1 Building an Inclusive Curriculum (Part 1)EDC Institute October 18, 2016 Sign Off Slide Sigrid Johnson ELL Instructor, TESOL Instructor Humber College

2 Session Goals Discuss strategies of integrating ELL students in our classrooms. Share best practices of creating inclusive classroom environments. Reflect on our personal language habits in the classroom and how they might either include or exclude ELL learners.

3 Two Truths and a Lie I was born in Sweden. I used to be an actor.I lived in Japan for three and a half years. I have taught English since 1998.

4 Using Plain Language What does it mean? Why should I do it?How do I do it?

5 What else can you do to help the international students in your class?reveal things about yourself, so students see you as a person and not just the teacher learn students’ names encourage small group work and vary the groupings so that students work with different people than they normally sit near vary your activities, so they can appeal to different learners and learner types show an interest in the students and their lives. Ask international students how specific things are different in their cultures. (This can also help sensitize your domestic students to the international students’ experiences)

6 provide lecture notes/ reading materials in advance of the class, so international students can read ahead and get familiar with vocabulary and key concepts if showing a video, put on English subtitles make sure instructions and expectations are clear (test important information in activities or quizzes) create needs assessments for your students avoid using jargon, idiomatic expressions, and unexplained sophisticated language. Avoid making cultural allusions without explanation

7 News Michelin star gains significance in India’s hospitality industryNovember 30, 2013 | Varuni Khosla , ET Bureau NEW DELHI: In the increasingly competitive world of fine dining, the Michelin star is gaining totemic status in India's hospitality industry as a gastronomic imprimatur that doesn't just ensure delectable food but also confers bragging rights. The Leela Palace in New Delhi got in the game early, when it opened the Indian outposts of Le Cirque and Megu, both widely feted New York restaurants, over the past two years.

8 The most obvious thing of course is vocabulary.“Difficult” words/ collocations include: to gain significance totemic status gastronomic imprimatur ensure delectable confers outposts widely feted

9 But also there are cultural references that may not translate beyond cultures such as “Michelin Star” Place names also may translate differently from culture to culture

10 Finally, this article uses idiomatic expressions such as “bragging rights” and “to get into the game” that may not be clear to students who don’t speak English as a first language. Can you think of any other common words or phrases that might be difficult for non-native speakers?

11 Phrasal verbs What are they?Phrasal verbs are verbs made up of two or more words such as “to get on with” or “to take up”. Why are they so difficult for non-native speakers of English?

12 1) they are often metaphorical2) they are very common in English 3) they often have multiple meanings

13 How many meanings can you think of for…1) take out 2) take off 3) pick up

14 Teaching Vocabulary Studies show that the most effective way to teach vocabulary is in a context Studies show that translating into the L1 is NOT a good idea.

15 How would you teach the following?1) clock, window, elbow? 2) tree, bus, cow? 3) sneeze, dig, angry? 4) building, lazy? 5) counterintuitive, helplessness?

16 Your Turn Pick a card and guess the word.

17 Model Sentences The girl waved.

18 Improve these model sentencesmarket You can buy food at the market. clothes In the morning, we put on our clothes. noisy Students are often noisy. look for I’m looking for my pen. visit Last weekend, I visited my uncle. happiness He was full of happiness. impossible Your plan is quite impossible.

19 Building an Inclusive Curriculum (Part 2)EDC Institute Title Slide Bianca Sorbera Manager, Teacher Training Programs Centre for Teaching & Learning Humber College

20 Thinking about internationalizing the curriculumAround the room you will see different questions. Write down an answer to each question. Questions What do you think internationalizing the curriculum looks like? What are some specific curriculum areas with potential for internationalization? Why internationalize the curriculum? How can we ensure that all students feel accepted, validated, and valued in the classroom? Content Slide

21 Session Goals Discuss inclusive strategies to incorporate into our own practice. Share best practices around inclusive education. Reflect on our classroom practices and ways to promote inclusion in the classroom. Collaborate with colleagues around issues of inclusivity and diversity in the curriculum. Content Slide

22 Today’s Workshop What is internationalizing the curriculum?The global learning cycle Global learning outcomes Global learning assessments Strategies for internationalizing the curriculum Section Start Slide

23 Internationalizing the CurriculumGives international and intercultural knowledge and abilities, aimed at preparing students for performing (professionally, socially, emotionally) in an international and multicultural context (Nilsson, 2000, p 22). International global and intercultural components are integrated into course content, teaching methods, resources, assignments, outcomes and measures of assessment. (Kahn, 2015) First find out what other people said in their answers

24 Internationalizing the CurriculumThe process of curriculum design involves a series of choices about whose knowledge will be included and what skills and attitudes will be developed. Discipline communities have their own recognisable cultures and are to some degree constricted in thought and action by the paradigms within which they work. Thus critical decisions about what and what not to include in the curriculum, how to teach and how to assess learning are often decided, by default, according to dominant paradigms, with little if any consideration being given to alternative models and ways of developing and disseminating knowledge, practising a profession or viewing the world. (Leask, 2012, p30) Explicit Implicit Null

25 Three Types of Curriculum (Eisner)Explicit – learned from what is taught in the curriculum i.e. mathematics, English, science. Implicit – learned from how we are taught (positive and negative that reflect our social values) raising our hands to speak, the implication of deadlines and punctuality hard work and long term gratification complacency competition hierarchy Null – learned from what is not taught or valued because of its absent in the curriculum What this does is bring a critical lens on the whats, hows and whys of our curriculum and bring a more inclusive approach to it.

26 Activity Brainstorm answers to the following questions with your group members and record your answers in chart form. What are some explicit, implicit, and hidden curriculum examples that are overtly and covertly reflected throughout your institution? What is the message that is sent to students? What this does is bring a critical lens on the whats, hows and whys of our curriculum and bring a more inclusive approach to it. Curriculum Example Message Implicit Explicit Null

27 Curriculum Alignment (Biggs, 2003)Begin with the end in mind

28 Internationalizing the CurriculumBond (2003) has identified three approached to internationalizing the curriculum: Add-on Add a resource to the curriculum that reflects an international perspective i.e. reading or guest speaker Infusion Include intercultural objectives Include multiple and diverse perspectives into the course readings and material Include student experiences into the learning Transformation Embed intercultural approaches to knowledge (construction and assessment) Add on Takes least amount of time Main body of the curriculum is untouched and unquestioned Infusion Requires more time Transformation Shift in how we understand the world Difficult at home when one culture is so pervasive i.e study abroad

29 Internationalizing the CurriculumIn groups, look at the learning outcome and share examples of each approach in all three categories. Add-on Infusion Transformation Outcome: Describe business practices in areas of finance, marketing, and management. Describe business practices in areas of finance, marketing, and management;

30 Learning Outcomes Describe cultural values and show how these values affect decision making; Demonstrate an understanding of the effects of global trading on world economies; Analyze the impact and influence of media used throughout the world; Apply critical writing skills to understanding the interconnections of world cultures; Use mathematics to model population growth and resource depletion in the world. Look at the following learning outcomes. What do you notice about them. What makes them global?

31 Activity In your group, make the learning outcomes more global.Describe business practices in areas of finance, marketing, and management; Identify sustainable environmental practices in Canada. Content Slide

32 How to Internationalize CurriculumReveal how the discipline is taught differently across the world Show how the field/profession is impacted by world issues Problem solve global and international challenges Integrate international content Turn you class into an international learning community with multiple perspectives, international voices and global resources. (Kahn, 2015) Content Slide

33 Integrate International ContentExample – Learning Outcome Learning Outcome – Business Writing and Communications Compose informal and/or formal reports. Revised – Global Learning Outcome Compose informal and/or formal reports that reflect current, real world issues. Content Slide

34 Integrate International ContentExample - Global Assessment You work for a popular sporting goods company in Toronto, Powerex. Powerex prides itself on being an ethical business both internally (with its employees) and externally (with its stakeholders, the environment etc.) The executive team is in the preliminary stages of deciding what roles the company should, if any, play in the upcoming FIFA 2014 World Cup in Brazil. There are opportunities for investing, sponsorship and advertising. Recently, there has been a lot of negative media attention regarding Brazil hosting the 2014 games, and the Powerex team wants to make sure they are making the best decision for the company’s profile. The executive team needs to find out more information about Brazil and the media attention before they make an informed decision. Your boss assigns you to a fact finding/information gathering mission, and you will need to produce an informal report to share with the team. Explain the integration of resources regarding the world cup and Brazil

35 Discussion In your group, discuss a class one of you teaches and brainstorm ways to internationalize it? Content Slide

36 Activities that Promote Global LearningIntroducing technologies (e.g. Skype) to link international knowledgeable or professionals into the learning experience. Using linked assignments (taking an existing assignment and linking it to a new outcome with an international or intercultural dimension) Using case studies which illustrate the impact that issues in other countries will have on local issues or businesses Using technology to promote awareness of the impact of the global economy, environmental policies and laws, political events on local issues Content Slide

37 Activities Continued Tying current events known through journals, newspapers and professional publications to local issues Going on field trips to local businesses to see how they are being impacted by geopolitical or global events; or have those industry reps come as guest speakers Promoting multicultural and cross cultural awareness through learning experiences such as team work, interviewing other students, sharing personal histories or stories, etc. (these strategies would vary according to the learning outcomes, content, and discipline) (Fuller, 2009) Content Slide

38 Resources Culturally Inclusive Educator Certificate– for resources Content Slide

39 Repeat Rethink Remove In regards to global learning…Write down one thing you will repeat in your own classes/practice. Write down one thing you will rethink in your own classes/practice. Write down one thing you will remove in your own classes/practice. Content Slide

40 Thank You