|
|
Cooperative learning in an intercultural setting
| |
Beschreibung
|
|
Termine
|
|
Zurück
|
|
| |
Complex problems in science and engineering require new competencies in science education: analytical and communication skills, working in teams, and a deeper understanding and application of learned principles. Constructivist teaching methodologies, investigative and collaborative learning activities, such as small-group experiments, learning-by-doing, learning-by-teaching, problem-oriented learning activities, developing solutions, analyzing outcomes and reformulation or restructuration of scientific concepts serve to nourish these competencies of the learners. These methodologies are built on active communication, engagement and teamwork of the learners, and replace “classical” frontal teaching methodologies, which emphasize a unidirectional and often passive transmission of facts. Technological advancement is jointly evolving with international collaboration and geographical mobility of learners. Eventually, higher science education often appears in a multinational and multicultural setting. When learners should reflect to facts, openly discuss scientific problems and work in a team, multiculturality may emerge as a challenge. There are learners with different academic-, and cultural background, heterogenous knowledge base and with their own and often time very specific challenges in the same classroom. Just to mentions a handful of those: difficulties in understanding the work language, misunderstanding cultural references or humor, meaningless signs and symbols, etc. Learners may become passive and isolated due to their attempt to hide their own insecurities and are gradually becoming frustrated being ineffective in achieving their learning objectives. Intercultural teaching competence of an educator emerges a key competence today. Having proper intercultural teaching competence enables and educator to bridge cultural, linguistic or other differences in a classroom and to establish meaningful relationships and cooperation with and among learners in order to facilitate learning and promote student engagement.
We aim to answer some key questions in this workshop:
- What are the special features in intercultural student groups?
- What do I have to pay attention to in teaching when dealing with multicultural groups?
- How do I notice that there are discrepancies?
- How can I deal with problems before they escalate?
- What are the strengths of intercultural groups and how can I use them in courses?
Learning objectives:
In this workshop we learn principles of intercultural teaching competence to engage students in various collaborative exercises to stimulate communication and teamwork. Participants will understand three key competencies: (1) foundational competencies (e.g., how to anticipate, value and accept differences among learners, and create cultural safety and trust), (2) facilitation competencies (e.g., recognize barriers and difficulties learners may face, identify learners’ needs, build community in the classroom, create shared academic expectations, as well as the ability to facilitate active learning or just simply tailor messages to audiences with different levels of linguistic ability), and (3) curriculum design competencies (e.g., design the curriculum to provide opportunities for learners to reflect on their own multiple cultural, personal and disciplinary identities).
|
| |
|
1,00 Tage
(8 AE)
|
| |
|
|
|
