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From Modelling to Designing Intercultural Curricula
You now know that you have pretty decent intercultural teaching capacities. You have continued to develop an awareness of your own identity and are modelling perspective-taking. Students in your course have the opportunity to interact with different worldviews because you know that makes them smarter. You actively create opportunities to build relationships between ‘others’ and can recognize barriers to student participation – you’ve essentially mastered using your intercultural capacity to inform teaching practices. So now you must be wondering, “What’s next? How can I further internationalize in my course?” No fear, you are not alone. Dimitrov & Haque (2016) have some suggestions for “curriculum design competencies”. “Effective instructors are able…
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All Aligned – Outcomes
This post is one of a 3 part series on the concept of alignment of what you want students to learn, how you plan to teach them, and what you will assess them on. Sometimes called constructive alignment, it has three parts: Your learning outcomes Your instructional approach or learning strategies Your assessments This post focuses on the need for clear learning outcomes for your students, and the next two posts in October and November focus on instruction and assessment respectively. Why outcomes Outcomes are statements that describe what our teaching is designed to help students know, do, or be. They start with a verb, then connect that to the…