Faculty Webinar Series: Lessons from the Learner-centered Classroom: Instructor Expectations and English Language Learner Performance

Presented by Lauren MacKenzie, Academic Learning Specialist, Writing Centre and Academic Communication

These interactive, one-hour sessions are designed to provide faculty with classroom practices that will enhance the participation and engagement of non-native-English speaking students (NNESS). These sessions will address current challenges facing Saint Mary’s University faculty in blended, distance, and in-person classes. Each session is based in theories of Second Language Acquisition, including: 

• Learner engagement and motivation;

• Universal Design for Learning (UDL); and

• Social justice and accessibility

The sessions are stand alone; faculty and staff are invited to join at any time in the series.

Critical Thinking and Instructor Expectations
Monday, March 1 | 1:00 pm

The variety of approaches to learning around the world creates unique foundations upon which learners interact with their course work. Learners from diverse backgrounds may have limited exposure to principles of critical thinking, such as identifying bias, author's purpose and tone, and implied meaning. This session will discuss intersections and divergences in critical thinking in different cultures, and how instructors at Saint Mary’s can communicate clear expectations to groups of diverse learners. Attendees will receive materials and activities for their learners to develop a deeper understanding of criticality and its application to their course work.

Click here to join in Zoom | Meeting ID: 213 990 1134 | Passcode: 888888

Feedback: Making Comments that Build Relationships
Friday, March 12 | 1:00 pm

Testing has a powerful effect on teaching and learning, and the impact of feedback on learners and instructors, or washback can be beneficial or harmful, relationship building, or rapport destroying. This session will examine the Washback Hypothesis and how both normative and criterion-based assessments provide opportunities for instructors to maximize feedback for teaching, learning, and classroom dynamics. Examples of washback will be discussed and resources provided to enhance the experience of instructors and the performance of learners.

Click here to join in Zoom | Meeting ID: 213 990 1134 | Passcode: 888888

Concepts of Face and Learner Engagement
Thursday, March 25 | 1:00 pm

The international student body at Saint Mary’s University includes learners from cultures that often experience shame in a way that may be foreign to some instructors. At times, the ability of students to interact with peers and instructors is overshadowed by a cultural need to maintain face. An awareness of face and how it influences learner performance and participation in higher education may inform adjustments to classroom practices, expectations, and assessments. This session will provide real-world examples of face in the higher education classroom, as well as techniques to support students and instructors.

Click here to join in Zoom | Meeting ID: 213 990 1134 | Passcode: 888888

Growing Communicative Competence in Non-Native English Speakers (NNES)
Friday, April 9 | 1:00 pm

Many NNES learners at Saint Mary’s University bring years, if not decades, of English-language learning experience to our academic community. However, due to educational policies and administrator preferences, commonly used methods of language teaching fall short of preparing students for collaboration in group work and class participation. This session will provide instructors with practical advice on how to design activities and interactions that develop learner’s communicative competency and draw on engagement indicators from the National Survey of Student Engagement.

Click here to join in Zoom | Meeting ID: 213 990 1134 | Passcode: 888888

Alternative Assessments in Virtual and Blended Learning for NNES Learners
Thursday, April 22 | 1:00 pm

Instructors are faced with new challenges related to evaluation in a virtual learning environment. In current teaching contexts, technology mediates assessment and AI-proctored testing is proving to be increasingly problematic. In a blended learning context, faculty may want to incorporate alternative assessments, including:

• Collaborative testing,

• Portfolio based assessment, and

• Non-traditional digital projects.

This session aims to provide examples and resources for faculty who want to integrate new assessment tools into their classroom or adjust existing assessments to be more equitable and inclusive. 

Click here to join in Zoom | Meeting ID: 213 990 1134 | Passcode: 888888
 

If you have any questions about these sessions,
please contact Lauren: Lauren.McKenzie@smu.ca