Module 1 Glossary

 


Module 1 Glossary
TermDefinition
3Ps Model of CulturePerspectives, practices, and products. Frank writes that perspectives describe "what members of a culture think, feel, and value.” Perspectives shape practices, which include the traditions and typical behaviors in a culture. Cultural products include food, clothing, music, and literature.
Cascading New Knowledgesharing what you’ve learned with others (for example, with colleagues at school)
Culture"What people think, make, and do," as defined by Anthropologist John H. Bodley
Cultural beinga person who is impacted by their culture(s) in many ways every day
Depth of Reflection RubricA way of measuring or evaluating how deeply a writer has reflected on their experiences that was originally developed for reflecting on classes and what happens in the classroom
Experiential learninglearning through doing something and through reflection on doing something
Intercultural competencethe ability to successfully interact with people from other cultures
Stereotypea common but overly simplified idea of a type of person or thing

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Module 4: Critical Thinking Rubric

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 (Links to an external site.) In Week 2, we looked at multiple definitions of critical thinking. You have been practicing critical thinking in this course in writing about cultural experiences and responding to classmates. We have a sense of what critical thinking is, but how can we assess it in our students? Rubrics are one of the best ways to assess complex skills. They describe areas (skills, competencies) to be assessed, and different levels of mastery . For example, to assess language ability, rubrics are often divided into listening, reading, speaking, and writing ; these are the areas (skills) to assess (#1). Then, descriptions are given of the different levels of mastery (#2). For example,  The European Common Framework  names levels of mastery A1, A2, B1, B2, C1 and C2. Here are some descriptions of some of the different levels of mastery of writing. A1: "I can write a short, simple postcard." B1: "I can write simple connected text on topics which are familiar o...
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Module 6: Thinking about Lesson Planning - Follow-on Quiz

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  Due   May 24 at 10:59am   Points   5   Questions   5   Time Limit   None   Allowed Attempts   Unlimited Instructions     Answer these five questions based on the two videos you just watched.     "Question mark icon" by Gina Asalon is  licensed under CC BY 4.0  (Links to an external site.) Take the Quiz Again Attempt History Attempt Time Score LATEST Attempt 1 2 minutes 5 out of 5 Score for this attempt:  5  out of 5 Submitted May 18 at 2:44pm This attempt took 2 minutes.   Question 1 1  / 1  pts Near the beginning of the first video Radmila suggests that we should start with the students when planning. What does she suggest we keep in mind?    What their interests are      Why they are studying English      Their educational background      What they want to achieve   Correct!    All of the above   Yes, corr...
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Module 4 Glossary

  Module 4 Glossary Term Definition Collectivist cultures cultures in which one’s strongest identity is with the group they belong to. Individual identity is less important. High-context cultures cultures in which people generally share a high degree of commonality of knowledge and viewpoints. There is little need to spell things out, and meanings tend to be implicit or can be communicated in indirect ways. Individualist cultures cultures in which individuals are prioritized or emphasized over the whole group Intercultural communication the study of communication across cultures and how culture impacts communication Intercultural encounter an experience between people from different cultural backgrounds Low-context cultures cultures in which people generally value directness with discussions resulting in actions. Speakers in low-context cultures are expected to be straightforward and concise. Monochronic cultures cultures in which time is viewed as linear; people prefer to do only ...
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