author of Tools for Teaching in an Educationally Mobile World Routledge 2015 Supporting teaching across cultures the role of good practice principles and teacher adjustments This workshop is about ID: 272672
Download Presentation The PPT/PDF document "Jude Carroll," is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Jude Carroll, author of Tools for Teaching in an Educationally Mobile World (Routledge 2015)
Supporting teaching across cultures:
the role of good practice principles and teacher adjustmentsSlide2
This workshop is aboutIdentifying the factors that influence diverse students’ learning successNaming the common areas of learning difficulty for culturally and linguistically diverse students
Naming teacher roles / adjustments
Discussing and applying good practice principles in making teacher adjustments [with one try-out example]
Every one of these statements deserves considerable discussion
Every statement needs adjustment for the contextSlide3
‘Diverse students’: some factors do
impact on learning
Mobility
(‘far from home/support, far from familiar, far from the place where I will use my learning’) + high cost, high pressure, high expectations
etc
Academic
cultural difference
(s)
Learning and teaching in
EnglishSlide4
Predictable and common learning needs arising from:Learning and communicating in EnglishOperating in an unfamiliar academic culture
Having/not having useful skills (for example, academic skills, reading, writing, exams and assessment, self-management, research
etc
) )
Participation, taking part
Collaboration and feeling included
Taking home a useful and relevant qualificationSlide5
Issues needing accommodation
The roles for teachers?
Students’ language capability
New academic culture
Building necessary skills
.
Participation [
‘Getting the most from ……’]
Collaboration & inclusion
auditor
(where are they so far?
)
;
supporter
for language development
Mediator
between pedagogic cultures
Coach
:
providing
practice,
giving
feedback
Facilitator
of interaction and dialogue
Designer:
in course learning outcomes, in a program, in a classroom session; in group tasks Slide6
A range of content teachers’ reactions to suggestions that they adjust for diversity …
Denial
“I teach. It’s up to them to learn.’
‘Repair’
‘You fix
these foreign students and
then
I will teach
them’The students must adapt ‘ …they should be ready’I need to help them adjust and I need to adjust my own practice
:
These are my students: what do they bring? What do they need from me in order to succeed? What can I do to help them succeed?Slide7
Outline of an alternative approach
Start
with your
culturally and linguistically diverse students
’ learning
needs
Think
about
t
eachers
’
adjustments……[…and beyond: to university services, program, course, classroom etc]3. What adjustments? Use generic good practice principles for teaching across cultures4. Apply good practice principles at different
levels
of responsibility (course, program, university)
context
s (lectures, writing, research, group work)
goals and
outcomes
(inclusion, easier life, sustainability)Slide8
Good practice principles for teaching across cultures
f
rom an Australian government-funded three-year project about
i
nternationalisation
of the curriculum
see
http
://
www.ieaa.org.au
/resources/good-practice-principlesSlide9
principles for inclusive teaching across cultures
Treat all students as
learners (not as arriving with all the skills and background knowledge they will need)
A
djust for
diversity – different language levels, backgrounds, previous experiences, goals and engagement
Provide specific, explicit information: ensure the information fits the
context. Don’t make them guess.
Foster engagement and intercultural
dialogue (student-student and teacher-student)
Use reflection as a teacher; be flexible, evaluate then use the results to make changes
Prepare students for life in a globalizing, diverse and interconnected worldSlide10
Designing group work
Giving a lecture
Planning
a placement
Resolving a conflict
Students as learners
Adjust for diversity
Give explicit, context=specific information
Foster interaction and dialogueSlide11
How could I lecture in a way that ….treated all students as if they were still learning relevant skills and knowledge?
adjusted for their diverse backgrounds and language skills?
provided context-specific information?
encouraged their [cognitive] participation?
…
encouraged collaboration and interaction Slide12
Lecturing if students are developing skills innote taking: handouts, pauses for checking/ comparing, modeling good practice, prompting (
‘write this down
’)
following the structure
: make transitions explicit, use repeats carefully, make importance explicit
using lecture materials
: explain the links with other activities. Slide13
Lecturing adjustments if students have diverse background knowledgeExpectations are stated
N
ecessary background is provided – perhaps in a handout or by pointing students to where they can fill gaps.
Opportunities for retrieving/activating/checking previous knowledge and experiences
Ways for students to identify and/or alert you to problems / misunderstandingsSlide14
Lecturing for students’ diverse language capabilities
Before:
During
After:
Pre-reading, pre-warning, glossary
Lower language load (vocabulary, pace, sentence structure, repeats, pauses)
Modified slides (write in whole sentences/ whole ideas; read out longer texts; stand next to the screen, make handouts in the ‘outline’ version)
C
hanges of activity / language ‘breaks’
[lecturer]Self
-checking
: Am I understandable? Do they need a break?
Recordings to support rehearsal and review
How/when/where to ask questions, seek clarificationSlide15
Provide context-specific information[Many of the suggestions already made also do this]State rules, behaviours
, boundaries, schedule
etc
(Which ones? …. pay attention to students’ surprising behaviour
)
State when and how students can discuss, use or question lecture materialSlide16
Lecturing to encourage cognitive participation I have been trying to model this - did you spot any tactics I was using?
Turn to the person next to you. Check if what you spotted matches what he/she spotted….. Talk about what you noticed.
Be ready to tell me in 4 minutes.Slide17
How can educational managers help / support teacher adjustment?
Start with
teachers’
issues
, with
their problems.
Listen hard.
M
ove
them on
from describing the problem. Identify the local, discipline-specific benefits for their students and for themselves as teachers if they make adjustments/ changes. Offer examples, theory, rationale, principles to support thinking / planning. Offer choices and options…. Read the literatureList and investigate local resources (people, time, money, space, links). Make a plan….. Stay with it – this is long-term, tough and important work.