Introduction to
Learning Expectations
Examining contrasting cross-cultural teaching and learning expectations
Introduction
The learning expectations required of students differ significantly across cultures. This is often understood in terms of the contrast between teacher- and student-centred approaches. Moreover, in the Anglo educational context, there can be an underlying assumption that the student-centred philosophy encourages a more effective engagement in the learning experience, especially in relation the development of independent and critical thinking skills. However, a sudden encounter with the student-centred approach can trigger a sense of disorientation in many international students in the form of an initial culture shock.
Consequently, this professional development experience will encourage colleagues to re-evaluate some of the frequently overlooked advantages of the teacher-centred approach. Moreover, an exploration will be undertaken of practical ways to integrate a more teacher-centred style in the early stages of the student experience at international educational institutions to help with the adaptation to the new learning context. The five themes covered on this course are:
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Exploring key cross-cultural differences in teaching methods and learning styles
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Analysing the contrast between teacher- and student-centred approaches
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Re-evaluating some of the advantages for students in the teacher-centred style
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Examining ways to integrate both styles during the initial learning experience
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Investigating how to apply alternative approaches to common objectives such as the development of critical thinking
The Course Aim
To develop practical skills aimed at helping students to successfully adapt to new teaching methods and learning style expectations at international educational institutions
The Course Objective
By the end of this course, participants should be able to manage cross-cultural teaching and learning expectations to enable a confident adaptation of international students to the new educational context.
The Key Learning Outcomes
The primary learning outcomes will focus on supporting educators to do the following:
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Anticipate the causes of cultural learning shock
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Analyse the contrast between direct and indirect communication
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Evaluate the difference between teacher- and student-centred learning expectations
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Avoid actions that unintentionally lead to cultural disorientation and isolation
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Develop self-management strategies
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Acquire a more culturally sensitive approach to learning expectations
For Organisations
Please contact us for further information on course design for EAP options and for professional development opportunities for educators.
Professional development courses are tailored to match the specific needs of clients that include members of university departments, international schools, colleagues teaching in English-medium environment, or individual educators.
If you require further information about the possible tailored focus on these professional development opportunities, please contact us for a free initial consultation.
If further discussion is required on your professional development requirements following the first consultation, please book a subsequent consultation.
See also:
Critical Thinking to evaluate the process of developing critical thinking in a cross-cultural context
Course Design to investigate practical approaches to course and materials design
Time Management to examine contrasting perceptions of time and time management in a cross-cultural context