BOOST YOUR STUDENTS’ PARTICIPATION Education in the international classroom Lisanne Wilken European Studies, Århus University

Lisanne Wilken European Studies, Århus University

BOOST YOUR STUDENTS’ PARTICIPATIONEducation in the international classroom


Purpose• Contextualizing statements

• Internationalisation means different things;• - for institutions,• - for lectorers,• - for students,• Why (not) boost students’ participation?• Levelling the playing field: two models for integrating

students.


Internationalisation means different things

• Institutional perspectives• Visitor-approach

• Liability approach

• Foreign cash-cow approach

• Inclusive approach:

Competition

• Inclusive approach: Contribution

• They come to experience Danish education;

• Danish education is superior;

• As long as they don’t interfere;

• May the best students win

• How can all students contribute?


Internationalisation means different thingsLecturers’ perspectives

Voluntary internationalism

• The lecturer developed an international programme/course;

• The lecturer applied for an international program;

• Experience from foreign universities;

• Idealism;• Doesn’t make a

difference.

Forced internationalisation

• Teacher doesn’t speak Danish;

• The course has to be offered in English;

• This is the only way to utilize teacher’s competences;

• If you want to advance (e.g. from assistant to associate professor for instance) you have to teach in English.


Internationalisation means different thingsStudents’ perspective

Native students

• The course/ programme is only offered in English;

• I couldn’t get into [political science, physics, psychology…].

• It prepares me for an international career;

Non-native students

• I applied for this internationally acclaimed program;

• My grades were not good enough to be considered for a British/American…. University;

• This was the only course/ programme I could get into.


Why boost students participation in international education?

Reasons not to boost participation

• You feel insecure in English;

• You find that students are too insecure in English;

• You find that students are too diverse;

• You find that students have too little relevant knowledge.

Reasons to boost participation

• You assume that diversity is productive;

• You think that students have the right to participate in and influence their own education;

• You think that international students can make valuable contributions.


Boosting participation

Integrating foreigners: teaching in English

• Clarify ”our way” of doing things;

• Clarify how this helps achieving learning goals;

• Clarify the skills all students need in order to participate;

• Define participation.

Levelling the playing field

• Clarification of learning goals -> what do you want the students to achieve?

• Clarification of learning structures -> how are students to contribute?

• Defining what a contribution is -> What do you consider resources?


MAKING GROUPS WORKTeamwork


Purpose• Goals:• By the end of this session participants have been

introduced to:• Arguments of the benefits and drawbacks of teamwork as

a learning method in the international classroom;• Considerations of when to use teamwork;• Considerations of ways to utilise the ressources in the

international classroom;• Based on this participants are expected to:• Discuss arguments for and against the use of teamwork in

their teaching strategies;• Present arguments in plenum and/or on the blog


Structure

• Part one: Arguments for and against teamwork as a work method in the international classroom;

---o-o-o---

• Part two: How to make groups

---o-o-o---

• Part three: Designing teamwork


Why teamwork

General Benefits

• Activates all students;• Help students express and

defend ideas;• Help students understand

and retain information;• Promotes:• Tolerance;• Respect;• Conflict solving;• Cooperative skills.

Benefits in international classes

• Help students make the most of diversity;

• Takes the load off of ”culture”;

• Prepares students for international (team)work;

• Promotes class-integration;

• Make more ressources available.


Problems with teamwork

General drawbacks

• Too much strain on the ”stronger” students;

• Too basic learning outcome;

• Some students freeload off of other students;

• Some students work best by themselves;

• Too little expert input.

Drawbacks in international classes

• Some students have poor language skills;

• Some students lack prior experience with teamwork;

• Students have been trained in very different academic traditions;

• Students focus on cultural differences;

• Some student feel they are teaching other students;

• Too much focus on form.


When teamwork?

In relation to class

• Projects;• Preparing presentations;• Reviewing course

literature;• Sharing additional

literature;• As a foundation for

homework.

In class

• Exercises;• Discussions during

lectures;• Preparation of small

counter-arguments;• Reviewing teachers

arguments;• In addition to lectures.


7 minutes discussion

• The pros and cons of teamwork in the international classroom:

• As a tool for learning;• As a tool for integration;

• As a tool for knowledge-sharing.


Making teams: Know your classroom

Who are your students?

• The questionnaire;• The interview;• The wiki;• The blog;• Other.

What ressources are relevant?

• Language abilities?• Disciplinary backgrounds?• Skills?• Experience?• Gender?• Age?• Other?


Making teams: similarities and differences

• Groups based on similarities (language, nationality, disciplinary background, gender, age, training);

• Groups based on diversity (languages, nationalities, disciplinary backgrounds);

• Groups that bridge different abilities (bridging language (in)abilities, bridging technical (in)abilities)


7 minutes discussion

• Define relevant criteria for making groups in your international classes?


Designing Teamwork

Task

• Consider teamwórk in relation to your own work

Use statements on the right or define others.

Relate to arguments made during the presentation.

Discuss with your mates.

• Make explicit goals: • What is the task(s) to be

accomplished?• How are they relevant (e.g.

in relation to exam? In gaining additional skills?)

• What is the product?• Who is accountable for

what?• How does it contribute to

the general learning environment?

Documents

BOOST YOUR STUDENTS’ PARTICIPATION Education in the international classroom Lisanne Wilken European Studies, Århus University