TABLE 5.

Summary of the August 2018 Inclusive Teaching and Facilitating Inquiry workshop activities.

Inclusive Teaching
	No Evidence	A–E	Evidence
20 minutes	Introductions Objectives: Develop and apply strategies for creating inclusive classrooms Session norms Introduction to inclusive teaching and hidden identities	Introductions Objectives: Develop and apply strategies for creating inclusive classrooms Session norms Introduction to inclusive teaching and hidden identities	Introductions Objectives: Develop and apply strategies for creating inclusive classrooms Session norms Evidence for why inclusive teaching is important Introduction to inclusive teaching and hidden identities
30 minutes	Break-Out Groups: each Teaching Team brainstorms a solution to a different scenario assisted by a facilitator
30 minutes	Each Teaching Team role-plays their solution to a given scenario followed by discussion of alternative strategies
5 minutes	Wrap up
10 minutes	Break
Facilitating Inquiry
	No Evidence	A–E	Evidence
20 minutes	Objectives: – Learn & model strategies for facilitating inquiry – Develop a toolkit of teaching strategies for facilitating inquiry Introduction to inquiry Examples of inquiry labs taught by TAs	Objectives: – Learn & model strategies for facilitating inquiry – Develop a toolkit of teaching strategies for facilitating inquiry Introduction to inquiry Examples of inquiry labs taught by TAs Evidence showing the effectiveness of inquiry-based teaching and learning	Objectives: – Learn & model strategies for facilitating inquiry – Develop a toolkit of teaching strategies for facilitating inquiry Introduction to inquiry Examples of inquiry labs taught by TAs Evidence showing the effectiveness of inquiry-based teaching and learning
30 minutes	Break-Out Groups: each Teaching Team learns one of the following inquiry strategies assisted by a facilitator: Brainstorming techniques Questioning techniques Techniques to keep students on track and deal with failure
30 minutes	Each Teaching Team models their focal activity while their peers act as students
5 minutes	Wrap up

All participants actively modeled the workshop activities. Participants in the No Evidence Group were not shown evidence for the effectiveness of the focal teaching activities. The Evidence Group was presented with evidence. The A–E group was exposed to evidence only in the Facilitating Inquiry session