alternative way for students to express thoughts during class discussions if they are uncomfortable verbalizing them.MediumStudents with the potential to make contributions to discussions but have trouble verbalizing could express those contributions another way.Digital whiteboard
OneNote
Shared Word Document
(Take one of these and put it on your projector. Students that wish not to speak can put their ideas/contributions on what’s being projected in real-time.)
Particularly helpful for neurodivergent students (particularly students on the autism spectrum and those with social anxiety).
Provide timely & quality feedback
so that students know how they’re doing and how to improve.
Depends on number of studentsSupports students’ skill development and encourages perseverance.NoneStudents who struggle with mental health challenges tend to do better with regular feedback rather than feeling anxious about the unknown.
Explain how current learning is transferable (or useful) to other courses or life situations.LowStudents are more likely to be engaged in their work if they know it will help them long-term.NoneRelevance has a direct impact on motivation and tenacity.