Teaching a Diverse Audience
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Transcript of Teaching a Diverse Audience
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Teaching a Diverse Audience
Katharine Carter and Lara Meredith
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Overview
The Diversity agenda Case studies and discussion Support at Nottingham
National and institutional context Changing student population New legislation Shift from institutional to personal liability in legislative approach
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Student population
Our Student Population
0%10%
20%30%
40%50%60%
70%80%
90%100%
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University policies
Current policies and practice Disability, race and gender action plans – for staff & students DAPs and DLOs in Schools
Other domains From Spring 2009 a new ‘Equality Duty’ on public bodies
Sexual orientation & gender reassignment Age Religion and belief
A systematic and evidence-based approach to all equality areas is expected in all documentation and teaching activities
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Implications for individuals
Agendas: Treating colleagues and students with respect
Knowing how to deal with confidentiality & disclosure Using non-judgemental language
Supporting colleagues and students according to need, rather than ‘all the same’
Responding to people as individuals rather than stereotypes
Implementing varied and inclusive teaching
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InstitutionalPolicies
Approaching Equality and Diversity
Individual student Needs & identities
Curriculum developmentand content
Teaching &Learning
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Thinking about teaching
One example - Gender and Classroom dynamics
Do men and women behave
differently in the classroom?
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Student behaviours
Female students are : Less likely to raise their hands to answer Less likely to call out and demand teacher attention Less likely to have their comments credited or praised Less likely to get peer support if they break rules or
speak out of turn More likely to be interrupted
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Teacher behaviours
Teachers are more likely to :-
Call on male students to answer Remember males students’ names Give male students more eye contact Ask harder questions to male students Wait longer for male students to answer Give more advice on independent learning
(Sadker and Sadker, 1990)
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Do I do that?
How would I know if I did?
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Practical teaching behaviours1. Have materials available in advance
2. Produce clear materials
3. Structure sessions clearly
4. Set ground-rules
5. Verbalise visual information
6. Summarise contributions / discussion
7. Face the group
8. Have a break
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Case Studies
Discussion with colleagues
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Conclusion
Need to make reasonable adjustments for disabled students
Implementing fairness, respect and transparency will depend on the situation
Increased personal responsibility An awareness of equality and diversity issues will
support you in developing curricula and teaching practice
Simple actions often have big impact