Module 5 Overview: Applying It Locally

 

Learning Objectives for Module 5

By the end of the Module you will be able to:

• Examine a “cultural bump” in terms of differences in power between those involved
• Identify elements of critical thinking rubrics that would be appropriate for your students
• Explain how a critical thinking rubric could be used with your students
• Articulate positive aspects of a lesson plan or activity found online
• Name adjustments to a lesson plan or activity to better suit your context and learners
• Gather information about your students as cultural beings through an in-class activity or interview
• Articulate what you learned about your students as cultural beings through a classroom activity
• Name potential adjustments for future activities focused on learning about your students as cultural beings
• Describe professional activities you could try with local colleagues
• Identify potential challenges to cascading new knowledge in your context

Welcome to Module 5

In this course, you have read a lot of material. Now we are at the stage where we need to process this information and be clear on how we can apply it to our local contexts. For this reason, Module 5 has a lot of discussion. You will also look at lesson ideas from other professionals and consider how to adapt them to your local context.

You will participate in various activities in this module. The activities are listed below, followed by approximate times for each activity. Timing will vary depending on your experience and interest in the topic. To go to the activity of your choice, you may click on the blue word below. Or you may click Next throughout the module to go to the following page.

Module 5 Dates: May 10-16

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 (Links to an external site.)

1. Review what you wrote about a cultural misunderstanding and read what your classmates wrote in response to you in the cultural "bumps" discussion forum (20 minutes).
   Try to do this Tuesday, May 10.
2. Analyze this incident in terms of power differentials in the discussion forum (40 minutes).
   Try to do this Tuesday, May 10.
3. Read through your classmates’ critical thinking rubrics (at least 5 of them) (40 minutes).
   We suggest doing this on Wednesday, May 11.
4. Write about what elements from other rubrics you would adopt for your own rubric (1 hour 20 minutes).
   Try to do this by Thursday, May 12.
5. Find and read an article with an interesting teaching activity idea in the English Teaching Forum (60 minutes).
   Try to do this by Friday, May 13.
6. Post in our discussion forum your thoughts on the lesson plan you read about; include a brief description and the URL of the article (30 minutes).
   Try to do this by Friday, May 13.
7. Post, in the discussion forum, a write-up of your experience learning about your students (45 minutes).
   Try to do this by Saturday, May 14.
8. Read the "Cascading New Knowledge Activities" page which lists and describes  professional development activities (15 minutes).
   Do this by Sunday, May 15.
9. Describe professional development activities which involve culture and critical thinking that could be successful where you live and work (45 minutes).
   Do this by Sunday, May 15.
10. Check to make sure you've completed the assignments for Module 5 and take some time to reflect on your learning (30 minutes)
    • Suggested date: Monday, May 16
11. Review key vocabulary from Module 5 (10 minutes)
    • Suggested date: Monday, May 16

Download the full module here.  Download Download the full module here.If it is easier for you to work offline most of the time, you can download this pdf and work from there. It does not contain module quizzes, however, and you still must turn in assignments and participate in discussions online.

Let's get started!