Are You Including Everyone in Your Instruction?

When adult learners feel excluded, their motivation can suffer. Inclusion should be part of every lesson.

In a previous post, I introduced Wlodkowski’s Motivational Framework for Culturally Responsive Teaching from his book Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults*. This framework establishes conditions that motivate learners to learn. The first principle in the framework is to establish inclusion. Create a welcoming classroom where every learner feels comfortable contributing.

Recognize Cultural Differences

One theme Wlodkowski repeatedly comments on throughout his book is the need to be sensitive to other cultures. He discusses differences in issues such as immediacy, time, space, and other factors that impact how students participate in a class. Other factors to consider include the relationship between individual work and collective work. As Wlodkowski points out, this can affect the interaction in the classroom. Gender, power, and context can also affect a classroom. These variables may unintentionally favor one group over another. Increasing diversity in the classroom enriches the classroom; however, it also complicates communication.

Build Trust Through Introductions

Wlodkowski presents eleven strategies for establishing inclusion. Instructors can use them individually or combine them. The list begins with something that has been in virtually every class I have been in, allowing for introductions. I typically skip introductions and begin teaching. However, his explanation of their role in building trust has made me reconsider. Wlodkowski explains introductions are important to establish trust in the classroom. Wlodkowski stresses the importance of sincerely indicating your desire to help students; being available to assist when needed.

Connect Learning to Students’ Goals

It is also important to identify learning objectives for the class. Writing clear, measurable objectives is essential for any lesson. Ask students why they enrolled and what they hope to gain. Then connect the learning objectives to their goals. You can make this connection easier by asking your students why they are taking the course and what they hope to gain from it. Finally, acknowledge the differences in your students.

Explore Wlodkowski’s other strategies for more ways to make your instruction inclusive.

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