Upload
britton-fowler
View
221
Download
0
Tags:
Embed Size (px)
Citation preview
Common borders. Common Solutions.
Grant Contract No. 2.3.1.73963.333, MIS-ETC 2674
MANAGE.EDU: MANAGE.EDU:
Efficient Education Management Network for LLL in the Black Sea Efficient Education Management Network for LLL in the Black Sea
Basin Basin
EUROPEAN UNION
MANAGEMENT IN EDUCATION AND LLL
Communication in Multicultural Environment in Education and
LLL Workshop
EUROPEAN UNION
Common borders. Common Solutions.
Cultural diversity at IUC
EUROPEAN UNION
Common borders. Common Solutions.
The Iceberg Model
Common borders. Common Solutions.
EUROPEAN UNION
• Process of globalisation affects communication at all levels of social structure – the market of education is getting more and more international • Lecturers and students travel to teach or study abroad • Erasmus exchange students number is growing • A foreign language of instruction is often used by lecturers, students and researchers • Multicultural diversity is becoming more and more challenging • “Culture is the collective programming of the mind distinguishing the members of one group or category of people from others”
Professor Geert Hofstede
Culture and Globalisation
Common borders. Common Solutions.
EUROPEAN UNION
Number of Erasmus students per year 1987/88- 2011/12
Brussels, 8 July 2013 Source: Erasmus programme in 2011-12: the figures explained
Common borders. Common Solutions.
EUROPEAN UNION
Intercultural Communication is the management of messages for the purpose of creating meaning across cultures.
Culture, according to Philipsen, is defined as “A socially constructed and historically transmitted pattern of symbols, meanings, apprentices, and rules.” In other words, culture is a code (Griffin, 3rd ed. 404).
Intercultural Communication Defined
Common borders. Common Solutions.
EUROPEAN UNION
SUCCESSFUL COMMUNICATION OUTCOMES
• Establishing trust • Developing and maintaining good relationships within the environment • Developing intellectual, social and personal skills of students • Increase of students’ employability potential and professional opportunities on the global market
Common borders. Common Solutions.
EUROPEAN UNION
COMMUNICATION PROBLEMS IN MULTICULTURAL EDUCATIONAL
ENVIRONMENT
• Difference of values and beliefs • Lack of trust • Different languages • Stereotyping • Different ways of expressing emotions • Social status • Ethnocentrism • Racism • Defensiveness
Common borders. Common Solutions.
EUROPEAN UNION
CHALLENGES FACING TEACHERS IN MULTICULTURAL
ENVIRONMENT • To learn and develop broad knowledge about cultural differences, affecting the process of communication
• To develop and apply new approaches to interact more effectively with students from other cultures
• To learn new techniques to deal with conflicts and to improve communication
• To create atmosphere of tolerance, respect for others and empathy in the classroom
• To transform and upgrade adequately the curriculum
• To identify students’ preferred learning styles
Common borders. Common Solutions.
EUROPEAN UNION
TEACHING STRATEGIES TO ENCOURAGE EFFECTIVE MULTICULTURAL COMMUNICATION
• Avoid stereotyping and assumptions about students’ abilities • Create teaching materials relevant to your audience – invite students to share knowledge • Clarify context – give clear examples • Explain the benefits of sharing cultural experience • Avoid local jargon, ideas and jokes • Give clear instructions – explain tasks, process and outcomes • Encourage speaking, recognize language problems
Common borders. Common Solutions.
EUROPEAN UNION
TEACHING STRATEGIES TO ENCOURAGE EFFECTIVE MULTICULTURAL
COMMUNICATION
• Explain assessment procedures, use fixed marking criteria • Consider students’ age and experience • Clarify unfamiliar vocabulary and terms • Use activities encouraging integration • Use students’ names • Be enthusiastic and ENCOURAGING
Common borders. Common Solutions.
EUROPEAN UNION
• Focus on facilitating learning in multicultural environment • Encourage development of the individual student • Give students choice - we all learn in different ways, and we all have our own strengths and potential
DO YOU TEACH YOUR STUDENTS OR DO YOU HELP THEM LEARN AND GET READY FOR THE GLOBAL
WORLD?
Common borders. Common Solutions.
EUROPEAN UNION
HERRMANN BRAIN DOMINANCE INSTRUMENT
Learn about your own and your students’ thinking styles of working and learning http://www.hbdi.com/SolutionsFor/organizations.php
Common borders. Common Solutions.
EUROPEAN UNION
HERRMANN BRAIN DOMINANCE INSTRUMENT
Helps to develop teacher’s understanding of students’ thinking, learning, communicating and problem solving styles
Common borders. Common Solutions.
EUROPEAN UNION
HERRMANN BRAIN DOMINANCE INSTRUMENT
LOGICAL THINKING RATIONAL
BIG PICTURE CREATIVE MIND
PLANNING ORGANISING
FEELINGS RELATIONSHIPS
Common borders. Common Solutions.
EUROPEAN UNION
THINKING STYLES ASSESSMENT FOR EDUCATORS
Common borders. Common Solutions.
EUROPEAN UNION
EXPECTATIONS OF THE LEARNER
"A" Learner Expects •Precise, to the point, information •Theory & logical rationales •Proof of validity •Research references •Textbook reading •Quantifiable numbers, data sets, problems •Opportunity to ask challenging questions •Subject matter expertise
Struggles with •Expressing emotions •Lack of logic •Vague, imprecise concepts or ideas
Common borders. Common Solutions.
EUROPEAN UNION
"B" Learner
Expects •An organized consistent approach •Staying on track, on time •Complete subject chunks •A beginning, middle, and end •Opportunity to practice & evaluate •Practical applications •Examples •Clear instructions/expectations
Struggles with •Risk •Ambiguity •Unclear expectations/directions
Common borders. Common Solutions.
EUROPEAN UNION
"C" Learner
Expects •Group discussion & involvement •To share & express feelings/ideas •Kinesthetic, moving around •Hands-on learning •Personal connection with teacher/group •Emotional involvement •A user-friendly learning experience •Use of all the senses
Struggles with •Too much data and analysis •Lack of personal feedback •Pure lecture, lack of participation
Common borders. Common Solutions.
EUROPEAN UNION
"D" Learner
Expects •Fun and spontaneity •Playful, surprising approaches •Pictures, metaphors, overviews •Discovery of the content •Freedom to explore •Quick pace and variety in format •Opportunity to experiment •New ideas & concepts
Struggles with •Time management and deadlines •Administration and details •Lack of flexibility
Common borders. Common Solutions.
EUROPEAN UNION
What is your preferred style of thinking?
Group task: Use the following key words as a guide to invent a story:
•An elephant •A railway •A train •Sun •Clouds
Common borders. Common Solutions.
EUROPEAN UNION
Common borders. Common Solutions.
EUROPEAN UNION
• Abeysekera, I, Preferred learning methods: a comparison between international and domestic accounting students, Accounting Education, 17 (2), 2008, 187-198. Available at:http://ro.uow.edu.au/commpapers • AdValue, Multicultural Skills Training Course, Lifelong Learning Programme publication, PROJECT N 510853-LLP-1-2010-1-BG-GRUNTVIG-GMP. Available at: http://advalue-project.eu/ • Anbari, F. T., et al. (2004) Cross cultural differences and their implications for managing international projects.Journal of International Business and Economics 2.1 . • Dalglish, C. (2002), Promoting Effective Learning in a Multicultural Classroom. • EDINEB June 2002 Mexico Available at: http://eprints.qut.edu.au/6475/1/6475.pdf • De Boer, A. L., and Bothma, T. (2003) , Thinking styles and their role in teaching and learning • Hofstede, G. (1986), Cultural differences in teaching and learning. International Journal of intercultural relations 10.3, 301-320. • Lewis, Ch. (2008), Successful Communication in Multicultural Environments. Intercultural Focus Available at: www.Interculturalfocus.com • De Boer, A., and Dorette Van den Berg (2001), The value of the Herrmann Brain Dominance Instrument (HBDI) in facilitating effective teaching and learning of Criminology. Acta Criminologica 14.1, p-119. • Lustig, Myron W., Jolene Koester, and Enping Zhuang, (2006) I ntercultural competence: Interpersonal communication across cultures. Pearson/A and B • McIntye, T. (1996), Education and Treatment of Children, Learning Style and Culture, volume 19, issue 3, pages 354-370. Available at: http://www.behavioradvisor.com/C-Learn.html • Muzychenko, O. (2007) Learning style variations in a culturally diverse class: A case study, in Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference, Adelaide, 8-11 July 2007: pp 409. Available at: www.herdsa.org.au • Singh P. and Rampersad R.(2010), Communication challenges in a multicultural learning environment. Durban University of Technology, Durban, South Africa • Journal of Intercultural Communication, ISSN 1404-1634, issue 23, June 2010. URL: http://www.immi.se/intercultural/
References