Calling 51³Ô¹ÏÍø College GTAs: Send in your Inclusive Teaching Stories!
This call is for all current 51³Ô¹ÏÍø doctoral students who are or have previously been GTAs.
We invite you to send short videos describing experiences of inclusive teaching. Inclusive teaching are all those practices that aim to accommodate and support the diverse needs of students, regardless of their background, abilities, identities or styles.
These should include the teaching context, the situation you encountered, and how you responded to the situation and what you learned. The videos which are best in demonstrating interesting inclusive teaching stories will win a £50 voucher.
Why should you take part?
- Showcase your teaching skills to develop and support all students’ learning
- Inspire your fellow GTAs with your inclusive teaching methods and strategies
- Contribute to shaping 51³Ô¹ÏÍø’s inclusive teaching community
- The best 3 videos (as judged by our panel) will receive a £50 voucher and will be shared on our social media/web channels.
What is the video content?
We have included a few examples and prompts below to help get inspired and motivate you to create your video. You are welcome to address one or more of these prompts in your video, or you may choose to share a different example of inclusive teaching from your own experience. There is no expectation that you respond to every prompt listed below.
The maximum length of the video is three minutes. The video does not need to be highly polished or professionally edited: our judging panel will focus solely on evaluating the teaching experience you describe and how it demonstrates inclusive practice, not on the production quality of the video.
What format should the video be?
There are no restrictions on the format of the video recording. For example, it could be a talking-head video, a recording that shows images, drawings, figures, or settings with a voiceover, or a live recording. The only requirements are that the video does not exceed three minutes in length and that any other people who appear in the video (for example, students) have given their explicit consent to be included.
How should I submit the video?
- There is no limit to the number of videos one person can submit. Videos can also be created/submitted by a team of GTAs.
- Submit your video by uploading it here: . Max size is 1 GB. Please make files’ names concise and include your surname in it.
- You must send your video by midnight on 28th April 2026.
- If you have any questions, please email ecri@imperial.ac.uk
Criteria for Video Evaluation:
- Clearly explains the teaching context/setting
- Includes practical teaching strategies that can be used by other GTAs
- Explains how different students benefitted from the teaching strategy or approach
- Evidences how GTAs apply teaching and learning and/or assessment and feedback principles from GTA courses to your GTA teaching practice
- Includes critical analysis of the impact and effects of the teaching strategy (i.e., we are not looking for only happy stories, but stories we can learn from, that may include advantages and disadvantages of an approach or strategy)
Some ideas to think about potential videos
- When you have to facilitate group work, how do you approach it so that all students can contribute meaningfully?
- What do you do when you notice that some students are excluded during peer activities?
- When you suspect that you are having to assess, give feedback or mark the work of a dyslexic student, how do you approach this?
- When a student submits incomplete work and you suspect that they may have had difficulties related to a particular condition or situation, such as Attention Deficit Hyperactivity Disorder (ADHD) or family issues, how do you approach your written feedback to encourage progress?
- What do you do when quiet students do not volunteer answers in class but perform well in written work?
- In classes with worksheet-heavy tasks, how have you ensured that the activities remain inclusive for students with reading or other difficulties?
- How do you help students who struggle to break down larger tasks into smaller, more manageable steps?
- During complex practical sessions, some students may become overwhelmed and leave the room/lab abruptly. What have you done in such cases?
- In your classes or tutorials, how do you provide multiple ways for students to engage with experiment instructions (e.g., written, visual, verbal)?
- What do you do when students disclose that certain noises, smells or lights (e.g. lab equipment or materials) make it difficult for them to concentrate during classes?