Teaching Strategies for Face to Face & Remote Teaching

Key Considerations:

• Build a sense of community to extend your care and support for their well-being;
• Set up virtual office hours for learners who may need to meet with you one-on-one;
• Present course content in multiple means (video, text, infographic, etc.)

For more detailed information, please check out this resource on engagement:
https://www.algonquincollege.com/lts/engaging-students-in-an-intercultural-class/

Key Considerations:

• Encourage learners to check their knowledge of academic honesty by using online resources such as “How to Recognize Plagiarism: Tutorials and Tests” ;
• Give students the opportunity to submit draft-in-progress so feedback can be provided before the final draft is submitted and graded;
• Design online assessments to encourage original work. You can achieve this by asking students to interview people working in the field and write a reflection about the experience or inviting students to draw connections between their personal/professional experience to the assigned readings.

For more detailed information, please check out this resource:
https://www.algonquincollege.com/lts/preventing-and-addressing-plagiarism-in-an-intercultural-class/

Key Considerations:

• Share resources to help learners gain skills to effectively work in a group setting, considering some of your intercultural learners may have never worked on group projects before;
• Articulate the benefits of intercultural group work to encourage domestic and international students’ participation. Articulate that intercultural group work can “create opportunities for peer learning and interaction among diverse learners” (Dimitrov, Dawson, Olsen, &Meadows, 2014);
• Allow sufficient time for groups assignments. Start group work early in the semester, if possible, so group members can have time to get to know each other and work on the assignments.

For more detailed information, please check out this resource:
https://www.algonquincollege.com/lts/making-group-work-work-in-an-intercultural-class

Key Considerations:

• Use frequent formative assessments to reflect on if instructional strategies should be modified;
• Allow different means for learners to demonstrate their knowledge acquisition, or how they engage in the assessment process;
• Include international/intercultural components to your assessments, where applicable (for example, assignments designed to ask for students’ self-evaluation on international perspective development, or make comparisons between two cultures, etc.) (Centre for Teaching Excellence, n.d.).

For more detailed information, please check out this resource:
https://www.algonquincollege.com/lts/designing-assessments-for-an-intercultural-class/

Key considerations:

• Give feedback in a timely fashion so learners can more effectively reflect on what to do differently next time when the subject matter is still fresh in their minds;
• Accompany specific examples from learners’ work when offering constructive feedback and point to the next steps for learners to avoid making similar mistakes;
• Encourage learners to ask for clarifications after receiving feedback to avoid potential miscommunications or misinterpretations.

For more detailed information, please check out this resources:
https://www.algonquincollege.com/lts/giving-effective-feedback-in-an-intercultural-class/