| Supporting Neurodiverse Learners
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Dear Colleagues,
October is Disability Access and Belonging Month at UT, and I am thrilled to present to you the latest edition of Teaching Tips focusing on the support of Neurodiverse Learners in our classrooms. As an educator deeply committed to this cause and someone with loved ones who are neurodiverse, this subject is deeply important to me. I see the importance of supporting all learners, including those on the autism spectrum, with ADHD, experiencing anxiety, or with a brain that works differently than others. Here are just a few of my top favorite tips:
- Diversify the Approach to Classroom Discussions! Inclusive classroom discussions are key. Some students who require additional processing time may feel excluded or struggle to perform if instructors consistently call on the first students who raise their hands or use cold-calling techniques. Instead, consider diversifying your approach. Increase wait time, wait until multiple hands are raised before selecting a respondent, or employ a think-pair-share strategy. A novel suggestion from Deanna Buckley, UTeach Master Teacher and former middle school educator for twice-exceptional students, is to use a wheel with students' names to select a responder. Not only does this infuse an element of excitement akin to a game show, but it also ensures that all students have an opportunity to contribute.
- Encourage Questions! Encourage questions in various ways. Ask students to record one question on a notecard or through a Google survey. Regularly remind students of your office hours and their open invitation to attend. Create a discussion board in Canvas, place a comment box outside your office, and allocate time at the end of class for questions. Furthermore, actively engage with and answer questions during class or office hours, express gratitude to the questioners, and convey the value you place on communication with your students.
- Begin with an Agenda and Deliver Bite-Sized Chunks! Bailey Williams, a former high school teacher and current UT curriculum coordinator for a high school outreach program, suggests starting with a clear agenda that outlines what to expect in the class. Then, break down the material into manageable, bite-sized chunks to reduce cognitive overload. Clearly communicate the class structure and the order in which topics will be covered.
- Collaborate with Students! Longhorn TIES (Transition, Inclusion, Empower, Success) coordinates and facilitates neurodiversity initiatives at UT. They recommend collaborating with students to determine what strategies work best for them. Initiate a dialogue with your students by asking questions like, "How can I support your success in my classroom?" and "What approaches have been effective for you in the past?"
- Incorporate Inclusive Teaching Practices! Deanna Buckley encourages providing multiple avenues for delivering information, allowing sufficient time for processing, and offering multiple options for students to demonstrate their understanding. For instance, consider giving students the choice between delivering a class presentation, pre-recording a talk on Zoom, or presenting a poster to a small group in class.
- Keep trying! Remember that teaching and learning are dynamic processes. What works one week may not work the next, but hang in there! Even when things don't go as planned, students can sense your genuine effort to help, and there is inherent value in that.
If you’re eager to further explore this topic, then check out some of my favorite resources:
Wishing you all continued success in your educational endeavors,
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Gwen Stovall
Chair-Elect, Provost’s Teaching Fellows
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Upcoming Events and Opportunities
Apply for the PTF Program! If you would like to participate in a community of faculty who explore and share teaching strategies, you are invited to apply to join the Provost’s Teaching Fellows program. Express your interest by filling out this brief Intent Form by November 6, or visit the Provost's Teaching Fellows website for more information about the program, its Fellows, and their impacts across UT and beyond.
PTF Think Tanks. Think Tanks, facilitated by the Provost's Teaching Fellows, invite instructors to discuss problems and tackle tough topics in a safe environment among a diverse group of fellow instructors. All instructors are welcome!
- Teaching Neurodiverse Students, Thursday 10/26, 1:00pm. Come learn more about embracing neurodiversity on our campus and what you can do to work toward an environment that is more accessible and inclusive for neurodiverse students. This Think Tank will be facilitated by Katie Tackett (Special Education) and Longhorn TIES. RSVP here.
Image, Text, Code: Exploring Generative AI Tools and Outputs, Monday 10/16, 3pm. As the use and understanding of the wide range of generative AI tools becomes more pervasive, the ways in which educational institutions talk about and value these tools will continue to become clearer. Is the use of generative AI tools a 21st century skillset that students will need to master? In what way should we think of the university as a space in which students develop this skillset? In this session, we will be joined by a small panel of UT instructors, graduate students, and staff who will talk about their use of these tools in specific input/output formats. RSVP here.
Writing to Learn: Teaching Writing to Enhance Learning, Wednesday 10/11 and 10/18. This two-day workshop provides instructors with strategies for using writing as a learning tool that will improve your student’s engagement with the subject you teach. Teaching (with) writing provides models for integrating writing in courses to develop student's writing skills by introducing writing assignments that enhance critical thinking. In this course, we discuss how writing relates to critical thinking, and how writing tasks open doors to deeper learning with improved writing. RSVP for Session 1 and Session 2.
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