English for Academic Teaching Purposes

Participant Led Academic Discussion
PLAD Schedule Group A

PLAD 2: The Multicultural Classroom

February 26, 2007
Led by Jana Kivastik

Content
Based on Chapter 1: Your Diversity, the Academic Culture, and Teaching and Learning Styles

When speaking about diversity in the classroom, we usually mean the diversity of the students. This chapter is focusing on the fact, that the teacher also brings a range of diversity issues to the classroom. The issues are shortly listed below, and hopefully we will be able to discuss whether some or all of those are important in your teaching activities at the University of Tartu.
Diversity issues for the instructor:

1. Perceived or visible diversity
1.1. Race/ethnicity
1.2. Gender
1.3. Age
1.4. Physical attributes and abilities

2. Invisible diversity
2.1. Political opinion
2.2. Sexual orientation
2.3. Regionalism
2.4. Class
2.5. Family history
2.6. Religion
2.7. Teaching and learning styles

PLAD 4: Why Lecture?

March 8, 2007
Led by Helle Hein & Eno Tõnisson

Content
Based on Why Lecture? (Exley & Dennik, 2004)

Teaching methods:

• Lecturing
• Small group teaching
• Self-directed learning
• Problem-based learning
• Computer-assisted learning /web
• Experimental learning …

Discussion question 1:

• Your experiences (subjects, number of students, technical support, …)
• Did you feel that this teaching method is oldfashioned (obsolete)?
• What have you done to avoid boring lectures?

What can the ‘tradiditional’ lecture do well
Five reasons for giving lectures

1. Communicating enthusiasm for the topic
2. Providing a structure or framework for the material
3. Tailoring material to the students' needs
4. Providing current information
5. Using another format is not viable

Discussion questions 2:

• What reasons are more important for you?
• What reasons are more important for the deciders?
• Who decides how many lectures, how many …?

The criteria for including a lecture in the curriculum

• Clear overview
• Controlled factual content
• Informed and enthusiastic lecturer

Informed and enthusiastic lecturer

• Lecturers should have had some basic training in lecturing and presentation skills and should be competent to use a range of audio-visual aids.
• They should be able to structure and organize a lecture and have good time-management awareness.
• Lecturers should demonstrate enthusiasm for their subject and should communicate this to their audience by means of an interesting and stimulating presenation.

Discussion questions 3:

• What about your teacher-training?
  • School teacher
  • Pastor, reverend, vicar
  • …
• Is it necessary to teach university lecturers (professors)?
• When, How …

PLAD 8: Observation of Teaching

March 29, 2007
Led by Kaupo Kohv

Content
Based on Observation of Teaching (Fullerton, 2004 )

Questions to class:

1. What do you think are the main potential benefits of observation practices? (please keep also in mind what it could deliver for new lecturers)
2. What aspects of the lecture/group work should be observed or paid attention?
3. How can observation be focused equally on teacher and student needs?