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Classroom Strategies for Teaching Diverse Groups Sarah Moore Professional Development Team Learning and Teaching Services
30/04/2015© The University of Sheffield 2 Learning Outcomes By the end of this session, you will be able to: explain the theory around different learning styles and how this creates diversity in the classroom identify key methods/strategies for teaching diverse groups of students establish how and when you might use some of these strategies with the groups you teach
Factors influencing learning Age Gender Ethnicity Culture Context Discipline Learning environment Rest of their student experience Learning background Demand of the task Context of learning Learning outcomes Cues of the learning 30/04/2015© The University of Sheffield 3 Wisker G, Exley K, Antoniou M and Ridley P (2008) Working One-To-One With Students (London: Routledge)
Experiential learning Kolb’s (1984)definition of experiential learning is that it is: ‘the process whereby knowledge is created through the transformation of experience’ Kolb, D. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. 30/04/2015© The University of Sheffield 4
Experiential learning cycle 30/04/2015© The University of Sheffield 5 Concrete Experience Reflective Observation Abstract Conceptualisation Active Experimentation Kolb, D. (1984) Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Honey and Mumford’s (1986) learning styles 30/04/2015© The University of Sheffield 6 ActivistReflector TheoristPragmatist Honey, P. and Mumford, A. (1986) Using Your Manual of Learning Styles. Maidenhead: Peter Honey Publications
Strategies for teaching Name cards/ numbering Muddiest point Group monitoring Questions Feedback Workplace tasks Show of hands/ clickers ‘Think, pair, share’ Online tests Lecture flipping Mingle 30/04/2015© The University of Sheffield 7
Think about these strategies: Which might you use in your teaching to help your students learn? How might you use them? What might you have to take into account when using them with your students? 30/04/2015© The University of Sheffield 8
Things to bear in mind: Make expectations and language clear Relate to the workplace Allow students time to think Teaching sensitive issues: ing/sensitive ing/sensitive Cultural trends aren’t the only difference 30/04/2015© The University of Sheffield 9
Professional Development Team Sarah Moore Nigel Russell Karen Ford 30/04/2015© The University of Sheffield 10
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