Gender- and diversity-sensitive teaching

Didactic suggestions for inclusive university teaching

• Signal responsiveness

  • If you let students know that you are available to talk to them about any difficulties they may be experiencing in their studies, you will make it easier for them to approach you with their concerns and questions. In the TU Dresden's guide to accessible university teachingExternal link contains a very helpful suggestion for wording: "If any of you need support now or later in your studies due to a disability and/or health impairment, you can contact me at the end of the course or during my office hours. You are also welcome to discuss disadvantage compensation regulations or similar matters with my staff. My office hours are open to the public from –:– a.m. to –:– p.m. You can find me at: Address with room number."
    
    
  • In addition, it may be helpful to introduce yourself as a teacher and, if applicable, talk about your own challenges during your studies. Where did you encounter barriers and how did you overcome them?
    
    
  • Anonymous feedback during the course also allows you to identify students' needs and then assess their relevance to learning in your course. Helpful digital tools for this include, for example: PingoExternal link and MentimeterExternal link.
    
    
  • Students are often unclear about the conditions under which they can be granted compensation for disadvantages and how to proceed in such cases. Please use the overview on this page to inform students about compensation for disadvantages and refer them to the appropriate authorities.
• Promote a supportive, error-friendly, and anxiety-free learning environment

  • People learn better in settings where they feel safe and socially accepted. Introducing students to each other, either in small groups or, depending on the size of the group, in a plenary session, makes it easier for students to settle into the course and get to know their fellow students.
    
    • Possible methods/tools:
      • Positioning in space / Sociometric positioning (Methodreader, p. 13f.External link)
      • SpeeddatingExternal link
      • Students introduce themselves in posts on a digital bulletin board: e.g. Board in MoodleExternal link
  • By addressing students by name, you signal to them that you see them and that their contributions are important for the group's progress. If you have difficulty remembering names, you can use name tags or name labels (or even masking tape). 
    
    
  • Making mistakes is essential to the learning process. It is therefore important that students see the learning potential of mistakes, rather than allowing fear of making mistakes to prevent them from actively participating in classes or groups. Encourage students to make mistakes and learn from them.
    
    
  • A clear distinction between learning and performance situations is important for students so that they can recognize where they are making mistakes and discuss them openly. For example, you may wish to point out to students that their contributions in courses do not (negatively) affect their performance assessment.
    
    
  • By being transparent about your own mistakes as a teacher, you signal to students that they don't have to be perfect either.
• Lower participation thresholds

  • Depending on the size of the group, participation in courses can sometimes be challenging for students. Instructors notice this when the same students always respond to questions, while the majority of students in the course remain silent. These patterns can be broken, for example, by instructors varying the ways in which students can participate, so that students can also express themselves in writing.
    
    • Possible methods/tools:
      • Brainwriting (Methodreader, p. 15ff.External link) 
      • Silent bulletin board discussion (Methodreader, p. 58f.External link)
      • Digital Chatwall: Tweedback ChatwallExternal link
      • Digital bulletin board: Collect contributions via PadletExternal link(audio and text possible) or OncooExternal link  

  • In addition to forms of communication, variations in social forms in courses can also be helpful in getting more students involved. When plenary, group, pair, or individual settings are alternated, students have the opportunity to participate in a setting in which they feel comfortable.
    
    • Possible methods/tools:
      • "Murmelphase"
      • Think-Pair-Share
      • Active plenary session (Methodreader, p. 7f.External link)
      • Discussion with group protection (Methodreader, p. 27f.External link)

  • By allowing as many students as possible to speak up in a course as early as possible, they can overcome their own barriers to participation at an early stage.
    
    • Possible methods/tools:
      
      • e.g., introduction via positioning in the room / sociometric positioning (Methodreader, p. 13f.External link)

  • In some cases, it can be helpful to allow students to contribute anonymously—either in writing or using audience response systems.
    
    • Possible methods/tools:
      
      • Survey tools, e.g. PingoExternal link, MentimeterExternal link etc.
      • Anonymous written participation via Tweedback ChatwallExternal link, OncooExternal link card inquiry
      • Vote (Methodreader, p. 4f.External link)

  • Students who come to university from different educational backgrounds bring with them different prior knowledge and different preconceptions about the subject. These can facilitate the acquisition of new skills or, in the case of misconceptions, block it. By helping students to identify their prior knowledge, teachers can build on it in the further learning process.
    
    • Possible methods/tools:
      
      • Positioning in the room (Methodreader, p. 13f.External link)
      • Word cloud with PingoExternal link, MentimeterExternal link
      • GlückstopfExternal link
      • InventurExternal link

  • By repeating questions from the audience before answering them, teachers help students to perceive the question correctly, both acoustically and cognitively.
• Designing structures that are flexible and needs-oriented

  • Impairments that make studying difficult can prevent students from meeting deadlines and completing assignments as planned. In justified individual cases (e.g., if the student is entitled to compensation for disadvantages), instructors may allow compensatory measures. It can be helpful for students to receive tips for effective self-study so that they can review essential course content and catch up.
    
    
  • To ensure that the students' work process does not remain a black box for teachers, it can be helpful to obtain feedback on how much time students needed to complete an assignment and what problems and challenges they encountered. This provides important information on how the learning process can be further developed.
    
    
  • Concentration problems are among the most common impairments that make studying difficult. Even a short break during a 90-minute lecture can help students regain their concentration.
    
    
  • If necessary, a break in a course can also be designed as an active “break,” e.g., by asking students to pose a discussion question for exchange with fellow students.
    
    • Possible methods/tools:
      
      • Walk and talk
      • Digital Active Break de(Digital offering from the University Sports Department at FSU Jena)
        
        
  • Overall, it can be helpful in heterogeneous learning groups to offer heterogeneous learning opportunities. For example, tasks can be offered at different levels of difficulty, from which students can choose according to their level of competence.
    
    • useful Tool:
      • DifferenzierungsmatrixExternal link (Chair of Educational Psychology at the University of Jena)
• Making requirements transparent

  • Transparent expectations provide students with important points of reference in their learning process. It is therefore helpful to formulate clear learning objectives for each course session and to communicate these to students. When students know what they are supposed to learn, they can structure their learning process in a targeted manner.
    
    
  • It can also be helpful to indicate the level of difficulty of the tasks and to communicate a specific time frame for students to complete the assignment (e.g., “You should plan to spend about 30 minutes on this series of exercises”).
    
    
  • Learning assessments help students to initially position themselves in the learning process independently of the exam. This enables them to identify progress in their skills as well as gaps in their learning and to work on these in a targeted manner. Such learning assessments can be integrated into the course several times per semester as meta-reflective phases.
    
    • Possible methods/tools:
      
      • One-Minute-Paper (Methodreader, p. 53f.External link)
      • Learning diaryExternal link
  • The more specifically students know what they need to do in an exam and what criteria they will be assessed on, the better they can prepare themselves and identify and address any obstacles. It is helpful to try out the exam format during the course using appropriate exercises and to enable (peer) feedback.
    
    
  • In addition, transparent performance assessment based on predefined criteria is helpful because it allows students to identify areas where they need to improve.
    
    
  • It is not uncommon for students to be faced with a multitude of tasks and literature references. Teachers can make it easier for them to find their way around by setting clear priorities: Which tasks are relevant and why? What is basic literature and what is advanced literature? Where can students find practical examples?
    
    
  • A didactically designed seminar schedule can help students keep track of the entire course. It can be particularly helpful if the schedule includes not only topics and dates, but also objectives, tasks, and specific expectations..
    • Useful Tool:
      • Advanced Organizer (Methodreader, p. 6External link)
• Enabling students to network with each other

  • There are topics or obstacles that students find easier to discuss with their peers than with their teachers. It can therefore be helpful to initiate the formation of learning communities during the course. One way to achieve this is to have students work together in different constellations during the course.
    
    • Methodological option:
      
      • Thinking hats (Methodreader, p. 25f.External link)
        
        
  • Targeted feedback has great potential to promote the learning process of students. In addition to feedback from teachers, peer feedback can also be helpful here. The quality of peer feedback can be greatly improved by setting clear criteria. At the same time, students have the opportunity to train themselves to see things from different perspectives and identify common sources of error.
    
    • Helpful tool:
      
      • Peer assessment feature in Moodle with criteria

• Tips for the design of accessible documents

  Accessible document design, for example for presentations, seminar plans or handouts, is relevant for the development of learning and information materials for students in order to increase accessibility and flexibility in the learning process, among other things. A document is essentially accessible if it can be used by all people, regardless of physical, sensory or cognitive limitations.

  Readability

  • Use uniform fonts wherever possible.
  • Elements that are difficult to read, such as graphic watermarks, should be avoided.
  • For a user-friendly text flow, headers and footers should not contain essential information.

  Structuring and formatting

  • Use style sheets in your teaching documents.
  • If necessary, use bookmarks to mark different sections of text
  • All objects in the text should be anchored, e.g. images or text fields.
  • Choose short and meaningful headings. Also use appropriate styles for titles and headings.

  Alternative texts for visual elements

  • Prepare detailed alternative texts, e.g. for images and illustrations, to make the content accessible. (Visually impaired people are often dependent on screen readers).

  Printing and stitching

  • If possible, the layout and placement of text and images should correspond to the appearance of the printed paper document.
  • Avoid bindings that are difficult for physically disabled people to hold or read. Sturdy spiral bindings, on the other hand, are user-friendly and easier to handle.

  Compatibility with assistive technologies

  • Make sure that your documents are compatible with various assistive technologies, such as screen readers or Braille displays.

  Weiterführende Informationen

  • Guide to creating accessible documentsExternal link
  • Create accessible Word documentsExternal link
  • 4 steps to an accessible PDFExternal link
  • Document check for accessibilityExternal link
  • The software's own document check function:                                                                                                    At Microsoft and Adobe at [File => Check for problems => Check accessibility]
• Tips for barrier-free media use

  Media accessibility is a basic prerequisite for equal opportunity participation in courses. Accessible digital teaching content allows students with different needs to design their learning activities as individually as possible.

  Learning media for students

  • Where possible, reading texts, scripts etc. should be made available in digital form and at an early stage. In addition, self-study generally supports learning independent of time and place and can supplement or replace classroom teaching.
  • Chronically ill students often need the materials to catch up on missed seminar content.
  • If necessary, analogue teaching/learning materials should be given to physically impaired or chronically ill students in advance so that they can digitize them. (This is permitted for personal use if the materials are not publicly accessible). See below: Legal basis.

  Media in the course

  • Possibly allow the recording of the course as a video or audio document. It should be clarified in advance that public reproduction is prohibited. (Lectures may be protected by copyright as spoken works.)
  • Use a flipchart, blackboard or PowerPoint, for example. Read out everything you have illustrated and explain graphics and images.
  • Ensure that the teaching media used are adequately lit, e.g. presentation wall.
  • If necessary, add subtitles to audio elements and instructional videos. 
  • With the help of certain programs (e.g. OpenCast), lectures can be recorded and enriched with additional materials.
  • Use clean written media and write legibly, large and clearly, e.g. on blackboards or slides.
  • If possible, change presentation methods and media flexibly. This prevents rapid fatigue.
  • Always appeal to at least two senses. Illustrate what is said and verbalize visual representations.

  Further information

  • Digital tools for teachingExternal linkde
  • Subtitling of teaching videos and lecture recordings in MoodleExternal link
  • Hints and tips for the inclusive design of media formatsExternal link
  • Universal Design for Learning in Higher Education: Media & MaterialsExternal link
• Tips for visualization

  The learning effectiveness of face-to-face events is based on the principles of effective visualization. The tips on transparency and orientation relate in particular to traditional course formats, such as lectures and seminars.

  Ensure good visibility. V- and U-shaped seating in seminars allows all students to see the teacher (particularly important for hearing-impaired participants, e.g. when reading lips).

  Structure your presentations clearly and concisely. Layout and information content should be well coordinated.

  Visually impaired students in particular can also help:

  • Do the black and white test: print your presentation in black and white. If everything is logically comprehensible without colors, the presentations can also be better understood by the visually impaired.
  • Use a font size of at least 30 for presentations and 12 for scripts.
  • Avoid italic characters. These are difficult to read. Bold text is easier to read.
  • Avoid hyphens.
  • Keep the background as simple as possible.
  • Allow seating close to the power connection (screen reader, Braille display, etc.).
  • Avoid Roman numerals. Some reading devices cannot transmit these.
  • Avoid justified text. This distorts.
  • Ensure good contrast.
  • Avoid red and green (red-green visual impairment).

  Graphics often help deaf people to better understand teaching/learning content.

  Further information

  • Making courses accessibleExternal link                       
  • Barrier-free teaching - barrier-free studyingExternal link           
  • Tips for the inclusive design of coursesExternal link
• Tips for speaking in lectures

  In addition to barrier-free rooms, you can use your voice and body expression to consciously shape your lectures in order to achieve more clarity and presence, which benefits all students.

  Speaking in front of the group

  • If possible, speak freely and articulate clearly, facing the students. If possible, read only part of the lecture content from the manuscript.
  • In larger rooms, use a microphone for better audibility. Ensure that there is as little background noise as possible.
  • Describe all images precisely. Avoid descriptions such as “what you see here...”, but be precise, e.g. “At the top left of the picture you can see a cross-section...”
  • In the case of physically impaired people, always speak directly to the physically impaired person and not just to their assistant (e.g. interpreter).
  • Use colloquial language to illustrate facts. Practical examples or comparisons can be helpful.
  • Try not to use overly complicated formulations. These are often difficult to translate into sign language. If possible, provide sign language interpreters with presentations in advance. Then they can prepare themselves.
  • When giving verbal instructions, always try to maintain eye contact with the students; direct addressing is particularly effective for people with attention deficits.
  • Always come back to your outline. This will enable students to follow along again if they lose the thread.
  • If possible, check at the end of the course whether all participants have understood or grasped the content.
  • Remain calm even with people with speech impairments and let them finish speaking.
  • Avoid speaking in a hushed voice or whispering. It unsettles visually and hearing impaired people.
  • For students with a wheelchair, it is a good idea to communicate sitting down so that you are at eye level.
  • Draw attention to yourself before you speak to a hearing-impaired person, e.g. by facing them and making eye contact.
  • Avoid using gestural cues when speaking, such as “there”, ‘here’ or “like that”.
  • Speak slowly yourself and repeat content to hearing-impaired people. Lip-reading is tiring and interpreting takes time.
  • For visually impaired students, describe what is happening in the seminar, e.g. “Mr. Meier, you are clearing your throat, do you have a question?”
  • Visually impaired and hearing-impaired people in particular have requirements in terms of lighting conditions (e.g. sensitivity to glare, good legibility of lips).
  • Make sure that all students can see you clearly and, if necessary, read your lips.

  Discussions

  • Address the students by name. This makes it easier for visually impaired people to find their way around.
  • Give the students the floor. Otherwise, visually impaired participants will not know when it is their turn to speak.
  • Repeat the contributions for hearing-impaired people.
  • Respect blockages that occur for people with AD(H)S, ASD etc. and do not insist at these moments.
  • Build in breaks. Deaf people always need a little longer due to the translation process and should also be given the opportunity to join in the discussion.
  • During discussions, one request to speak must be made after the other. Briefly repeat the questions, messages and answers of others from the plenary session.

  Further information

  • Rules for simple languageExternal link   
  • Barrier-free communication. The rule bookExternal link
  • Handout for moderationExternal link   
• Legal basis

  • Declaration on accessibility at the Friedrich Schiller University Jena de
  • Friedolin Online study administrationExternal link
  • Universitätsklinikum JenaExternal link
  • ThULBExternal link
  • Studierendenwerk ThüringenExternal link
  • Bundesfachstelle BarrierefreiheitExternal link
  • BarrierefreiheitsstärkungsgesetzExternal link
• Accessibility on site

  Technical aids

  Zur digitalen Barrierefreiheit und für Softwarelösungen bietet das Rechenzentrum der Friedrich-Schiller-Universität JenaExternal link Hilfe und Beratung an.

  To reduce auditory barriers in event rooms

  Sennheiser Mobile Connect de is available in large event rooms (Albert-Einstein-Straße 6: ACP HS; Carl Zeiss Straße 3: lecture halls 1-9; Fürstengraben 1: lecture hall 24; Fürstengraben 27 “Rosensäle”: Small and Large Halls; Max-Wien-Platz 1: Physics HS) and as a mobile system. With Mobile Connect, the complete media sound of the lecture hall can be streamed to mobile devices via the university's existing WLAN using an app. Background noise is largely suppressed.

  Rooms with media technology are available de