Subject Guides: Effective Teaching: Supporting Diverse Learners

Articles

Cultural Variations In Learning And Learning Styles The need for cross-cultural understanding of the relationship between culture and learning style is becoming increasingly important because of the changing cultural mix of classrooms and society at large. The research done regarding the two variables is mostly quantitative. This review summarizes results of the existing research on cultural variations in learning styles. Limitations of the existing studies are discussed and some suggestion for future research is proposed.
Diversity, Learning Style and Culture Educators do not believe that all learners are the same. Yet visits to schools throughout the world might convince us otherwise. Too often, educators continue to treat all learners alike while paying lip service to the principle of diversity.
Engaging Adult Learners: Philosophy, Principles and Practices "Engaging Adult Learners: Philosophy, Principles and Practices, takes some of the main concepts of Principle Based Instruction and then focuses on a particular set of concrete instructional practices that I believe will engage adult learners and provide teachers with a sense of enjoyment and satisfaction in their role." by James David Bryson 2013
Equality and Diversity Checklist for Learning and Teaching What is good practice?
Four Ways Teachers Can Differentiate In The Classroom The ability to enter a classroom and in one lesson provide a holistic class a variety of teaching methods is the basis of differentiated instruction. To learn more about differentiated instruction, I sat down with author, blogger, podcaster, and puppeteer Sam Patterson. I asked him one simple question: in what ways can we differentiate our classroom instruction? Here are four pieces of advice he gave me. (Includes YouTube Interview)
Internationalization of the Higher Education Classroom: Strategies to Facilitate Intercultural Learning and Academic Success Appearing in International Journal of Teaching and Learning in Higher Education (Crose, 2011) Abstract: The number of students studying abroad is continuing to grow, which allows for intercultural learning to take place while forming cross-cultural relationships. This intercultural understanding plays a vital role as businesses begin operating in the global marketplace where cross-cultural relationships and understanding are needed. International students bring differing cultural experiences, expectations, and learning styles to the higher education classroom that allow for new perspectives to be introduced. How can faculty effectively leverage this cultural diversity in the classroom while addressing the academic needs of both the host and international students? Through effective teaching practices in a globalized classroom and an awareness of the cultural diversity present in the classroom, faculty members can provide learning opportunities, both academic and socially, that meets the needs of host and international students while preparing them for effective interactions in a globalized society.
Marginality and Mattering: Key Issues in Building Community This chapter defines a new construct for specifying how involvement can be achieved. The construct allows us to consider whether students feel marginal or that they matter. Qualities of a mattering environment will be described and the issue of rituals, which provide a sense of mattering, will then be explored.
Supporting the Intercultural Classroom A pilot project collaboration between NSCC International, Organizational Learning and students in the English for Academic Purposes (EAP) and Adult Learning Program English as a Second Language (ALP EAL) Programs.
Testing Bias, Cultural Bias & Language Differences in Assessments Assessments are used to gain useful information about test-takers' knowledge, skills and progress. Sometimes, however, the results of these assessments are incorrect due to biases. This lesson will differentiate and discuss types of testing bias and differences among test-takers that may lead to testing bias.
The Challenges and Opportunities of Teaching ''Generation Y''. Generation Y, otherwise known as the millennial generation, refers to individuals born between 1982 and 2005.1 This is the newest generation to enter the workforce. Leaders across disciplines are taking note of the challenges and opportunities associated with training this unique group.

ADHD for Faculty By: Nicole MacKenzie, Coordinator of Student Retention & Employment NSCC - Strait Area Campus / Nov 2015
Strategies for faculty with students with ADHD Submitted by Nicole MacKenzie (handouts for the PPT)