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

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Presentation transcript:

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 Role of specialist language unit vs you

Expected behaviours A good student… A good teacher…

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

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

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

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.

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

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

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?

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’

‘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

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

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

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

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

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