Captivate Workshop
Résumé de section
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Welcome to Captivate
Captivate is a workshop series that introduces instructors to the theory, practice, and instructional design of teaching disciplinary content in English. The workshop is designed to assist instructors in revamping existing courses and developing new ones utilizing English as a medium of instruction. After completing the workshop, instructors can take advantage of five individual coaching sessions tailored to their specific needs, including language and instructional design purposes. Language-related purposes may entail enhancing course scripts, addressing any uncomfortable language aspects, rehearsing courses, and improving pronunciation. Instructional design purposes may include understanding the modified classroom space in non-English speaking countries, focusing on material and curriculum design to increase teacher impact, and creating student-centred learning environments using appropriate Edtech tools.
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Les étudiants doiventMarquer comme terminé
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Les étudiants doiventMarquer comme terminé
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Les étudiants doiventMarquer comme terminé
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Les étudiants doiventMarquer comme terminé
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It is essential to use clear, coherent language in teaching in an English as a Medium of Instruction context. Teaching in EMI involves more than just translating course content from one's native language into English and may require adapting teaching style to the new context. Of course, a minimum proficiency for teaching EMI is required. The instructor needs to have a speech that is fluent and produced at a good speed. The grammar control needs to be sufficiently correct, and if any mistakes are made, they must not create misunderstandings. When it comes to pronunciation, it needs to be accurate in terms of intonation and stress but may display L1 features (accent influenced by first language).
Lessons must be organized in a logical and comprehensible manner. Lecturers should have a repertoire of go-to phrases to help students remain focused and provide a clear structure for their delivery. The EMI Handbook provides a set of typical phrases for the different parts of lectures.
I have provided a list of them in the document below.
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Les étudiants doiventMarquer comme terminé
The article was taken from The Teaching Professor. It was posted by Kristen Rousch on
The article discusses the concept of a "Master Teacher" and emphasizes that it is not about years of experience or official credentials, but rather a set of behaviors that distinguish outstanding teachers. These behaviours are identified through a study conducted by Buskist & Keeley (2005), with input from both faculty and students.
The article lists 28 traits associated with a Master Teacher, with some marked as particularly important by students and faculty.
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This article was taken from The Teaching Professor. It was written by Posted by Sara Smit on June 5, 2023
In this article, the author, a teacher, embraces their own mistakes as a valuable teaching tool. These mistakes are minor and relatable, such as forgetting to unmute during a Zoom class or calling students by the wrong name. The author believes that these errors humanize them and demonstrate that perfection is neither attainable nor necessary. They use their own experiences to encourage students to take risks and not fear making mistakes, especially in tasks like public speaking. By showing that mistakes are survivable and can be handled with grace, the author helps students build confidence in facing their own challenges. Ultimately, the article highlights the importance of embracing mistakes as part of the learning process.
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"Teachers may hold unconscious biases about students even if they intend to treat all students equitably, but there are ways to address unconscious bias in the classroom to ensure a safe, inclusive learning environment."
In this article, Helen Storr talks about some of these biases and gives us some advice on how to tackle them.
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Undergraduate Students
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How can neuroscience help to learn better and improve teaching practices?
Barbara Oakley’s keynote will provide practical insights, using recent light microscopy imagery and neural animations, about how the brain learns. By seeing the restrictions of working memory, you’ll gain a better idea of how to structure teaching to avoid student cognitive overload. And by understanding the changes that good teaching can make in students’ brains, you’ll gain a better idea of how to help students neurally encode information, concepts, and techniques into long-long term memory—the essence of learning.
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Case studies
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Storytelling: A Valuable Teaching Tool
Storytelling can be an effective pedagogical tool in education. Stories align with the way human brains process information and have been a fundamental communication tool for thousands of years. Educators often undervalue the potential of storytelling in teaching. Stories can create interest, provide a structured way to remember course material, convey information effectively, and establish connections between teachers and students. Stories should be used intentionally to enhance students' understanding of the content, with a focus on relevance to the course material.
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Think, Share, Pair
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In Fall 2014, a group of students from Stanford's student-run First-Generation and/or Low-Income Partnership (FLIP) created a program called "What I Wish My Professor Knew" to help faculty understand how their classroom practices and statements could contribute to First-Generation and/or Low-Income (FLI) students feeling alienated or welcomed at Stanford.
This video provides a brief introduction to some of the relevant issues for FLI students at Stanford.Watch the video and answer the following questions:
Do you think students have similar issues in your institution?
How can professors make classes more accessible in ways useful to students?
What can be done to learn more about students and create a better connection with them so they don't feel excluded?
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Visuals that facilitate learning
We are now in the age of visual information, where visual content plays a role in every part of life. Good graphics can also be key to engaging students in lectures. In this section of the course, we will be reflecting on what makes good graphics and your use of graphics in your lectures.
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