tran-transculturaldance-post-2016.pdf (107.63 kB)
A transcultural dance: enriching work-based learning facilitation
In this chapter you will learn:
•tTo question what it might mean to be an ‘international student’, and position students as bringing a vibrant array of different perspectives which can be rich learning assets.
•tA pedagogic model of facilitation that moves towards mutual adaptivity in learning contexts where both you and your learners learn new ways of thinking and acting as well as different professional practices across cultures.
•tStrategies for learner adaptivity including integrating diverse examples and cases, connecting to and validating diverse experiences and prior knowledge, accommodating diverse needs, and reciprocating learning about different ways of thinking, acting and feeling across cultures.
•tStrategies to enable and sustain a learning environment for work-based learning study success.
•tTo question what it might mean to be an ‘international student’, and position students as bringing a vibrant array of different perspectives which can be rich learning assets.
•tA pedagogic model of facilitation that moves towards mutual adaptivity in learning contexts where both you and your learners learn new ways of thinking and acting as well as different professional practices across cultures.
•tStrategies for learner adaptivity including integrating diverse examples and cases, connecting to and validating diverse experiences and prior knowledge, accommodating diverse needs, and reciprocating learning about different ways of thinking, acting and feeling across cultures.
•tStrategies to enable and sustain a learning environment for work-based learning study success.
