Engaging Diverse Learners

Engaging Diverse LearnersWorkshop

Institute for Learning EnhancementFacilitator: Professor Christine Hockings In this workshop you willa) explore principles and strategies to engage all students in the classroom;

b) plan a teaching session using strategies that will engage diverse learners.Student diversity Students as individualsSocial & ethnic backgrounds

Differently abled

Life, work & educational experiences

Entry qualifications

Prior knowledge & ways of knowingApproaches to learning

When teachers see students as individuals, students become more engaged 3See LTI OER Unit 2 for text on Student Diversity and Difference. See References section in Unit 2 for references to published papers around these issues.

Summary:

Over last 15 -20 years there has been an increase in the number and diversity of students entering HE due largely to Widening Participation. Student diversity is multi faceted and complex. Not simply traditional and non traditional students.

Having said how diverse and different students are, we must not forget that they have lots in common. One of the commonalities is their desire to fit in at university, not to stand out as different, to be seen as just an ordinary student. But when it comes to the classroom, students want their teachers to see them as individuals, recognise their individual differences and take account of them in their teaching. When teacher do that students become and stay engaged.

This is challenging for teachers who have very large and diverse groups. So the key question is how do we academically engage students in large and diverse groups?

http://wolf.wlv.ac.uk/ile/69831/rlo/229/scormRLO.htm?rlocmd=f&menu=706821

How do you engage your students?In what ways are your students diverse? p.8

What do you know about their lives, backgrounds and interests? p.9

Describe the ways you attempt to engage all of these students? p.11 In pairs discuss the questions A-C.Refer to your pre course forum posts or add in a new post Share your answers with the group. How do you know when your students are engaged? Invite 3 or 4 volunteers to share with whole group.

What did you do?How do you know this engaged all your students?

4Principles and strategiesPlay videoPlay videoPlay videoCreate safe, inclusive spaces

Get to know students as individualsEstablish ground rules for collaborative learning

Harness students experience and knowledge

Start with what students know, then apply theory (biographical turn) Connect with students lives and future aspirationsFacilitate uncertainty, confusion & differenceEncourage public articulation of thinking & problem solving

Teach reflexively and with sensitivity to differences

Mindful of impact of own beliefs and identity on student learningCoordinate interaction, mixing different students (with a purpose)Anticipate, prepare & respond flexibly to different and emerging requirements and interests

This page summarises the principles as detailed in LTI Unit 2. Videos from the LTI collection have been embedded in this Powerpoint presentation and may be played to illustrate the principles.

As an alternative or follow up exercise, participants may be invited to select their own favourite clips from the LTI collection (or from the Unit) that illustrate what they believe as the essence of engaging and inclusive teaching.5Examples of engaging diverse learners

Go to WOLF topic Unit 2 Inclusive Pedagogy (pp.16-18)

Read some of the case studies

Play some of the clips of teachers engaging their diverse learners

(See also LTI video collection www.wlv.ac.uk/ltimoduleMake a list of one or two strategies or techniques that you could try in our own sessions http://wolf.wlv.ac.uk/ile/69831/rlo/229/scormRLO.htm?rlocmd=f&menu=706821 Participants may need to have access to headphones so as not to distract others in the group.Alternatively participants could work in pairs or small groups looking at one case study together.6Planning to engage all studentsThink of a session that you have run or will be running soon.Using the example of session plan provided redesign this session applying the principles of inclusive L&TPresent this to the whole group or your neighbour highlighting particular inclusive and engaging features Evaluate your design and consider the implications on resourcing, etc.Give and receive feedback on your own and others session designs The purpose of this task is to put these principles into practice. The first stage of doing this is the session plan. We invite colleagues to re design an exiting session so that what they do in the session will be immediately useful and implemented in their own practice.7Example / extract of session planTimeTutor activityStudent activityResourcesequip, etcInclusive?Engaging?10.00-10.15Introduce topic and explain task.Watch/listen to video clips and make notes on ethical principlesSubtitled video clipsStudents?Principles?Topic Business ethicsAimsTo explore influences on ethical decision making in the workplace OutcomesYou will have reflected on your own & others ethical positions. Examined the impact of these and other factors on business decision makingStudents: . List the known composition of the group in terms of all aspects of diversity

Evaluation:What methods / data you will use find out how inclusive and engaging this session has been for these students. How will you judge the extent of inclusivity and engagement

Blank copies of a session plan template can be distributed or alternatively down loaded by participants so they can work on it in the session. We suggest this format so that it encourages colleagues to FOCUS on their students and to annotate the plan justifying their strategies in relation to their students diversity and in light of the priniples discussed. However, this template can be adapted.8Where to next?This workshop has addressed the UK Professional Standards (UKPSF) outlined below.

A1 Design and plan learning activities and/or programmes of study; A2 Teach and/or support learning; A4 Develop effective learning environments and approaches to student support and guidance; V1 Respect individual learners and diverse learning communities; V2 Promote participation in higher education and equality of opportunity for learners

(For full information about the these standards see http://www.heacademy.ac.uk/ukpsf)

Evidence gathered through the completion of activities associated with this workshop could contribute towards gaining Associate membership or Fellowship of the Higher Education Academy.

For information on how to apply to be a member of the Higher Education Academy, please see the HEA website (http://www.heacademy.ac.uk/professional-recognition) or attend the workshop Joining the HEA Supporting Your Application on the staff development website.