As educators, we want to create a classroom that is an inviting and productive place. In order for this to exist, it must be equitable and inclusive to all learners regardless of their backgrounds or abilities. “Equity in the classroom means making sure every student has the resources and support they need to be successful” (Kampen). We feel that your feedback system is a great way to support these values in your classroom because when given properly, feedback will help all learners succeed. Here are 3 strategies to help you support equity and inclusion in your classroom through feedback.
Build the proper foundation because feedback is Emotional
Feedback can help you connect with your students and help your students connect with you because it is so emotional. However, in order to be ready to receive feedback, one must be open to it, and to ask for feedback can be very vulnerable! Therefore, it is important to begin by building the proper foundation and setting the tone in your classroom so that students feel ready for feedback. A few ways you can do this is to:
- Model equity, compassion, and flexibility. – Modeling can go a long way. “Be explicit about the way students in your class will be respectful to each other; and share ideas, opinions and values. Teach students how to disagree respectfully.” (Bennett) When students observe that you are willing and able to receive feedback, they will feel more comfortable doing the same.
- Work with your students to establish norms. – Ask what they think an equitable and inclusive classroom means and looks like. Furthermore, be sure to address any inappropriate remarks and actions right away to ensure that all students feel safe. This will also create “teachable moments”.
- Set high expectations for every student and get to know them! – Take the time to learn about their backgrounds and abilities. This is an excellent way to learn how to accommodate different learning styles and disabilities. In addition, it shows students not only that you care about them, but also that you believe in them.
Give yourself feedback!
First, take the time to become more aware of and acknowledge your own biases, whether they are conscious or unconscious – we all have them. As “…self-reflection about our own experiences with diversity” is a method to “‘unpack’ any unconscious bias that we may have,” (Gabriel) and reduce those biases. Culturally relevant teaching requires that you embrace diversity and increase your own cultural competence. This means that “We must value and embrace diversity—not just diverse talents, but diversity in ethnicity, religion, gender, sexual orientation, language, socioeconomic backgrounds, and even academic readiness for college.” (Gabriel) One way to increase your cultural competence is by reading! Read both fiction and nonfiction pieces that speak to issues of diversity, equity, and inclusion. It is especially important to educate yourself about issues that are present in your own school community.
Next, examine the teaching materials you already have and use. Do you have diversity built into your curriculum? Search for new materials in order to diversify your curriculum. Do you include various perspectives? Plan your lessons, units, and curriculum with a purpose to ensure that you do. Do you differentiate for learning styles and abilities? Plan ways for all students to participate.
To increase participation, facilitate rather than lead class discussions in order to activate the students (Winstone, Chapter 6). Try experimenting with different discussion formats in order to improve inclusion in classroom interactions. Using a variety of activities to meet the needs of all learners, creates a dynamic environment. It is important to note that when using technology to accommodate diverse learners, be mindful of accessibility guidelines. “Review Web Content Accessibility Guidelines to ensure that your technology tools are in compliance, and are accessible to physically disabled students” (Equity in the Classroom).
Finally, track your current feedback data. Look for patterns in student participation and in the feedback you give with respect to race, gender, language origin, learning ability, and location in the room. Research shows that “…girls receive less and lower-quality feedback than boys in class. Meanwhile, students of color report that they sometimes feel excluded from classroom interaction.” (“Equity in the Classroom”) Once you understand your personal patterns, it will be easier to be more mindful and equitable when calling on students and as you move around the room. Try using equity sticks; put each learner’s name on a stick and place them in a jar that you pick from randomly. “Equity sticks keep students on their toes, mentally alert, and poised to contribute. When used routinely, this practice promotes a culture of participation and attention.” (Safir)
Create opportunities for students to have a voice with their feedback
Try peer feedback to encourage interaction and engagement with each other. Peer feedback takes time to develop, as “..students need training and support in how to use peer feedback.” (Winstone, Chapter 4), but it is well worth the effort as students will learn from each other in ways that go beyond academics. Peer feedback also empowers students to practice sharing their own ideas and voice.
In addition, allow time for self-feedback to encourage reflection. This can be done on specific assignments using single-point rubrics, on standards within standards-based grading systems asking students to provide evidence for each standard, and for end of marking period grades. Try meeting with your students and discussing any of the above! Speaking 1-on-1 with your students is a great way to get to know them, give them a voice, and encourage advocacy for themselves and their learning.
At Floop, we believe that feedback is an amazing tool to make your classroom more inclusive and build in more equity. Floop offers multiple ways to offer feedback, including audio and hand-drawn comments, and it has inclusive features, such as language scaffolding and prompts, to make feedback more inclusive and accessible to all learners. Floop allows students to get the feedback they need fast, engages them in the feedback process through conversations and resubmissions, and helps students learn how to give and receive feedback through a scaffolded and anonymous peer review option. Try it free today!
Sources:
Gabriel, EdD, Kathleen F. “Five Ways to Promote a More Inclusive Classroom” Faculty Focus, May 21, 2018, https://www.facultyfocus.com/articles/teaching-and-learning/five-ways-to-promote-a-more-inclusive-classroom/
Bennett, Nneka A. “5 Ways to Promote Equity & Diversity in the Classroom” Kickboard, July 11, 2018, https://www.kickboardforschools.com/diversity-equity/5-ways-to-promote-equity-diversity-in-the-classroom/
“Equity in the Classroom – Tips for Teachers: USC Rossier.” USC Rossier School of Education, 19 Mar. 2020, https://rossier.usc.edu/seven-effective-ways-to-promote-equity-in-the-classroom/.
“Inclusivity in the Classroom.” Center for Teaching Excellence, https://teach.ufl.edu/resource-library/inclusivity-in-the-classroom/.
Kampen, Maria. “8 Powerful Ways to Promote Equity in the Classroom” Prodigy Education, November 04, 2020, https://www.prodigygame.com/main-en/blog/equity-in-the-classroom/
Safir, Shane. “3 Practices to Promote Equity in the Classroom” Edutopia, December 1, 2015, https://www.edutopia.org/blog/practices-promote-equity-in-classroom-shane-safir
Winstone, Naomi, and David Carless. Designing Effective Feedback Processes in Higher Education: a Learning-Focused Approach. Routledge, Taylor and Francis Group, 2020.