Accessible teaching strategies 

Before class

Consider making lecture notes, slide decks, and/or other class presentation materials available to students in myCourses before each class. Materials you share in advance of class don’t have to be complete lecture notes. For example, you can share a note-taking guide that includes blanks for information students can fill in they listen/engage with the materials during class time.

Sharing class presentation materials in advance allows students to print materials if needed, supports retention of material, and supports notetaking. 

Ensure any lecture notes, slide decks, or other presentation materials, including online materials, that will be distributed to students are accessible. 

Using accessible document design strategies allows more students to access course content.

During class

Use a microphone when available, especially in large classrooms, and face your students when speaking.

Using a microphone enhances the clarity and volume of your voice, ensuring that all students in the classroom can hear you well. This is particularly helpful for students who are Deaf/hard of hearing or for those with auditory processing disabilities. Facing the class when you speak allows students to better read your lips if they have difficulty hearing you.

Begin each lecture by summarizing the main topics and explaining how the content relates to previous course material. 

Relating content to previous course material supports students’ memory retrieval and their ability to focus on the main topic of the day. 

Provide various ways for students to ask questions or comment on the course material, such as at the beginning of class, on discussion boards, during independent work time, or after class.

Since students communicate in various ways, giving multiple options for posing questions or making comments can ensure accessibility.

Pause during lectures and consider using strategies like the Ten-two Interactive Lecture or Think Break.

Your pauses give students time to take notes, process information, and ask questions. They can enhance accessibility since students’ ability to process information, identify main points, and type or write varies.

When students ask questions in a large classroom, repeat and/or summarize the question before answering it.

Being able to hear and understand the question asked will enhance students’ ability to learn from your answer. This is especially important if your lecture is being recorded by the lecture recording system.

Verbally describe and explain visual content, including charts, graphs, images, and tables.

Verbalizing the information ensures that students who have low vision or difficulties accessing the visual content can still understand the relevant details.

Define new concepts or vocabulary.

Providing definitions supports students who have less prior knowledge about or familiarity with the course content.

If you include video and audio materials, opt for those that have closed captions and/or transcripts.

Students who are Deaf/hard of hearing or who prefer material in alternate formats will have an easier time accessing the material.

Encourage student engagement by promoting a sense of belonging, making lectures interactive, and using learning technologies.

Since engagement is key to learning and students are engaged in different ways, using a variety of these strategies will help 

Conclude classes by summarizing or having students summarize the main ideas or take-aways.

This helps students consolidate what they have learned and reinforces their retention of key concepts.

After Class

If you make important announcements in class, follow them up with an email to students or post an announcement on myCourses.

Some students have difficulty remembering auditory information. Sending it in text format can reinforce the message.