Teaching a Diverse Audience

Katharine Carter and Lara Meredith

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Overview

The Diversity agenda Case studies and discussion Support at Nottingham

National and institutional context Changing student population New legislation Shift from institutional to personal liability in legislative approach

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Student population

Our Student Population

0%10%

20%30%

40%50%60%

70%80%

90%100%

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University policies

Current policies and practice Disability, race and gender action plans – for staff & students DAPs and DLOs in Schools

Other domains From Spring 2009 a new ‘Equality Duty’ on public bodies

Sexual orientation & gender reassignment Age Religion and belief

A systematic and evidence-based approach to all equality areas is expected in all documentation and teaching activities

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Implications for individuals

Agendas: Treating colleagues and students with respect

Knowing how to deal with confidentiality & disclosure Using non-judgemental language

Supporting colleagues and students according to need, rather than ‘all the same’

Responding to people as individuals rather than stereotypes

Implementing varied and inclusive teaching

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InstitutionalPolicies

Approaching Equality and Diversity

Individual student Needs & identities

Curriculum developmentand content

Teaching &Learning

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Thinking about teaching

One example - Gender and Classroom dynamics

Do men and women behave

differently in the classroom?

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Student behaviours

Female students are : Less likely to raise their hands to answer Less likely to call out and demand teacher attention Less likely to have their comments credited or praised Less likely to get peer support if they break rules or

speak out of turn More likely to be interrupted

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Teacher behaviours

Teachers are more likely to :-

Call on male students to answer Remember males students’ names Give male students more eye contact Ask harder questions to male students Wait longer for male students to answer Give more advice on independent learning

(Sadker and Sadker, 1990)

Do I do that?

How would I know if I did?

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Practical teaching behaviours1. Have materials available in advance

2. Produce clear materials

3. Structure sessions clearly

4. Set ground-rules

5. Verbalise visual information

6. Summarise contributions / discussion

7. Face the group

8. Have a break

Case Studies

Discussion with colleagues

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Conclusion

Need to make reasonable adjustments for disabled students

Implementing fairness, respect and transparency will depend on the situation

Increased personal responsibility An awareness of equality and diversity issues will

support you in developing curricula and teaching practice

Simple actions often have big impact