Internationalizing Your Teaching 17-18 Workshop Series

1. INTERNATIONALIZING YOUR
TEACHING (IYT)
17-18 Workshop Series
Elsa Wiehe,
Teaching and Learning
Navitas Boston
With Lucy Blakemore,
Head L&T Operations & insights

2. Why offer IYT faculty PD?
2
Faculty development in U.S.
• Most faculty are experts in
subject matter with no
formal pedagogical training
• Problems developing a
“scholarship of teaching”
(Bass, 1999)
• Faculty PD ranked last in
internationalization
priorities (ACE/CIGE, 2017)
Navitas Internationalization Framework, 2017

3. What is involved in IYT?

4. Overview of IYT
Goals
• Identify frameworks to
engage international
students
• Use a toolkit of techniques
in class
• Reflect on one’s own
teaching
• Connect with other
colleagues for
enhancement of practice
Sample Agenda
• Introductions
• Internationalizing
framework
• Articulate your practice
• Analyze an activity
• The international student
experience
• Teaching frameworks:
CRT, Brain-based
learning, Sheltered
English instruction

5. Building a Community of Practice
focused on “Problems of Practice”
City, et al. (2009); Kolb, (1984); Lave & Wenger, (1991)

6. The Learner and
Learning Experience
Instructional Practice
Professional Practice Curriculum/content
(International)
Student
Internationalizing your Practice
Adapted from NAFSA’s Global Preparation Lens

7. The Learner and
Learning
Experience
Instructional
Practice
Professional
Practice
Curriculum/content
Student
Internationalizing your Practice
• Alignment of assessments to
goals and activities
• Multiple methods of
assessment
• Active learning
• Building community
• Authentic learning
• Culturally & linguistically
responsive teaching
• Understanding
principles of
learning and
how learning
works
• Understanding
individual
differences
• Creating
inclusive
learning
environments
• High
expectations
• Appropriate
level of
challenge
• Promoting
autonomy

8. The international student experience
Gallery Walk to read student voices
1) What characterizes the experience of being an
international student? What are the challenges?
2) What are their related learning needs?
Then: Discussion (S-S-S-S; not T-S-T-S)
Station 2
Station 3
Station 4
Station 5
Station 1
Faculty rotate
around room,
reading posted
quotes from
students at every
station

9. Simulations to Understand the
International Student Experience
Activity: Speak with new linguistic/cultural rules
Participants take 5 minutes to write a paragraph about
their (holiday) plans
Take 1 min to summarize with a partner
Then…
Take 5 minutes to write 1-2 paragraphs without using
the letter “t”
Take 1 minute to orally summarize without using the
letter “e”
Activity Adapted from NJ SEI Training, 2017

10. Articulate your practice
Your mental checklist:
What top 1-2 teaching principles do you include in
your lesson planning for teaching international
students?
(Provide specific examples)

11. Planning & Preparing Tools for You
on Moodle
What checklists do you use?

12. Planning, preparing, checklists on
Moodle

13. 3 research-based frameworks, 3 concepts
Culturally responsive
teaching (Moll et al., 1995;
Ladson-Billings, 1994)
Brain-based learning
principles
(Jensen, 2005; Hammond, 2014))
Sheltered approach to
language (Echevarria, 2008)
= Being explicit
= Building background
knowledge
= Comprehensible
Input for ELLs

14. Being Explicit
• Being explicit about our (usually invisible) academic culture
• Becoming self-aware: we are carriers of culture
• Understanding our academic culture through “cultural
artefacts” (Carroll, 2014)
• Describing cultural artefacts is not enough:
providing the rationale is important (Carroll, 2014)
The artifact The cultural rationale
Group work
Office hours
Word limit on papers
…
Activity adapted from J. Carroll, 2014

15. Where to from now?
• Teaching and Learning website:
http://learningandteaching-navitas.com/
• Check Great Resources
• Sign up for free PD courses
• Share your own teaching story on Learning &
Teaching website
• Where to from now for you?

16. Impact
Challenges
So What?

17. POST COURSE SURVEY HIGHLIGHTS
Areas of
Challenge
• Timing of PD
• Minimal use of
Moodle
• Lack of
Instructor Time
Best Aspect of Course? How likely are you to
recommend this
course?
91%
are likely or extremely
likely.
0 detractors; 1 passive
67% of
RespondentsThe collaboration
I am so grateful to been able to attend and learn new information and skills which I
immediately applied to my teaching with three very diverse clinical groups of
nursing students. Elsa also brought out the best from workshop participants to
learn from each other and to support each others' learning.
Hearing what has and want hasn't worked in other professor's courses.
I though it was an excellent balance of the facilitator actively teaching and
participating and then stepping back to make space for participants to apply new
knowledge and concepts with guided exercises so I could start to develop my own
abilities in applying the concepts to my field of instruction and my own teaching
practice.
I enjoyed the range of strategies we discussed as a group and plan on
implementing some of those strategies in my teaching.
the workshop was collaborative and comfortable I liked that it was active and we
covered things that we could do in class with our students
Getting knew ideas and being challenged to implement them
The facilitator and ideas
Else was a wonderful facilitator! It was great that our institution had a diverse
range of disciplines represented at this event.
Sharing ideas.
Dr. Wiehe's manner and knowledge. Approachable and expert both.
Making more connections in Navitas, reflecting and sharing with other teachers,
especially in person
I will be using some of these ideas with our faculty and/or students.

18. Communities of Practice

19. Next Steps
Now What?