# Pathway 4: Crafting Inclusive Activities and Resources ## Pathway 4: Crafting Inclusive Activities and Resources **In inclusive classrooms, instructors take the time to plan activities and create resources that will help all students learn.** Students come to the classroom with a wide range of experiences, backgrounds, knowledge, and skills, all of which influence how they interact with the course material and each other. With this diversity in mind, inclusive instructors devise a variety of activities so that there are inviting and meaningful learning opportunities for everyone. Then, within each activity, instructors can create scaffolds that help all students accomplish the task while also supporting their different needs and interests. In this pathway, we’ll explore a variety of activities and scaffolds that can help diverse groups of students learn. ![pathway 4 banner](/sites/g/files/omnuum10466/files/styles/hwp_21_9__1920x825/public/instructionalmoves/files/pathway4_banner_v01a.jpeg?itok=jBiINmyB) ## expand\_more Open all sections Close all sections ### Step 1: Presenting Material in Multiple Ways expand\_more Students learn best when instructional strategies give them different pathways into the content. Thus inclusive instructors build different modes of instruction into their lessons and activities, from analogies to anecdotes to concrete examples. [**Go to Step 1**](https://instructionalmoves.gse.harvard.edu/inclusive-activities/step-1-presenting-material-multiple-ways) ![Diverse group of learners in class](/sites/g/files/omnuum10466/files/styles/hwp_1_1__480x480/public/instructionalmoves/files/2.2.1.jpg?itok=Rgp1Yo3S) ### Step 2: Employing Handouts to Support Diverse Learners expand\_more Students bring different levels of experience to their courses, so inclusive instructors provide the supports that a wide array of students need to be successful. [**Go to Step 2**](https://instructionalmoves.gse.harvard.edu/inclusive-activities/step-2-employing-handouts-to-support-diverse-learners?admin_panel=1) ![Students flipping through handouts](/sites/g/files/omnuum10466/files/styles/hwp_1_1__480x480/public/instructionalmoves/files/2.1.4.jpg?itok=GPZrN7ji) ### Step 3: Leveraging Graphic Organizers as Optional Scaffolding expand\_more Like lecture notes, graphic organizers can provide important scaffolding as they guide students in making their thinking visible. [**Go to Step 3**](https://instructionalmoves.gse.harvard.edu/inclusive-activities/step-3-employing-graphic-organizers-as-optional-scaffolding?admin_panel=1) ![Close up of hand writing "awareness of 'false general--' with a purple white board marker in a box on a white board wall. Other boxes with writing in them surround it.](/sites/g/files/omnuum10466/files/styles/hwp_1_1__480x480/public/instructionalmoves/files/bm_003.jpg?itok=pvzMSdil) ### Step 4: Applying Concepts Beyond the Classroom expand\_more Handouts and graphic organizers can be powerful tools to help students learn new ideas and revisit that learning after class. Tina Grotzer adds another tool for integrating learning with her "connecting forward" activity. [**Go to Step 4**](https://instructionalmoves.gse.harvard.edu/inclusive-activities/step-4-applying-concepts-beyond-the-classroom?admin_panel=1) ![Close up of student watching Professor Grotzer, with hand up at chin.](/sites/g/files/omnuum10466/files/styles/hwp_1_1__480x480/public/instructionalmoves/files/gr_010.jpg?itok=rmjiK9LL) ### Step 5: Using Project-Based Learning to Engage Students expand\_more Another tool to help engage students in course content is project-based learning, in which students gain focal knowledge and skills while completing an authentic and interesting project. [**Go to Step 5**](https://instructionalmoves.gse.harvard.edu/inclusive-activities/step-5-using-project-based-learning-to-engage-students) ![Classroom of students working at small round tables on computers.](/sites/g/files/omnuum10466/files/styles/hwp_1_1__480x480/public/instructionalmoves/files/mz_001.jpg?itok=OZJjj9fH) ### Step 6: Using Contracts to Foster Inclusive Teams expand\_more Effective teamwork can be challenging and often requires careful planning and effort. Eric Mazur and his teaching team use a variety of techniques to help individuals come together to create a high-functioning team. [**Go to Step 6**](https://instructionalmoves.gse.harvard.edu/inclusive-activities/step-6-using-contracts-to-foster-inclusive-teams) ![Small group of students working at a round table with computers](/sites/g/files/omnuum10466/files/styles/hwp_1_1__480x480/public/instructionalmoves/files/mz_005.jpg?itok=4ReeYcW4) ### Conclusion expand\_more The activities and resources that you provide are an essential part of creating a welcoming and effective course for all students. Intentionally designing activities that will engage different learners and providing differentiated supports within those activities help make your classroom more inclusive. [Go to Conclusion](/inclusive-activities/conclusion) Relevant Research Related Resources ## Relevant Research Studies in mathematics, science, and computer science demonstrate how multiple representation can be used to enhance learning ([Ainsworth, 1999](https://www.sciencedirect.com/science/article/abs/pii/S0360131599000299); [Ainsworth et al., 2009](https://www.tandfonline.com/doi/abs/10.1207/S15327809JLS1101_2); [Wood et al., 2007](https://www.tandfonline.com/doi/abs/10.1080/00207390701561496)) In their review of the use of guided notes, Konrad and colleagues conclude that guided notes are an effective way to incorporate opportunities for active engagement and are generally associated with improved academic performance ([2009](https://eric.ed.gov/?id=EJ844915)). Harvard’s Project Zero has spent years studying the positive effects of making thinking visible, which include increased participation by students from marginalized groups and improved student learning ([Ritchhart & Perkins, 2008](https://pz.harvard.edu/sites/default/files/makingthinkingvisibleEL.pdf)). There’s a lot of research highlighting the benefits of student teams. This occasional paper from the University of Michigan provides an overview of that research and a framework to help instructors set student teams up for success ([2011](https://crlt.umich.edu/sites/default/files/resource_files/CRLT_no29.pdf)). According to a research review, assigning students complex, open-ended tasks that require active collaboration and deliberation with others can extend participation and foster an environment where students learn from one another ([Webb, 2009](https://pubmed.ncbi.nlm.nih.gov/19054431/)) A broad research study at 23 institutions found that collaborative learning resulted in increased student learning and greater openness to diversity ([Cabrera et al., 2002](https://psycnet.apa.org/record/2002-17954-002)). ## Related Resources [CAST’s UDL guidelines](https://udlguidelines.cast.org/) for making inclusive activities and resources clearly explain how the UDL framework helps to create more equitable classrooms. [CAST’s UDL Exchange](http://udlexchange.cast.org/home) provides UDL resources, lessons, and collections that can help create more inclusive activities and resources. The Iris Center at Vanderbilt University’s Peabody College explains the research showing how graphic organizers support student learning and offers [examples of graphic organizers that serve different purposes](https://iris.peabody.vanderbilt.edu/module/ss2/cresource/q1/p02/). A tip sheet from Ohio State University provides [background, guidance, and examples of guided notes](https://ada.osu.edu/guided-notes). [CAST’s guideline for comprehension](https://udlguidelines.cast.org/representation/comprehension) provides useful guidance on how to structure a guided handout. This Harvard resource discusses [the value of real-world connections for student learning](https://ablconnect.harvard.edu/make-real-world-connections-course-material). This Faculty Focus article outlines [six key steps in designing and implementing problem-based Learning](https://www.facultyfocus.com/articles/course-design-ideas/problem-based-learning-six-steps-to-design-implement-and-assess/). This University of Waterloo tip sheet focuses on [how to be an effective team member](https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-skills-being-effective-group-member).