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EFFECTIVE COMMUNICATION

EFFECTIVE COMMUNICATION. SESSION 6 EFFECTIVE COMMUNICATION: TEACHING, LEARNING AND ASSESSMENT STRATEGIES. Expected language proficiency. Required entry-level proficiency? What is B2? What is IELTS 7? Spikey profiles Diagnostic discipline specific tests

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EFFECTIVE COMMUNICATION

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  1. EFFECTIVE COMMUNICATION SESSION 6 EFFECTIVE COMMUNICATION: TEACHING, LEARNING AND ASSESSMENT STRATEGIES

  2. Expected language proficiency • Required entry-level proficiency? • What is B2? • What is IELTS 7? • Spikey profiles • Diagnostic discipline specific tests • Role of specialist language unit vs you

  3. Expected behaviours • A good student… • A good teacher…

  4. Unexpected behaviours • Giving presents • Answering all my questions with ‘yes’ • Calling me Dr.X even when I have said ‘call me John’ • Complaining about wasting time on seminars rather than me teachingh • Handing in4,000 words for an essay with a 2,500 limit • Writing very personal coursework with the main point on page 3 and lots of unnecessary background • Repeating verbatim my lecture notes in coursework • Coming into my office after I have given the marks to argue loudly that I should have given them higher marks – several times • Remaining silent in seminars even when I ask a direct question • Coming up after the lecture for a 1:1 discussion and seeming to expect me to stay for as long as it takes even though I said ‘Any questions?’ in the lecture • Deferring to my opinion even when a preference would be appropriate • Talking loudly in lectures

  5. Initial negative reactions • Present = bribery • Xtra words = disorganised • Arguing for better mark = pushy • Talking in lectures = rude

  6. Meta-awareness • Moving beyond spontaneous first reactions to identify what you were assuming would happen – looking for the normal ‘rule’ • Cultural repair – looking for root cause

  7. Hidden rule • Presents are OK but only after the mark has been given. The present should be small and preferably disposable/edible. It is more common to send a thank-you card or note.

  8. Repaired thinking • This present is probably not a bribe; it probably arises from different ideas about gift giving

  9. Do you share the repaired thinking? • Specific guidance will help student succeed • Patronising or criticising student’s culture • Student needs to figure it out for self • Too much explicitness stifles curiosity & sensitivity • Too much effort – busy workload

  10. How explicit do we need to be? • Ensure your essay draws on a wide range of sources to support your argument. • What is an essay? • What is a wide range? • What is an argument? • What constitutes support?

  11. Is telling enough? • Rationale • Practice • Sensitive feedback • Examples of good and poor work • Opportunities to try out new skills • Time! • Wisker (2003) ‘Hang in there and keep going’

  12. ‘Your’ assumptions & expectations • Did you tell me enough on yesterday’s posters? What would you add now? • What do you need to tell your students? • Teaching methods • Assessment • Teacher-student relationships • Academic writing

  13. How are you going to do that? • Being explicit about ‘cultural’ assumptions • Lightening the language load

  14. Being explicit • Course overview • Lecture aims • Assessment criteria • T/S relationships • Plain English • Glossaries • Visual support

  15. Empathy • Do you have the right to ask for such changes? • Deeply held beliefs • Differentiation? Equal opportunities • Can you adapt?

  16. Communicating across cultures • Getting to the point • Pausing & turn taking • Tone of voice • Role of silence • Showing agreement • Showing respect for others

  17. Your feedback Format: ++-

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