Module 4: Dialogue as a Means to Learning

 

"Untitled" (Links to an external site.) by Nigel Tadyanehondo (Links to an external site.) via Unsplash is licensed under the Unsplash License (Links to an external site.)

Review the responses you gave and received in the Week 2 cultural introduction II, Week 3 moving through cultures part  II, and Week 4 cultural "bumps" II discussions.

Then, evaluate these responses in terms of how much they:

1. promoted critical thinking
2. promoted reflection, and
3. strengthened the sense of community that you have with other participants in this class.

Your reflection on the above can be written, audio, or video. Try to show depth of reflection and critical thinking in your comments.

Length:

If this is written, it should be no less than 250 words and no more than 900 words.

If it spoken (video or audio recording), about 3 to 6 minutes.

If you would like to see examples of previous participants’ work on this assignment, click here  Download click here. Please remember that these are just examples. You should share your own experiences and thinking. Therefore, your work might be very different than the models.

Please note that this assignment, unlike our discussion boards, will only be seen by your instructor. Also note that in this course, you are expected to use your own words and ideas, and to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in OPEN courses.

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Suggested Further Reading

Álvarez Valencia, J., & Bonilla Medina, X. (2009). Addressing culture in the EFL classroom: a dialogic proposal.  Download Addressing culture in the EFL classroom: a dialogic proposal.PROFILE Issues in Teachers' Professional Development, 11(2), 151-170. Retrieved from https://doaj.org/article/82417aea29484d36b119723b1acb175f (Links to an external site.)

Gutiérrez, M. V. A., & Adasme, M. A. N. (2019). Collaborative Reflective Practice: Its Influence on Pre- service EFL Teachers’ Emerging Professional Identities. The Iranian Journal of Language Teaching Research. Retrieved from http://ijltr.urmia.ac.ir/article_120736.htm (Links to an external site.)

Wells, G. & Mejía Arauz, R., (2005). Toward dialogue in the classroom: learning and teaching through inquiry.  Download Toward dialogue in the classroom: learning and teaching through inquiry.Working Papers on Culture, Education and Human Development, 1(4), 1-45. Retrieved from https://www.researchgate.net/publication/26413425_Toward_dialogue_in_the_classroom_
Learning_and_Teaching_through_Inquiry (Links to an external site.)

Rubric

Dialogue as a Means to Learning Rubric

Dialogue as a Means to Learning Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeLength	2 pts If written, is between 250 and 900 words; if spoken, is between 3 to 6 minutes. 1 pts Very different in length from recommendation. 0 pts Nothing was submitted.	2 pts
This criterion is linked to a Learning OutcomeDepth of reflection	5 pts Shows substantial depth of reflection and critical thinking. Up to 5 pts. 4 pts Shows some depth of reflection and critical thinking. Up to 4 pts. 3 pts Appears to be written hastily, without much depth of reflection. Up to 3 pts. 0 pts Nothing was submitted.	5 pts
This criterion is linked to a Learning OutcomeSpecificity	3 pts Describes and analyzes specific examples from the three assignments referred to in the instructions. 2 pts Mentions the assignments but does not give many concrete details to analyze. 1 pts No concrete examples are discussed. 0 pts Nothing was submitted.	3 pts
Total Points: 10

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