Transcript Engaging home and international students: a practical theory Dr Rachel Scudamore Intended outcomes By the end of the workshop participants will be able.

Engaging home and international students:
a practical theory
Dr Rachel Scudamore
Intended outcomes
By the end of the workshop participants will be able to:
• explain how previous educational experience can impact on
student expectations;
• identify their own assumptions and preferences;
• plan for introducing new teaching strategies in their own
practice.
2
Timetable
1.30
Introductions
Internationalisation
Teaching, learning and diversity
“Culture” and students
3.00
3.15
Tea
Practical teaching strategies
Assessment and feedback
4.15
Summary and conclusions
4.30
Close
Internationalisation: meanings
More / different students
Changes in who you’re teaching, how they learn and what they
expect from a UK education
Internationalising the curriculum
Putting the discipline in a wider context (broader sources,
application in a range of contexts)
Graduates with a “global outlook”
An outcome of studying an internationalised curriculum in an
internationally mixed student / staff body
International students in the UK
https://www.hesa.ac.uk/sfr210
A “practical theory”
Teaching practice
Values
P3
Ethical /
political
justification
Practical theory
Experiences,
transferred
knowledge etc.
Action in teaching
P2
Theory-based /
Practice-based
reasons
P1 Action
From: Handal & Lauvas (1987) Promoting reflective teaching. SRHE & OUP
Internationalisation: questions
What do we mean by “International” students & “Home” students
International students = more diversity (true?)
Why do students go to University?
What does learning mean?
Geert Hofstede
Hofstede’s
“value dimensions” of culture
Identity
collectivism / individualism
Hierarchy
larger / smaller “power distance”
Gender
masculine / feminine approach to role distribution
Truth
uncertainty avoidance / uncertainty tolerance
Virtue
long-term orientation / short-term orientation
Separating observation and interpretation
Geert Hofstede
Individual studies
www.heacademy.ac.uk/international-student-lifecycle
Culture and teaching?
Culture as values
Culture as behaviour
Communicate about:
Talk about:
•Learning outcomes
•Previous experiences
•Assessment
•Expectations
•Examples
•Groundrules
•Perspectives
•Collaboration
High / Low context cultures
High context
Low context
Focus on relationships
Tasks separate from
relationships
Greater use of non-verbal
communication and implicit
meanings
Highly structured and detailed
messages
Values individual initiative
and decision-making
Values group sense
The purpose of communication ?
After Hall (1977)
Politeness and “face”
Face: a public identity
Brown & Levinson (1978)
Positive
Negative
Politeness strategies
Express interest, approval, sympathy
Seek agreement
Use in-group identifiers
Raise common ground
Show knowledge of others’ concerns
Assume / assert reciprocity
De-personalise the participants
Give deference
Declare an indebtedness
Minimise any impositions
After Brown and Levinson (1978)
Culture shock, learning shock
“a sudden immersion into a non-specific state of uncertainty
where the individual is not sure what is expected of him or her,
nor what to expect from other people.
It can occur in any situation where an individual is forced to adjust
to an unfamiliar social system where previous learning no longer
applies”
Hofstede, Pedersen & Hofstede (2002)
Culture shock, learning shock
A “practical theory”
Teaching practice
Values
P3
Ethical /
political
justification
Practical theory
Experiences,
transferred
knowledge etc.
Action in teaching
P2
Theory-based /
Practice-based
reasons
P1 Action
From: Handal & Lauvas (1987) Promoting reflective teaching. SRHE & OUP
Approaches to engaging students
Principles drawn from theories of learning
 Students taking ownership
 Use of previous knowledge
 Social interaction
Constructive learning
A “practical theory”
Teaching practice
Values
P3
Ethical /
political
justification
Practical theory
Experiences,
transferred
knowledge etc.
Action in teaching
P2
Theory-based /
Practice-based
reasons
P1 Action
From: Handal & Lauvas (1987) Promoting reflective teaching. SRHE & OUP
Evidence-based teaching
From: Hattie (2009) cited in Atherton (2011)
Evidence-based teaching
Influence
Effect Size
Source of Influence
Feedback
Students’ prior cognitive
ability
1.13
1.04
Teacher
Student
Instructional quality
Direct instruction
Remediation/feedback
Students' disposition to learn
1.00
.82
.65
.61
Teacher
Teacher
Teacher
Student
Class environment
Challenge of Goals
Peer tutoring
.56
.52
.50
Teacher
Teacher
Teacher
After Hattie (2009) cited in Petty (2009)
A “practical theory”
Teaching practice
Values
P3
Ethical /
political
justification
Practical theory
Experiences,
transferred
knowledge etc.
Action in teaching
P2
Theory-based /
Practice-based
reasons
P1 Action
From: Handal & Lauvas (1987) Promoting reflective teaching. SRHE & OUP
Lectures
What are lectures for?
Lecturing: a performance
What’s important?
How do I do it?
Explicitness
Learning outcomes
Structure
Signposts, framing
Clarity
Pace, glossary
Variety
Audiovisual mix
Challenging
Questions
Responsiveness
Answers
Questions and activities in lectures
http://www.nottingham.ac.uk/pesl/resources/largegroup/question698/
Participation in large groups
Identify main points
Plan your reading
Write a question
Fill in the graph
Do a calculation
Label the diagram
Decide your opinion
Find an example
Match/group/rank
Propose your action
Propose hypotheses
Draw a concept map
Analyse a situation
Compare/contrast
Suggest reasons
Sequence/flow
Asking questions in lectures
http://www.nottingham.ac.uk/pesl/resources/largegroup/askingqu287/
Using student response systems to improve interaction in lectures
http://www.nottingham.ac.uk/pesl/resources/largegroup/usingstu175/
See also: Altering lectures in response to student input
http://www.nottingham.ac.uk/pesl/resources/largegroup/altering064/
Questions in large groups
Whole group or sub-groups (structure)
Public/private? (method)
Patterns for answering (method)
Open vs closed questions (task setting)
Idiomatic language in teaching
http://www.nottingham.ac.uk/pesl/internationalisation/video/browse/title/idiomatx891/
Bloom’s taxonomy
Enquiry-based learning:
Task: Explore  Describe  Apply
Oliver, R. & Herrington, J. (2002).
Intercultural competence
Cross-cultural exchange activities: getting students started:
• discuss your name: who gave it to you, what does it mean?
• sit next to someone “different” (discuss cognitive dissonance)
• line up (by distance from home, experience, English skills, views.)
• topics in a bag (experience, expectation, surprises – student Qs)
• identify ways to learn more about other cultures
UKCISA (2009) Discussing difference, discovering similarities
48
Successful groupwork
Preparatory exercise on challenges/scenarios of working together:
• Communication preferences
• Use of native language
• Approach to time, planning, and punctuality
• Status and group contributions
• Assumptions of agreement / expression of disagreement
• Concepts of humour
• Vocal dominance
• Educational philosophies
Successful groupwork
A clear task
Assigned roles
• Manager
• Researcher
• Scribe
• Reporter
• Checker
Reporting on process and product
A collusion continuum (Jude Carroll)
You have asked your students to write an individual report on one of three companies that you name. Three
of your students do the following. Where do they cross the line between collaboration and collusion?
1. Come and see you to discuss what the coursework brief means.
2. Discuss the coursework brief with other students.
3. Look at how others have done similar coursework in the past.
4. Discuss the good and bad points of how others have addressed the task in the past.
5. Discuss the best way to tackle the assignment.
6. Decide to all choose the same company to write about.
7. Decide what research needs to be done on the chosen company and how to do it.
8. Decide to all do a bit of research on everything but to have specialists who really go into depth on one aspect.
9. Brief each other on what they found and on useful sources of information for others to check out.
10. Discuss what their individual research/investigation revealed and what it all means.
11. Copy each others’ scribbles and library notes.
12. Identify the arguments or points that need to be made in the report.
13. Structure the arguments; agree which are the strongest points.
14. Share out the writing task and correct each other’s drafts.
15. Pool the sections then each take the compiled first draft away and write an individual version as the final draft.
16. Submit the individually written version for a mark.
See also: Jude Carroll on plagiarism
http://www.nottingham.ac.uk/pesl/resources/assessment/judecarr898/
Learning to write
“Academic language… is no one's mother tongue”
(Bourdieu et al., 1994)
Plagiphrasing
Patching
Repetition
Conventional
academic
writing
Assessment design
Preparing to write
The assessed task
Teach students about academic
writing and plagiarism
Require an personal approach
discipline-specific examples
Use novel formats
practice exercises
peer review
Teach about the assessment criteria
Students to mark old essays and give feedback to
the author
Create exercises that give you
samples of the students’ writing
for giving feedback
for later comparison with submitted work
Give unique data / situation
Relate directly to class activity
Assess in stages
Literature selection with reasons
Article analysis
Aim and plan
Draft(s) with feedback request
Redraft with commentary on how feedback is addressed
Check author knowledge of work
Don’t permit late topic changes
Feedback
55
Feedback
56
Feedback
Timely ?
Specific ?
Constructive ?
57
Feedback
59
Feedback techniques
Make the learning outcomes and your assessment criteria clear
Make the feedback relate to the criteria
Use a range of sources for generating feedback
Identify what’s done well and what to improve
Set formative tasks that build towards the summative task
Build in use of feedback as part of improvement
60
Approaches to engaging students
Principles drawn from theories of learning
 Students taking ownership
 Use of previous knowledge
 Social interaction
Principles for action
Conversations
Social contact
Active participation
How do your students spend their
time?






Listening in class
Planning their own
learning
Finding answers to
questions
Teaching each other
Discussing with
tutor/students
?
References
Atherton, J.S. (2011) Teaching and learning: what works best. http://www.learningandteaching.info/teaching/what_works.htm
Barrett, T. & Cashman, D. (Eds) (2010) A Practitioners’ Guide to Enquiry and Problem-based Learning. Dublin: UCD Teaching and Learning
http://www.ucd.ie/t4cms/UCDTLI0041.pdf
Black, P.J. & William, D. (1998) Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice. 5(1):7-74.
Bourdieu, P. et al. "Introduction: Language and the relationship to language in the teaching situation" in Academic Discourse: Linguistic Misunderstanding and
Professorial Power. Cambridge: Polity Press..
Brierley, G., Hillman, M., Devonshire, E. & Funnell, L. (2002). Description of Round Table Exercise: Environmental Decision-Making about Water Resources in
Physical Geography. Available from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/exemplars/info/LD26/
Brown, P. & Levinson, S.C. (1987) Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
Dolan, M. & Macias, I. (2009) “Motivating international students” in The Handbook for Economics lecturers. HEA Economics Network .
http://www.economicsnetwork.ac.uk/handbook/international
Hall, E. T. (1976) Beyond Culture. New York: Anchor Press
Handel, G. & Lauvas, P. (1987) Promoting reflective teaching. Milton Keynes: SRHE & OUP.
Hattie, J. (2009) Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
Foster , E. Et al (2012) Higher Education: retention and engagement. HEFCE funded project. http://www.heacademy.ac.uk/resources/detail/what-works-studentretention/HERE_Project_What_Works_Final_Report
Hofstede, G. (1980) Cultures consequences: : International Differences in Work-Related Values. Beverly Hills CA: Sage Publications
Hofstede, G.J., Pedersen, P and Hofstede, G. (2002) Exploring Culture. Exercises, Stories and Synthetic Cultures. Boston: Intercultural Press
Lysgaard, S. (1955) Adjustment in a Foreign Society: Norwegian Fulbright Grantees Visiting the United States. International Social Science Bulletin 7:45-51.
Montgomery, C. (2010) Understanding the international student experience. Basingstoke: Palgrave Macmillan
PESL (2009) Promoting Enhanced Student Learning. University of Nottingham. http://www.nottingham.ac.uk/pesl/
Petty, G. (2009) Evidence-based teaching: a practical approach (2nd ed.). Nelson Thornes.
Petty, G. (2011) Teachers toolbox. http://www.teacherstoolbox.co.uk/
Oliver, R. & Herrington, J. (2002). Explore, Describe, Apply: A problem focussed learning design. Learning Designs Web site:
http://www.learningdesigns.uow.edu.au/guides/info/G4/index.htm
Surgenor, P. (2010) Teaching toolkit: Large and small group teaching. UCD Teaching and Learning resources. http://www.ucd.ie/t4cms/UCDTLT0021.pdf
Thomas (2012) Building on student engagement and belongiing in Higher Education at a time of change: a summary of findings and recommendations from the
What Works? Student Retention and Success programme. HE Academy. http://www.heacademy.ac.uk/assets/documents/what-works-studentretention/What_Works_Summary_Report.pdf
UKCISA (2009) Discussing difference, discovering similarities. http://www.ukcisa.org.uk/files/pdf/about/material_media/discussing_difference.pdf
65
Additional material
Second language issues
More complex curriculum design options
Developing academic writing skills
66
Students working in a second language
http://www.nottingham.ac.uk/pesl/internationalisation/video/browse/title/students663/
Brierley et al. (2002)
Learning academic writing and skills of argument
http://www.nottingham.ac.uk/pesl/internationalisation/video/browse/title/learning800/
Study skills support for international students
http://www.nottingham.ac.uk/pesl/internationalisation/video/browse/title/studyskx228/