Session Guide — Inclusive Teaching Practice

Facilitation notes for presenters and participants

About this guide

Companion notes to lectures/04-inclusive.md. For the presenter (running order, timings, activity setup) and participants (what to expect).

The module moves from concepts (diversity / inclusion / accessibility, equity vs equality) → barriers → anti-patterns → strategies → scenario practice.

At a glance

Slot: ~90 minutes (day schedule: 15:30–17:00, the final module).
Room: table groups; sticky notes.
Tone: this is the most sensitive module — model the inclusive, non-judgemental climate you’re describing.

Running order

Time	Segment	Notes
~10 min	Concepts: diversity, inclusion, accessibility; ANU stance; equity vs equality	The equity/equality image lands the core idea.
~4 min	Task: Diversity in the classroom (Think-Pair-Share)	1 min think, 1 min pair, 2 min share.
~8 min	Barriers to learning; accessible digital content	Persona-spectrum framing: permanent / temporary / situational.
5 min	Task: Identifying barriers	Sticky notes; find common themes per table.
~5 min	Inclusion anti-patterns intro	“Inclusive teaching is not automatic.”
5 min	Task: Dangerous patterns for inclusion	Groups name patterns; share one per table.
~8 min	“Heard around ANU” statements + academic standards	Discussion — why might each be problematic?
~10 min	Strategies (UniReady Toolkit’s 7 principles)	Focus on what tutors can actually influence.
~8 min	Task: Applying one strategy	Choose a strategy, concrete actions, benefits/drawbacks.
10+ min	Scenario discussions	Scenario 0 for everyone; 1–5 assigned to groups; see below.

Facilitation notes

“Heard around ANU” statements: these are deliberately provocative. The aim is nuance — several are defensible on academic-standards grounds yet still create barriers. Avoid a “right answer”; surface the tension.
Scenario discussions (Think–Pair–Share, ~10 min each): run Scenario 0 (stairs / mobility) with everyone first to model the method, then assign Scenarios 1–5 across groups. Each has an Extension that raises the stakes (peer-rating bias, disclosed autism/anxiety, sexist forum posts, homesickness/ withdrawal, a transgender student’s name) — hold the extension until groups have worked the first part.
These scenarios can surface real experiences. Set expectations for confidentiality and respect, and know your referral points (convenor, ANU support services).

Handoff notes for a new presenter

This is the last module of the day — energy is low; lean on the scenario discussions to keep it active rather than adding lecture.
Pick the scenarios most relevant to your cohort if time is tight — better to do two well than five in a rush.

Materials checklist

Sticky notes + pens
Scenarios visible per group (on screen or printed cards)

Key messages

Equity ≠ equality: students need the support that lets them reach the same outcomes.
Barriers can be permanent, temporary, or situational — inclusive design helps everyone, not only those with a diagnosed need.
Inclusive teaching is not automatic; tutors have real influence through scaffolding, signposting, clear expectations, and knowing where to refer.