Prove it
Chapter Two: The Value of Structure is concerned with how Inclusive teaching strategies can get us closer to our goals around equity. Sathy and Hogan state,
“Pedagogies that are inclusive…reduce differences between minoritized and non-minoritized groups. This kind of teaching is an act of antiracism” (p. 13).
In addition to this, there have been achievement gaps closed or narrowed due to inclusive teaching. Proof of this comes from an example of Hogan’s study on the use of structure in inclusive classrooms.
Hogan collected survey and performance data on her students before and after she created a more structured course. With the use of a highly structured course, she found that “differences in performance between Black students and white students were halved and differences between first-generation college students and non-first-generation college students disappeared” (p. 7).
Another example comes from Hogan and co-researcher Sarah Eddy. They did a study on how a structured classroom found a disproportionate benefit for some student groups. “Gaps in performance closed for first-generation college students compared to their non-first-generation peers when more structure was added. The difference that existed between black and white students were halved” (p. 39).
They give more examples of what type of activities make an inclusive classroom. Examples include skeletal outlines to assist in taking notes has been proven to promote inclusive engagement (p. 21). In class or out of class “practice for all” (p. 28) has been useful as well as techniques like group discussion, individual writing, and anonymous polling (p. 31). In the text, some of these activities are in a chart of low moderate, and highly structured courses. These include 1. Graded preparatory assignments (for example a reading quiz), 2. Student in-class engagement (for example clicker questions worksheets and case studies) and 3. Graded review assignments (for example practice exam problems) (p. 33).