Multicultural Teaching and Learning as Everyone's Every Day Work
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Liverpool 2010 ISSOTL Conference
![GRAD 8101: Teaching in Higher Education ,[object Object],graduate/professional students and post doctoral fellows from multiple disciplinary backgrounds 50% no teaching experience; 50% wide-ranging teaching experience, including “instructor of record” domestic & international diversity bring across the classroom doorway varied teaching traditions, social perspectives & communication styles ,[object Object],practice engaged / deep / student and teacher learning strategies discuss educational theory and practice with practice & reflection study, act & gather feedback, revise to develop teaching skills to promote learning for a diverse student body across disciplines consider how personal / social /cultural contexts inform teaching choices, especially as to what constitutes learning, what teaching / learning practices foster understanding, and what effectively measures learning](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Multicultural Teaching and Learning as Everyone's Every Day Work
- 1. This, I Imagine, Is Hard to Do: Building an Integrative Approach to Multicultural Teaching and Learning with Future Faculty Ilene D. Alexander, PhDCenter for Teaching and LearningUniversity of Minnesota
- 5. My second conclusion is that these non-traditional approaches usually produce large gains by the groups of students who have been hardest to reach with standard pedagogy.
- 6. These two conclusions together make it hard to justify offering any course that uses largely passive results…This raises the question of whether it has already become immoral to teach without extensive use of the active learning techniques that so enhance performance.
- 8. The things I carry / I am from… My parents peopled our home with first generation college student boarders who were women from nearby towns or international men, with activist cousins who as students helped in creating ethnic and women’s studies departments, and with people and books opening my eyes to our community:
- 9. The things I carry / I am from… Mexican-American blue collar workers, African-American professionals, Asian-American families whose Midwest location kept them from internment camps but not local prejudice, Arab-American merchants, Jewish professors, gay and lesbian teachers, first- wave southeast Asian immigrants, biracial family members, our Neighborhood: blue collar, working class and professional.
- 10. Mindset : Integration Integration is not achieved through spontaneous combustion alone… Ira Reid
- 12. “involves attempts to stimulate, test, and perhaps experience new understandings and social, personal configurations."
- 20. guiding students as they work with one another,
- 21. setting a classroom climate, or…
- 23. employ practical logic: attend to internal features of a given situation to reason “in a deep and critical way”, inferential
- 24. know how we know what we know: become conscious of own/others’ learning, ability to adjust styles situationally; as teachers, articulate “inferential chains of reasoning”; know grounds for decision-making
- 27. This is particularly important in human geography, where people’s experiences – such as through migration, socio-economic marginalization or geo-political conflict are often discussed within course themes. (Emily)
Editor's Notes
- Loving, 12 JuneMarriage is one of the "basic civil rights of man," fundamental to our very existence and survival.... To deny this fundamental freedom on so unsupportable a basis as the racial classifications embodied in these statutes, classifications so directly subversive of the principle of equality at the heart of the Fourteenth Amendment, is surely to deprive all the State's citizens of liberty without due process of law. Under our Constitution, the freedom to marry, or not marry, a person of another race resides with the individual and cannot be infringed by the State.Car accident – and dad on leaveIdellPuz & Carl
- Think Pat Parker AND WHAT PARTS DO YOU BRING TO THE TEACHING PARTY? If I could take all my parts with me when I go somewhere, and not have to say to one of them, "No, you stay home tonight, you won't be welcome," because I'm going to an all-white party where I can be gay, but not Black. Or I'm going to a Black poetry reading, and half the poets are antihomosexual, or thousands of situations where something of what I am cannot come with me. The day all the different parts of me can come along, we would have what I would call a revolution.
- How do we know what we know – Carolyn and Stephen B
- Reflective – Practical Theory
- Reflective – Practical Logic by addressing fear and possibility
- Reflective – scaffold and steward
- Ranjana - Reflective with dialecticalForward looking testing / quiz, discussion, linking concepts – all before exams Peer instruction / interaction in shaping answers, teaching within group problem solving, experiencing others’ learning Multiple measures of learning and Feedback embedded in learning process / not one big exam but quizzes, small presentations, papers-term papers with feedback, revision and extension opportunitiesJulie – Reflective with Knowledge construction