Activities

Professional development developing an awareness of cultural factors in teaching and learning

• Scenario 1 - Encouraging independent thinking
• Scenario 2 - Encouraging Constructive Group Dynamics
• Scenario 3 - Encouraging good essay writing
• Scenario 4 - Non-face-to-face group discussion and good essay writing

Scenario 1 - Encouraging independent thinking

Scenario 1 focuses on learning how to help students to grasp the concept of critical thinking and understand the expectation that they go beyond rote-learning, question and debate the issues set before them.  Key issues to reflect upon include:

1. individualism and critical thinking
2. Rote-learning, plagiarism and expectations of originality
3. Intellectual curiosity as key to long-term success
4. Learning and life

What's going on in Scenario 1?

1. How did the tutor in Part A make you feel?
2. How do you think the student felt?
3. What was it that the tutor said or did that made you feel that way?
4. To what extent did the tutor appear to empathise with the student?
5. Was the tutor communicating effectively?
6. What was the difference in Part B?
7. How did the tutor approach the student in Part B?
8. How do you think the student felt in Part B?
9. How would you summarise the relationship dynamics and quality of communication between tutor and student in parts A & B?

What insights can we gain about effective teaching and learning?

1. What did the student learn about independent thinking in Part A?
2. What did the student learn about independent thinking in Part B?
3. What were the key differences between Parts A & B and how did these differences affect the students learning experience?
   

   Scenario 4 Part A

   Scenario 4 Part B

Scenario 1: short exercises dealing with key themes

1. What were the things that concerned you about the tutor's approach in Part A?
2. What do you think were the key things that the tutor did in Part B that made such a difference?
3. Make a list of these key differences in tutor's approach in Parts A & B.
4. Now make a list of how these key differences are related to factors of culture and effective communication.
5. Finally, make a list of the things that the student learnt in Part A and then make a list of the things that the student learnt in Part B.
6. From reflecting on these lists what can we say about what sort of learning was occurring in Part B that did not occur in Part A?

Scenario 2 - Encouraging Constructive Group Dynamics

Understanding how social bonds and group behaviour works and how to help students both benefit from it and work around it as necessary.  Key issues to reflect upon include:

1. Social bonds and the group
2. Hierarchy, status and respect
3. Gender and expectations
4. Leadership and the role of tutors in shaping group discussions

What's going on in Scenario 2?

1. What was the tutor able to do in Part B that he was not doing in Part A?
   

   Scenario 4 Part A

   Scenario 4 Part B

2. What do you think that the female students were feeling in Part A and in Part B?           
3. What was it that the tutor did in Part B that made a difference in the group dynamics and the learning experience of the female students?
4. In what ways was the tutor engaging better with the students Part B?
5. Was the tutor generally communicating effectively?
6. What was the difference in Part B?

What insights can we gain about effective teaching and learning?

1. How would you summarise the dynamics of the group interactions and the role of the tutor in parts A & B?
2. What did the students learn about constructive group dynamics in Part A?
3. What did the student learn about constructive group dynamics in Part B?
4. What were the key differences between Parts A & B and how did these differences affect the students' learning experience?

Scenario 2: short exercises dealing with key themes

1. What were the things that concerned you about the tutor's approach in Part A?
2. What do you think represent the key things the tutor did in Part B that made a significant difference?
3. Make a list of these key differences in the tutor's approach in Parts A & B.
4. Now make a list of how these key differences are related to factors of culture and effective communication.
5. Finally, make a list of the things that the students learnt in Part A and then make a list of the things that the students learnt in Part B.
6. From reflecting on these lists what can we say about the sort of learning was occurring in Part B that did not occur in Part A?

Scenario 3 - Encouraging good essay writing

Gaining awareness of how different people listen and perceive empathy and learning habits and techniques for active listening in a variety of cultural contexts. Key issues to reflect upon include:

1. the principles of good essay writing
2. what is meant by independent critical thinking
3. why plagiarism gets in the way of sound learning
4. the principles of encouragement and nurturing
5. manners, empathy, engagement and good communication

What's going on in Scenario 3?

1. What was the tutor able to do in Part B that he was not doing in Part A?
   

   Scenario 4 Part A

   Scenario 4 Part B

2. What do you think that the students were feeling in Part A and in Part B?
3. What was it that the tutor did in Part B that made a difference in encouraging good essay writing?
4. Did the tutor appear to listen to the students more in Part B than in Part A?
5. Was the tutor communicating effectively?
6. What was the difference in Part B?

What insights can we gain about effective teaching and learning?

1. How would you summarise the dynamics between the tutor and the students in parts A and B?
2. What did the students learn about essay writing in Part A?
3. What did the student learn about essay writing in Part B?
4. What were the key differences between Parts A & B and how did these differences affect the students learning experience?

Scenario 3: short exercises dealing with key themes

• What were the things that concerned you about the tutor's approach in Part A?
• What do you think the key things the tutor did in Part B that made such a difference?
• Make a list of these key differences in tutor's approach in Parts A & B.
• Now make a list of how these key differences are related to factors of culture and effective communication.
• Finally, make a list of the things that the students learnt in Part A and then make a list of the things that the students learnt in Part B.
• From reflecting on these lists what can we say about the sort of learning that was occurring in Part B that did not occur in Part A?

Scenario 4 - Non-face-to-face group discussion and good essay writing

How not to empathise with a group. Key issues to reflect upon include:

1. The challenges and limitation of group discussion when members can not see each other
2. The role of the tutor in facilitating good discussion and group learning
3. The importance of good listening skills
4. Motivation and encouragement

What's going on in Scenario 4?

1. What was the tutor able to do in Part B that she was not doing in Part A?
   

   Scenario 4 Part A

   Scenario 4 Part B

2. What do you think that the students were feeling in Part A and in Part B?
3. What was it that the tutor did in Part B that made a difference in encouraging good essay writing?
4. Did the tutor appear to listen to the students more in Part B than in Part A?
5. Was the tutor communicating effectively?
6. What was the difference in Part B?

What insights can we gain about effective teaching and learning?

1. How would you summarise the dynamics between tutor and students in parts A and B? What were the key differences?
2. What did the students learn about essay writing in Part A?
3. What did the student learn about essay writing in Part B?
4. What were the key differences between Parts A and B and how did these differences affect the students learning experience?
5. What difference does the lack visual feedback make?

Scenario 4: short exercises dealing with key themes

1. What were the things that concerned you about the tutor's approach in Part A?
2. What do you think the key things the tutor did in Part B that made such a difference?
3. Make a list of these key differences in tutor's approach in Parts A & B.
4. Now make a list of how these key differences are related to factors of culture and effective communication.
5. Finally, make a list of the things that the students learnt in Part A and then make a list of the things that the students learnt in Part B.
6. From reflecting on these lists what can we say about the sort of learning was occurring in Part B that did not occur in Part A?

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