Title: Room For All

Authors: CBID2 (Author)

See you soon!

Meet Katie!

Introduction

You are Katie, a professor who has been teaching English courses in person for the past two years, and will teach her English 101 course via Canvas.

[Image: Animated woman saying hi]

Background info

Even though she has received great reviews from her students, they seem to express how her discussion questions are not inclusive enough.

Start the story

Click on the Proceed button to begin the challenge.

Chapter 2: Make Room for All Forms of participation

Chapter 1: How to Set Up Clear Expectations

Heading

Chapter 2: How to Set Up Clear Expectations

[Image: Hands of different skin tones are raised towards the title "Online Discussion"]

Setting the Stage

Q: "I’m currently creating a discussion question about Othello"
A: "So far, I'm thinking of having them do a post a paragraph on whether the ending was justifiable or not, but I'm concerned that they won't get it"

Click on the Proceed button to continue.

Set up Clear Expectations

Q: What would be the best question Kate can use to make this discussion inclusive?
- a. In 100-250 words, discuss whether Othello deserved the outcome he received at the end of the play.”
- b. In 100-250 words, discuss whether Othello deserved the outcome he received at the end of the play. Use lines from the play to support your analysis"

Outcome for choice a

Kate's inner thoughts

Q: Hmm, the students did respond but there were a lot of wrote detailed analyses without referencing specific quotes from the play. I really thought they would have understood that.
A: When it comes to creating inclusive discussion questions, it is best to mention all of your expectations instead of relying on your assumptions. Doing so would help your students, especially those who are neurodivergent, gain a clear understanding of your expectations.
  Hint: Want to learn more? Check out this resource: https://jolt.merlot.org/vol3no2/akin.pdf

Outcome for choice a

Katie's happy

Q: “Some students speak out loud while others share their thoughts in the chat. Regardless of the method, the conversation is flowing naturally and interesting points are being shared"
A: Some students might be currently living in houses that are not fully constructed or might be homeless, so providing different modes of participation would create a sense of comfort in knowing that they can present as they please.
  Hint: Want to learn more? Check out this resource: https://hbsp.harvard.edu/inspiring-minds/encouraging-student-participation-online-and-assessing-it-fairly

Chapter 2: Increasing Student Participation

Chapter Title

Chapter 2: Increasing Student Participation

[Image: One large computer is interconnected with smaller computers]

Setting this situation

You’re currently setting up for a live discussion on one of the acts in Othello and see that some of the students come onto the platform with their cameras off.

[Image: Zoom class where only two students have their cameras off]

Kate's response

Q: I want to make sure these students are participating in the conversation.
A: But I don't want to be intrusive towards them"

Chapter 2

Q: What is the most inclusive strategy you could use to handle this situation?
- Reassure all of your students that they can type their responses in the chat and unmute their mic and camera if they choose to.
- Have these students turn on their cameras and unmute their mics when responding.

Outcome for answer b

Negative outcome

Q: “The students did respond but there were a lot of wrote detailed analyses without referencing specific quotes from the play. I really thought they would have understood that.”
A: When it comes to creating inclusive discussion questions, it is best to mention all of your expectations instead of relying on your assumptions. Doing so would help your students, especially those who are neurodivergent, gain a clear understanding of your expectations.
  Hint: Want to learn more strategies? Check out this source: https://jolt.merlot.org/vol3no2/akin.pdf

Chapter 3: How To Direct the Conversation

Chapter Title

Chapter 3: How to effectively encourage more inquiry from students

[Image: One large computer is interconnected with smaller computers]

Setting this situation

For the next discussion, you instructed them to determine if the vengeful acts that the characters in Othello did are justifiable. You noticed that some of the students who responded to this question dominated the previous conversation.

[Image: Kate's students]

Kate's response

Q: I want to encourage other students to participate in the conversation.
A: But I'm not sure I’m stuck on how to do it without discouraging the students who currently shared their opinions.

Outcome for answer b

Negative outcome

Q: “The students did respond but there were a lot of wrote detailed analyses without referencing specific quotes from the play. I really thought they would have understood that.”
A: When it comes to creating inclusive discussion questions, it is best to mention all of your expectations instead of relying on your assumptions. Doing so would help your students, especially those who are neurodivergent, gain a clear understanding of your expectations.
  Hint: Want to learn more strategies? Check out this source: https://jolt.merlot.org/vol3no2/akin.pdf

Chapter 3 Questions

Q: What is the most inclusive strategy you could use to handle this situation?
- Ask someone else to respond.
- Positively affirm these students’ responses and then ask other students if they had different opinions.

Outcome for choice a

Katie's happy

Q: ““Hmm, the students looked annoyed when I asked someone else. Maybe I should have been kinder.”
A: When it comes to facilitating inclusive live discussions for your online classes, it would be best to positively affirm your students’ responses and having other students share their own perspectives on it. Doing so would make both students feel heard and valued.
  Hint: Want to learn more? Check out this resource: https://acue.org/inclusive-teaching-practices-toolkit/#sec7

Outcome for answer b

Negative outcome

Q: “The students did respond but there were a lot of wrote detailed analyses without referencing specific quotes from the play. I really thought they would have understood that.”
A: When it comes to creating inclusive discussion questions, it is best to mention all of your expectations instead of relying on your assumptions. Doing so would help your students, especially those who are neurodivergent, gain a clear understanding of your expectations.
  Hint: Want to learn more strategies? Check out this source: https://jolt.merlot.org/vol3no2/akin.pdf

Ending (correct choices)

Reflection

Q: That...was...GREAT!!! The students really enjoyed my discussions!"
A: Now, I feel confident in facilitating inclusive discussions in the future.

Directions

Congratulations!!!

Directions

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Ending (incorrect choices)

Reflection

Q: That...was awful.
A: I could have done so much better with creating a more inclusive online discussion.

Directions

Ooh so close!

Directions

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