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Working in an international classroom: some things I’ve learned from students

Working in an international classroom: some things I’ve learned from students. Dr Gayle Pringle Barnes College of Social Sciences Gayle.PringleBarnes@glasgow.ac.uk. Academic culture A set of assumptions underpinning learning and teaching activities Requirements of successful study

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Working in an international classroom: some things I’ve learned from students

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  1. Working in an international classroom: some things I’ve learned from students Dr Gayle Pringle Barnes College of Social Sciences Gayle.PringleBarnes@glasgow.ac.uk

  2. Academic culture • A set of assumptions underpinning learning and teaching activities • Requirements of successful study • What is ‘valued’ – and what is not Academic cultures • Various • Variable • Often assumed rather than articulated explicitly

  3. Key questions • How can we make explicit the academic culture we expect our students to succeed within? • How can we utilise the variety of skills and experiences our students bring?

  4. One student’s view of lectures “Before the course, I thought all I had to do was attend class armed with a pen and pad and ready to take down notes on a particular subject. I was so used to this method of lectures that I got a bit of a surprise when I had to read in advance of lectures to get a background view of the lecture.” (MSc student – University of Glasgow, 2011)

  5. In the classroom • Preparation • Participation • Explaining culturally-specific content • Communication with teaching staff

  6. Independent study An example: Reading independently to prepare assessed work involves: • Finding suitable source materials • Reading to identify relevant points • Synthesising material from a range of sources • Presenting source material appropriately and effectively • Using sources to support a logical argument …and more!

  7. Student solutions “Because many opinions from different authors may easily make you confused, you need to find a method to organize those ideas […] I always draw a map before I write each essay. This map tells you the relationship of the articles I read with my topic. Usually, the topic is in the centre of the map, and many branches extend which represent different studies and opinions on this topic. From this map, I can get a clear idea of the structure of my essay”. (MSc student – University of Glasgow, 2011)

  8. Assessment • Writing assignments and exams • Assessment process • Feedback

  9. Exploring expectations of teaching and learning • Discussion • Case studies • Sample assignments • Ongoing process • Sharing effective study practices

  10. Resources The Higher Education Academy (2012) International Student Lifecycle Resources Bank. Available at: http://www.heacademy.ac.uk/international-student-lifecycle [Accessed 1 March 2012]. University of Glasgow (2011) Preparing for Study: Student and Staff Views. Available at: http://www.gla.ac.uk/colleges/socialsciences/info/students/international/preparingforstudy/ [Accessed 1 March 2012].

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