Contextual Background:
Foundation students come from diverse backgrounds, including a high number of international learners that are away from their native country for the first time and have entered the UK education system for the first time. One of the challenges I observe is that many learners have English as a second language and need more support adapting to a new language and education system.
Evaluation:
For the past years, we have taken the approach of having presentations that outline the aims and tasks for the day to support the sessions. Students are briefed at the beginning of the session to make the expectations and timings clear. This allows students to know clearly the expectations and outcomes for the day. These presentations are available the day before on Moodle, where they can be accessed in anticipation if needed.
“One important consideration when teaching international students is the clarity of explanations. this means providing a clear outline of what is required, providing models of successful practice and aligning objectives with teaching and assessment” (Bamber & Jones, 2015)
An unexpected outcome was that students with English as a second language use the presentations on their phones to translate words as the briefing is going on, helping them to understand it in real time rather than asking for clarification later. I have also observed many students clarify concepts and discuss the tasks in table groups during the session using the slides.
Moving forwards:
Even though the slides are extremely helpful for students with english as a second language, there are other strategies to deliver briefings that Im considering implementing in future.
1.Diversify the way I deliver information: presentations can be long and rely solely on the tutor for delivery. Verbal instructions in english could be hard to hear or retain. After the Microteaching sessions, I’ve been intending on incorporating objects rather than just slides into the briefings. Asking students to bring in an object that relates to the project to share in table groups and illustrate the concepts of the brief would bring a more personal angle to the session, giving students with english as a second language a chance to discuss the brief from a more familiar angle, and in turn get to know other students through their chosen objects. As Kirsten Hardie describes in ‘Wow: The power of objects in object-based learning and teaching’
“the use of objects in small group work at the start of a course can offer a valuable ice-breaker activity as learners focus on items while developing their social interactions with their peers” (Hardie, 2008)
2.Changing the time of day when I do briefings: Briefings happen first thing in the morning, and even though it makes sense to outline the day at the beginning, I would like to test briefing students at other times. For example, having 1 hour in the morning for reflection or research before delivering the briefing could have an impact on how it is received. Some students arrive late or need a bit of time to get used to the studio environment before they are ready to take in information.
3.Encouraging more peer to peer discussion using slides in table groups or pairs: Ive observed students tend to do this unprompted, but it could be incorporated into the session more purposely. The briefing could be a discussion in groups where they decipher the task for the day together, allowing students to read, translate and discuss at their own pace.
References:
Hardie, K. (2015) Innovative pedagogies series: Wow: The power of objects in object-based learning and teaching, pp. 4-20.
Bamber, V & Jones, A (2015), Enabling inclusive learning, ch 11, pp 154-168