Video summary

Inclusive teaching principles and strategies in ELT

Main summary

Key takeaways

Educational

Main ideas and lessons conveyed

Why inclusive teaching strategies matter (especially in ELT/remote language learning)

  • Remote learning accelerated during COVID-19 revealed and worsened existing inequality and exclusion.
  • Inclusion should address barriers to learning in remote contexts—not only individual learner “deficits.”
  • Teachers need practical, concrete support that helps them adapt teaching to varied learner circumstances.

A guiding philosophy: shift from labels/deficit models to barrier- and design-based inclusion

  • Exclusion often happens when learning experiences are created through educators’ own biases and assumptions.
  • The toolkit emphasizes:
    • Identifying and avoiding barriers (physical, cognitive, emotional, cultural, system-wide)
    • Equity over equality (adapting supports based on learners’ circumstances)
    • Planning for variability (there is no “normal learner”; one-size-fits-all fails)
  • Labels can help with access to support, but may only give a snapshot and can hide fuller learner strengths and change over time.

How the toolkit was developed (methodology/process)

The team used a multi-stage development approach:

  1. Foundations: set goals and research users’ needs in remote language teaching.
  2. Inclusive learning design: apply inclusive design principles (barriers, equity, variability, etc.).
  3. Prototype + testing: build prototype modules, gather teacher feedback, and revise usability and prompts.

Research findings used to shape the toolkit

Teachers reported common remote-learning challenges such as:

  • Distraction and focus problems
  • Low motivation/engagement
  • Connection issues and computer anxiety
  • Difficulties with self-regulation and working memory

Importantly, teachers did not mainly ask for training framed narrowly by diagnostic labels. They asked for broader remote teaching strategies that support learner experience.

What “learners like Marco” illustrates

Example learner “Marco” (14-year-old) shows patterns often misread as disinterest:

  • late arrival, camera off, difficulty organizing homework, appears bored
  • trouble understanding instructions and reading long texts
  • but can speak well, is sociable, and is creative in groups

Implied lesson: Teachers should create conditions where diverse learners can succeed—rather than assuming ability or motivation based on one behavior.

Toolkit structure and instructions (detailed)

A) Overall toolkit format

  • Toolkit for Inclusive Teaching Strategies (developed with the British Council)
  • Contains 7 modules
  • Not required to be completed in order; users can start with what fits their context.
    • Recommended starting point: Module 1 (“Why do you need inclusive teaching strategies?”) for a baseline.

B) The 7 modules (topics)

  1. Why inclusive teaching strategies are needed
  2. Manage the environment for everyone
    • online environment + learners’ physical environments
  3. Give inclusive instructions
  4. Set up inclusive interactions
  5. Help learners engage with information better
  6. Differentiate learning online
  7. Build belonging online

C) What happens inside each module (process)

Each module is divided into three broad parts:

  • Self-study
    • learn practical strategies for remote language teaching
    • includes the principles and benefits behind them
  • Application
    • try the strategy in an upcoming lesson (or suggest learners try it)
    • record:
      • what benefits you noticed
      • challenges you faced implementing it
  • Group discussion
    • recommended: small group discussions using a facilitation guide
    • if group discussion isn’t possible: can be done solo as reflection/review tasks

D) Prototype/testing and design goals for the toolkit

Designed to:

  • build a more inclusive mindset
  • increase empathy (using peer discussion)
  • encourage action (tips/strategies usable immediately)

Key feedback-driven improvements:

  • better alignment toward supporting learner capacity (not only teacher practice)
  • reflection prompts needed improved usability (harder to accidentally skip)
  • peer discussion emphasized as crucial for motivation and community

E) Example strategy from the module demonstration (Module 5)

Module 5 theme

  • Helping learners engage with information better.

Demonstration module principle: “Activate the different senses”

  • Goal: improve engagement by making learning more multi-sensory
  • Reasoning (as presented):
    • activating more parts of the brain supports more connections and retention
    • multi-sensory learning offers multiple ways to understand concepts
  • Benefits claimed:
    • supports learners who struggle with reading/listening
    • supports learners with dyslexia by adding “feel/see” pathways
    • requires careful management to avoid overloading
  • How to apply (strategies listed):
    1. Tasks that make learners move and share back
      • e.g., find an object in your environment, hold it, explain what it represents/how it makes you feel
    2. Combine reading with another sense/movement
      • e.g., reading plus body movement (precaution/percussion/clapping), or reading plus music/sound
    3. Real-life homework tasks
      • e.g., eat a meal and then write about it
    4. Experiment with using scents to promote memory
      • e.g., identify a scent in the environment; later reflect whether associating that smell helped recall

Q&A takeaways mentioned at the end

Belonging/social inclusion focus

  • Module 7: building belonging online
    • includes ideas about how learners help each other and understand themselves/their role in group learning.

Inclusive learning design vs Universal Design for Learning (UDL)

  • Presented as complimentary rather than identical.
  • UDL often targets classroom instruction broadly; this toolkit focuses on inclusive online learning product/design in teaching/self-study contexts.

Platform and cultural context

  • Developed for diverse remote teaching contexts, not tied to one specific platform.
  • Designed to be fairly generic, with emphasis on reflecting and adapting to your own context rather than applying strategies as a “one-size” template.

Types of exclusion in online environments

  • Addressed through understanding learner context and barriers (e.g., device access, private space, distractions at home), while also recognizing potential advantages of remote settings.

Speakers or sources featured (as named in the subtitles)

People / speakers

  • Katie (presenter; works for LearnJam, from London; British Council resource co-presentation)
  • Marie (previous presenter mentioned; referenced multiple times)
  • Paul (mentioned in relation to sending links and/or facilitating)
  • Murray (mentioned; discussed visuals about learners being “left behind”)
  • Laura Batsco (colleague who performed the research)
  • Dr Martin Bloomfield (subject matter expert; linked to Dyslexia Bytes)
  • Joshua Underwood (asked a question; named via “Joshua Underwood in Bilbao”)
  • Fernando Akizi / Fernando (asked questions)
  • Victoria Allen (asked a question about terminology/synonymy)
  • Marto (Marco/Maco) is a case study character, not a real person speaker.

Sources / organizations

  • British Council
  • LearnJam (digital learning agency; mentioned as the organization developing the toolkit)
  • Innovate UK
  • Erasmus
  • Dyslexia Bytes (Dr Martin Bloomfield’s resource)
  • Universal Design for Learning (UDL) (framework referenced)
  • British Council’s Council Americas website (where toolkit is said to be available later)

Original video