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Introduc)on to Teaching in English in 21st Century 7/4/15

V. Costa ([email protected]) 1

Teaching in English in 21st Century University Classrooms

Vikki Costa, Professor California State University, Fullerton

•  THINK about the difficul)es you face when teaching in English. What are the biggest obstacles to student success?

•  WRITE a short paragraph describing your difficul)es. Provide examples of classroom prac)ce that illustrate your difficul)es.

•  You may write in Japanese or English. Please write in complete sentences and be prepared to share in a small group.

English as a Medium of Instruc)on, or EMI (or TiE), is the use of the English language to teach academic subjects in countries where the first language of the majority is not English.

There are many student benefits to enrolling in TiE classes, including increased English proficiency, increased compe))veness in global market, improved ease of living abroad, improved global communica)on skills, and a challenging learning opportunity.

Forces Driving Reform in U.S. Higher EducaHon

Traditional delivery model of higher education is not sustainable in the “new normal.” CA Governor Jerry Brown

Universi)es face escala)ng opera)onal challenges, including reduced funding, changing student demographics,, ques)ons regarding quality and value, and increased compe))on. Learners are different, with different needs, wants, skills, ap)tudes.

Relevant Reform Elements in Japan EducaHon

•  High School EducaHon Reform –  Equip students with skills that will allow them to become shapers of society

and the state. –  Revise high school curriculum guidelines not from the perspec)ve of “what

can we teach?” but rather from “what kinds of skills do people need to learn?”

•  University EducaHon Reform –  Aim to further develop and improve skills that students cul)vated through

their high school educa)on. –  Equip students with skills to go out into the unpredictable society of the

future and find solu)ons for problems that have no immediate answers.

Excerpted from Plan for Implemen)ng High School and University Ar)cula)on Reforms, Central Council of Educa)on, MEXT, 2014

Forces Driving Reform in Japan Higher EducaHon



3 Eras of EducaHon

1.  Internet 2.  Global 3.  Prepara)on of

knowledge workers 4.  21st century literacy 5.  Life-‐long learning,

organized by age, ability, interests, networked, extends outside classroom

6.  Digital texts/tools 7.  Knowledge is kine)c

1.  Automobile 2.  Comprehensive 3.  Prepara)on for

mobility, industry 4.  Advanced literacy 5.  Industrialized model -‐

batch processing of students

6.  Substan)al books and print materials

7.  Knowledge is sta)c

1.  Horse and carriage

2.  Localized

3.  Prepara)on for local jobs, farmers

4.  Basic literacy

5.  One-‐room classroom structure

6.  Limited books and print materials

7.  Knowledge is sta)c

AGRARIAN AGE INFORMATION AGE INDUSTRIAL AGE What Should Teaching in the 21 Century Look Like?

CONTENT • Iden)fy three new (in last 10 years) theories, concepts, skills, ideas, research methods, or interpreta)ons strategies in your content area.

BEFORE

AFTER

EXAMPLES: Par))on Theory in Mathema)cs, Ebola Virus Disease, Chimamanda Ngozi Adichie, Half of a Yellow Sun (2006)

CHARACTERISTICS OF

21ST CENTURY CONTENT

•  Current -‐ The content should be current – up-‐to-‐date knowledge, including tools and strategies for genera)ng and using new knowledge.

•  Relevant -‐ The content should have significant and demonstrable bearing on professional and personal uses.

•  Applicable -‐ The content should be focused on the applica)on of the field to solving current problems.

•  Connected -‐ The content should be connected to other disciplines.



21st Century Knowledge

What does it mean to create? What defines “original”?

CONSTRUCT Create from raw materials

REMIX Rearrange the original

MASHUP Fuse

disparate elements

RecommendaHons for Improving

Content

•  Update content materials. •  Have students compare/

contrast, draw diagrams, and construct models.

•  Include problem-based inquiry.

•  Require students to use multimedia to REMIX and MASHUP knowledge.

•  Link learning back to a course question – reiterate relevancy to personal/professional life and society.

Course Question

Use a "Course Question" to introduce your course •  Broad and open-ended •  Address big ideas and enduring concepts •  Engaging and meaningful •  Spark curiosity •  Pose a reasonable challenge •  Require higher-order thinking skills •  Have answers that cannot be looked up in a book HOW DOES CHEMISTRY

IMPACT MY PERSONAL LIFE AND SOCIETY?

Higher order thinking Lower order thinking

COURSE DESIGN EXAMPLE



CONTENT • Iden)fy three new (in last 10 years) theories, concepts, skills, ideas, research methods, or interpreta)ons strategies in your content area.

BEFORE

• How will you incorporate new content into your teaching so that students are prepared to use the knowledge and skills for 21st century problem solving?

AFTER

COMMUNICATION • What are the formal and informal ways you and your students communicate in your classroom?

BEFORE

AFTER

CHARACTERISTICS OF

21ST CENTURY COMMUNICATION

•  Comprehensible -‐ Instruc)on should be delivered via comprehensible input and output.

•  Developmental -‐ Language level should be appropriate to the proficiency of the majority of students in the classroom.

•  Comprehensive -‐ There should be a significant amount of student talk! Communica)on should occur via all four language domains -‐ wri)ng, reading, listening, and speaking.

•  Global -‐ Communica)on should be situated within the global context and facilitated digitally.

English Proficiency Knowledge, experience, and skills

communica)ng in English in 21st century communi)es

Academic Proficiency Knowledge, experience, and skills using the English

language in 21st century academic disciplines

Pedagogical Proficiency

Knowledge, experience, and skills in methods of teaching in English to 21st century learners

Digital Proficiency Knowledge, experience, and skills in using English language

21st century digital tool/resources

Teaching in English in the 21st Century



Why is TiE Increasing?

•  English is ‘lingua franca’ of the country.

•  Opportunity to apract wider range of students. –  Who want to be more employable in a world where a quarter

of the popula)on speaks English.

–  Who want increased mobility for study abroad, work and home.

•  Contributes to poli)cal alignment of country with English-‐speaking countries.

What is the InternaHonal Status of EMI?

•  English as a medium of instruc)on (EMI) is rapidly increasing in many countries, especially in the private sector.

•  Few countries have –  official statements or policies on EMI. –  clear guidelines on the pedagogical approach to delivering

educa)on through EMI. •  Most teachers/faculty who are expected to use EMI are not

na)ve speakers, and there are no clear regula)ons on the level of English language competence required for instructors or learners.

•  There are not enough teachers/faculty.

What Challenges Face EMI Faculty?

•  Language AbiliHes (Basic, Academic, and InstrucHonal) –  Research suggests that instructors delivering a seminar via EMI can

fail to express up to 25 per cent of what they would explain in the same )me in their primary language.

•  Student Proficiency (Basic and Academic) •  Pedagogy

–  Knowledge and skills in appropriate teaching methods –  Knowledge and skills in code-‐switching strategies –  More )me to cover curriculum or reduc)on in content to be

covered

•  InstrucHonal Resources –  Texts (textbooks, manuals, handouts, presenta)ons) –  Classroom Environment –  Technology infrastructure, equipment, and soqware

What did you write about? Share your ideas in a small group.

Teacher Communication

•  Vary the speed & tone of your voice •  Project your voice •  Pause •  Repeat, transi8on, and summarize

VERBAL

• Maintain eye contact •  Use movement and the en8re room •  Project excitement and energy

NONVERBAL

•  Purposeful use of board vs slides •  Videos, images, anima8ons, interac8ves •  Audio clips •  Ar8facts •  Handouts

MULTIMEDIA



Continuum of Student Communication

Teacher Modeling

• Teachers model behaviors, skills, and strategies. • Teachers use ques)ons to ac)vate students' background knowledge. • Teachers model through think/read alouds, shared readings, lectures, etc. • Aqer modeling, students reflect on learning through independent wri)ng or sharing.

Guided

InstrucHon Independent

Tasks

• Teachers use ques)ons, prompts, and cues-‐ to help students complete tasks. • Students ask ques)ons—of the teacher and peers—to clarify understanding, provide feedback to a partner, and reflect on learning.

• Students work independently on tasks but use talk to support task mastery.

CollaboraHve Tasks

• Students work together with teacher monitoring. • Students discuss tasks or ideas and ques)on one another, nego)ate meaning, clarify their own understanding, and make their ideas comprehensible to their partners. Students prac)ce use of academic language.

Adapted from Why Talk is Important in Classrooms

STUDEN

T TALK INCREASES

•  Use verbal, nonverbal, and multimedia to convey your message.

•  Plan lessons that integrate purposeful academic talk, reading, and writing.

•  Increase the amount of time students are communicating with each other and with you.

•  Use code-switching judiciously and effectively.

RecommendaHons for Improving CommunicaHon

COMMUNICATION • What are the formal and informal ways you and your students communicate in your classroom?

BEFORE

• How will you increase the amount of student talk in your classroom?

AFTER

LEARNING • What are the most important skills for the 21st century in your content area?

BEFORE

AFTER



Flexibility and Adaptability Initiative and Self-Direction

Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Creativity and Innovation Critical Thinking and Problem Solving

Communication and Collaboration

Information Literacy Media Literacy

ICT Literacy

Global Awareness Financial, Economic, Business

Literacy Civic Literacy

Health Literacy Environmental Literacy

Partnership for 21st Century Skills

NOTE: Not all students are digital natives, and all need to develop their "academic" digital skills.

21st Century Skills Where are the 4 Cs in your teaching?

Where do students do these things in your course? What could you add to help your students do more?

CriHcal Thinking -‐ analysis and evalua)on in order to form a judgment or solve a problem

CreaHvity -‐ the use of the imagina)on or original ideas to make new things

CommunicaHon -‐ means of conveying informa)on and connec)ng with others

CollaboraHon -‐ the act of working with someone to create or produce something

CHARACTERISTICS OF

21ST CENTURY LEARNING

•  AcHve -‐ Students should be ac)ve in the instruc)onal process.

•  CollaboraHve -‐ Learning should be conducted by two or more students working together.

•  4Cs-‐Focused -‐ Learning should focus on the use and development of crea)vity, communica)on, collabora)on, and cri)cal thinking skills (and other 21st century skills).

•  Personalized -‐ Learning should be tailored to the learner in order to meet their learning needs and aspira)ons.

•  Enhance learning through collaborative problem solving with multi-step problems.

•  Use case studies, SWOT analysis, engineering design process, and PBL.

•  Group students in pairs, triads, and quartets for collaborative activities.

•  Focus on 4Cs and application of content to current concerns.

•  Have students write first and then share.

RecommendaHons for Improving

Learning



LEARNING • What are the most important skills for the 21st century in your content area?

BEFORE

• How will you help students acquire these skills?

AFTER

ASSESSMENT • How do you assess student learning?

BEFORE

AFTER

CHARACTERISTICS OF

21ST CENTURY ASSESSMENT

•  InformaHve -‐ Assessment ac)vi)es should inform teacher and students of individual and collec)ve progress.

•  SummaHve -‐ Assessment ac)vi)es should also provide informa)on about mastery of the content via evalua)on of knowledge, skills, products, and processes.

•  Aligned-‐ Assessment should be aligned with content, learning, communica)on, and milieu.

•  Varied -‐ Mul)ple assessment strategies should be employed.

Assessment should be FORMATIVE and SUMMATIVE



Assessment should INFORM Ensure a GREAT Product

Assignment DirecHons

Assignment Rubric or Scoring Guide

Assignment Example

Assignment Checklist

-‐ general informa8on on what the assignment includes

-‐ detailed informa8on about how the assignment will be evaluated

-‐ example of previous student work

-‐ list students can use to check off completed items and iden8fy what remains to be done

•  Use a course question to help students make connections – return to it on assignments and examinations.

•  Use formative assessment to monitor student progress.

•  Have students self-assess and peer-assess.

•  Use checklists, scoring guides, and rubrics to help students meet requirements.

RecommendaHons for Improving Assessment

ASSESSMENT • How do you assess student learning?

BEFORE

• How will you use assessment to increase student success?

AFTER

MILIEU • What three words best describe your classroom learning environment and culture?

BEFORE

AFTER



CHARACTERISTICS OF

21ST CENTURY MILIEU

•  InnovaHve -‐ Learning should include tradi)onal, online, and blended opportuni)es.

•  Ubiquitous -‐ Learning should extend outside of the physical environment and be accessible from anywhere at any)me.

•  Digital -‐ Teaching and learning should make extensive use of digital resources and tools to access, analyze, and synthesize knowledge.

•  Green -‐ Learning should be situated within the concept of sustainability.

WHICH OF THESE THESE CHARACTERISTICS DO YOU SEE IN YOUR STUDENTS?

The 21st Century Classroom is GLOBAL Businesses and classrooms should allow for global scope and interactions. Businesses acquire, use, and integrate talent from around the world - the classroom should mirror that model.

Classrooms should model global environment that prepares students for careers and lifelong learning where they connect with collaborators anytime, anywhere, asynchronously or synchronously. Communication and collaboration are key skills that must be practiced in the classroom.

The 21st Century Classroom is UBIQUITOUS EVERYONE, ANYTIME, ANYPLACE, ANYWAY



The 21st Century Classroom is GREEN

Classroom environment should reflect social and ecologically responsibility, and organizations are pressured to meet these demands.

•  Use traditional, online, blended, and flipped teaching models.

•  Make instructional materials accessible online.

•  Model use of digital tools and use for instructional purposes.

•  Require student use of digital tools.

•  Reference sustainability and green issues.

RecommendaHons for Improving the

Milieu

MILIEU • What three words best describe your classroom learning environment and culture?

BEFORE

•  How will you make your classroom milieu more innova)ve, ubiquitous and digital?

AFTER •  Consider your self-‐assessment.

–  In which of the five areas are you most confident of your abiliHes?

–  In which of the five areas do you want to make the most changes?

– What quesHons do you have? – What are your prioriHes for change?



•  How will we -‐-‐update our content, increase student communica)on, enhance collabora)ve learning, expand use of informa)ve assessments, and reimagine an innova)ve milieu-‐-‐

•  to equip students with skills to go out into the unpredictable society of the future and find soluHons for problems that have no immediate answers?

References •  AT&T (2012, December 26). It's Not Complicated "Robot" [video file] . Retrieved from http://www.youtube.com/

watch?v=D31q036q5_0.

•  Burstein, D (2013). Fast Future: How the Millennial Generation Is Shaping Our World. Beacon Press.

•  Colorado Technical University (2013, January 3). Education that Revolves Around You [video file]. Retrieved from http://www.youtube.com/watch?v=qkZEKeJQGSo.

•  Duncan, D., Hoekstra, A., & Wilcox, B. (2012). Digital devices, distraction, and student Performance: does in-class cell phone use reduce learning? Astronomy Education Review, 11, 010108-1..

•  Draves, W. and Coates, J. (2007). Nineshift: Work, Life, and Education in the 21st Century. Learning Resources Network (LERN).

•  Partnership for 21st Century Skills. (n.d.). Framework for 21st Century Learning. In Partnership for 21st Century Skills. Retrieved April 11, 2013, from http://www.p21.org/overview.

•  Pew Research Center (2010). Millenials: A Portrait of Generation Next. Retrieved April 11, 2013 from http://www.pewresearch.org/millennials.

•  Tapscott, D. (2008). Grown Up Digital: How the Net Generation is Changing Your World. McGraw-Hill.

•  Tindell, D. & Bohlander, R. (2011). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching.,60, pgs. 1-9.

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