>>UNITEC INSTITUTE OF TECHNOLOGY Success strategies for international student learning

>>UNITEC INSTITUTE OF TECHNOLOGY We know that international students learn differently >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

>>UNITEC INSTITUTE OF TECHNOLOGY How many of you manage the retention of information? >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER Ebbinghaus' Forgetting Curve

>>UNITEC INSTITUTE OF TECHNOLOGY Two minute summary of last lecture >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

>>UNITEC INSTITUTE OF TECHNOLOGY Refreshing memories >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

>>UNITEC INSTITUTE OF TECHNOLOGY Interactive content >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

>>UNITEC INSTITUTE OF TECHNOLOGY >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER Adapting content

>>UNITEC INSTITUTE OF TECHNOLOGY >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER Activity Areas Internationalising the curriculumMaking lectures accessibleEncouraging participation in small group workSupporting students in developing critical thinking skillsExplaining assessment expectations

>>UNITEC INSTITUTE OF TECHNOLOGY Working in 5 small groups for 10 mins Come up with some practical tips for us to use today things you can actually do to improve content retention and, adapt delivery for international students Exercise >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

>>UNITEC INSTITUTE OF TECHNOLOGY 1 page presentation per group 2-3 mins presentation per group Be innovative / imaginative Expected outcome >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

>>UNITEC INSTITUTE OF TECHNOLOGY >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER Activity Areas Internationalising the curriculumMaking lectures accessibleEncouraging participation in small group workSupporting students in developing critical thinking skillsExplaining assessment expectations

>>UNITEC INSTITUTE OF TECHNOLOGY Top 3 ideas per group >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER

Internationalising the curriculum >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER How could you represent the view, opinions and content from sources other than western / NZ cultures? Where could you source this from? How can you inform domestic students of the demographics of NZ and therefore the need for being aware of presenting information in formats that people from other cultures will be aware of? How can you integrate opinions from international students on “What is it like in your country” into your courses to allow them to feel included whilst broadening the minds of others?

Making lectures accessible >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER How can you allow students to review / replay your class – in case they need to? How can you provide information / resources for the students to find before, during and after class that are relevant, and simple to digest alternative ways of explaining the information you taught? How can you involve domestic students in checking for jargon / “NZ-isms” in your classes and then explaining them? How can you ensure the students clearly have the key takeaway points from your class? What practices have you got in place for specifically requesting questions from students – that aren’t, “Any questions”?

Encouraging participation in small group work >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER How can you ensure that groups are mixed and that each person has an explicit role in the group? When should you encourage group work to mix students up? How can you ‘break the ice’ for foreign students to mix with domestic students – how can they prepare ahead for this? How can you ensure that international students clearly understand the role they are expected to play in group work?

Supporting students in developing critical thinking / analysis skills >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER How can you ensure students clearly understand what you mean by critical thinking / analysis? How can you engage students to carry out “low stakes” critical thinking / analysis to build their confidence? How can you simplify the concept of critical thinking / analysis via metaphor, simile or example? What tools could you provide to assist with critical thinking / analysis?

Explaining assessment expectations >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER How can you ensure students clearly understand the assessment terms you are asking – e.g. contrast, reflect on, critically analyse etc? What steps can be taken to provide context and purpose for an assessment – and therefore what we intend a successful outcome to look like? What provisions have you made for students to check their approach before submitting their final versions? What are the phrases or comments used in marking that will better assist students achieve in future assessments?

>>UNITEC INSTITUTE OF TECHNOLOGY Key Takeaway Points >>DEPARTMENT TITLE EDIT IN HEADER & FOOTER