![]() Allow sufficient time for groups assignments.Alert students to common pitfalls of group works, such as underestimating the amount of time required for group meetings, meeting space, and research skills, etc.).List Negative and/or inaccurate preconceptions about group work which may derive from students’ previous group work experience.A rticulate that intercultural group work can “ c reate opportunities for peer learning and interaction among diverse learners” ( Dimitrov, Dawson, Olsen, &Meadows, 2014 ). Articulate the benefits of intercultural group work to encourage domestic and international students’ participation.List a Frequently Asked Questions (FAQ) section in your Course Section Information (CSI) to:.List milestones of the project and write clear goals of each milestone ( e.g., deliverables and due dates, etc.), as well as consequences for neglecting them.Establish ground rules by asking students to fill out group contracts.Provide strategies on implementing effective group work.Emphasize the value of strong group work skills academically and professionally by using case studies or personal anecdotes.Devote time specifically for teaching group work skills. ![]() Design group work assignment by incorporating Universal Design for Learning (UDL) principles:.Using the results of your diagnostic assessment(s) if applicable.Asking students to fill out a Skills Inventory document.Within the group, do students have different skill sets to contribute to the goals of the assignment? You may determine students various skill sets by :.How can students’ diverse cultural background and experience contribute to the objectives of this assignment?.Is there any reason why the assignment should not be collaborative?.Will the project require true collaboration?.Is the activity challenging or complex enough that it requires group work?.How will the objectives be furthered by asking students to work in groups?.What are the objectives of the assignment?.Do the objectives of this assignment require students to draw on each other’s knowledge and/or experience within the group? You may determine this by asking yourself the following questions (“Implementing Group work in the Classroom”, n.d.):.Consider the rationale for group work assignments:.We have 6 aspects for you to consider if you are thinking about redesigning or tweaking a group work assignment. There is one type of assignment that every student and instructor would have a lot to say-may that be over-the-moon positive, down-in-the-dumps negative, or a mix of both. Coming from other countries, intercultural students have limited to no exposure to Canadian academia and are working on adjusting to the higher education system in Canada. Working definitions of “intercultural class” and “intercultural students”:Īn intercultural class is comprised of students who are “linguistically, culturally, socially and in other ways, different from the instructor or from each other” (Dimitrov, Dawson, Olsen, & Meadows, 2014).
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