• Who will find it easy to participate in this method? Which students will be likely to feel directly addressed or supported by the method?
• Who will find it harder? Which students might feel stifled or overlooked?
• What are the prerequisites?

Examples:

• Does the method require particular concentration or quick-wittedness?
• Is it more cognitive, textual or linguistic? Does it employ images? Or does it contain practical elements?
• Does it require specific physical capabilities or fine-motor skills?
• Is writing experience important?
• Does it require comfort in specific types of language?
• How time- and resource-intensive is the method?
• Does it require (personal) technological devices or skills in using them?
• Does it require specific social skills, such as the ability to speak in front of groups, self-confidence, or teamwork?
• What subject-related or methodological prior knowledge is necessary to participate?
• Does it create a competitive situation? What negative consequences might that generate?

As you answer these questions, be sensitive to students’ varying preparation levels and abilities. If you expect certain individuals or groups to participate in certain types of activities and expect others to find these activities more difficult, make sure to also think about what stereotypes might be influencing these assumptions.

Overall, a variety of methods tends to ensure that it is not always easy or difficult for the same students to participate. You should also consider what you can do to ensure that everyone is similarly prepared to participate by practicing necessary skills together beforehand or providing information in advance.