In today’s diverse classrooms, whether online, in person, or somewhere in between, one of the most powerful shifts we can make as educators is toward inclusive teaching. But what does that look like in practice?

Inclusive teaching isn’t about creating dozens of individual lesson plans or bending to every student preference. It’s about understanding how students learn, adapting our teaching approaches, and creating environments where all students feel seen, valued, and capable of success. It’s a mindset, not a checklist—and it's one we grow into overtime.

Understanding Learning Styles

Let’s start with how students take in and process information. One widely used model is VARK, which categorizes learners as:

  • Visual – Prefer diagrams, charts, and visual aids
  • Aural – Learn best through listening and discussion
  • Reading/Writing – Thrive with written words and text-based input
  • Kinesthetic – Prefer hands-on, experiential learning

Beyond VARK, students may also identify as social learners (energized by group interaction) or solitary learners (who prefer quiet reflection).

So how do we accommodate all of this in one class? The key is multimodal design. For example, a lesson might combine a short article (for reading/writing learners), a podcast (for aural learners), and a hands-on or interactive element like a group project or lab (for kinesthetic learners). When we offer content in more than one format, we give more students a way in.

How Teaching Style Affects Inclusivity

Just as students vary in learning style, instructors vary in teaching style. Some are natural lecturers, experts at presenting and storytelling. Others are facilitators, guiding students through inquiry-based learning. Some use demonstration, integrating multimedia and examples.

A truly inclusive classroom often embraces a hybrid approach, blending teacher-centered and student-centered strategies. Think of it like conducting an orchestra: sometimes you lead with clear direction, and other times you step back and let students drive the learning. A classic example of this is the flipped classroom, where students explore content at home and apply it during class time.

Engaging All Learners Through Multiple Domains

Inclusive teaching also means engaging students on multiple levels-not just cognitively (knowledge), but emotionally (affective) and physically (psychomotor). For example, teaching CPR involves:

  • Understanding the steps (cognitive)
  • Valuing the importance of saving lives (affective)
  • Performing the compressions (psychomotor)

The more domains we activate, the deeper the learning. Ask yourself: Do your lessons speak only to the intellect, or do they tap into emotions and real-world action?

What Real Engagement Looks Like

Engagement is often misunderstood as mere participation or attentiveness. But true engagement goes deeper. Engagement is when students make personal, meaningful connections with what they’re learning.

According to Barkley and Howell (2020), engagement significantly boosts persistence and performance, especially for students who enter the classroom underprepared. Inclusive teaching means creating opportunities for this kind of engagement.

Bridging Gaps in Prior Knowledge

Students don’t enter our classrooms as blank slates. They bring with them prior knowledge, but it may be incomplete, inaccurate, or shaped by different cultural or educational experiences.

Start by uncovering what students do know. Use brainstorming, concept maps, or relatable prompts. For example, before teaching thesis writing, ask students to argue why their favorite movie is the best—then show how a thesis statement is a focused version of that argument in academic writing.

Once you know where they’re starting, you can scaffold accordingly.

  • For insufficient knowledge, use warm-up or review activities to build a foundation.
  • For inaccurate knowledge, engage students in think-pair-share exercises or analysis tasks that encourage correction through application.

Let students revise flawed examples, debate options, or justify answers. The goal is not just telling them what's right—but helping them discover it for themselves.

Final Thoughts: Inclusion Is an Ongoing Practice

Inclusive teaching isn’t about having all the answers or reaching every student perfectly. It’s about consistently asking: Who might be left out? And what small changes could bring them in?

Whether you’re adjusting your teaching style, offering content in multiple formats, or pausing to uncover what students already believe, you’re making the classroom a more inclusive space.

As stated in How Learning Works (Ambrose et al., 2010) students connect new knowledge to what they already know to learn.

So, let’s keep asking questions, refining our practice, and building classrooms where all students have a chance to thrive.