Ask me Why I'm RAD: What are our assumptions of students’ cultural knowledge? Midwest Institute for International & Intercultural Education 22nd Annual Conference, Ivy Tech Community College – April 2015
Abstract: We all come to class with assumptions. Students come with assumptions about the subject matter (this has nothing to do with my major!), about the assignments (They are going to be time-consuming.), and about us as the teacher (Ratemyprofessor gave her really bad reviews; this is going to be awful.). We, as teachers come to class with assumptions about the students as well; we expect them to have specific background knowledge and skills to succeed in our class. The question is, do they? Or maybe the more important question that should come before ‘do they have this background knowledge?” is “What exactly is this “background knowledge’ I expect students to have?” This interactive presentation explores ways we can examine our own assumptions concerning the knowledge and skills our students bring to our class, specifically the cultural knowledge and experiences, and how this knowledge (or lack of) affect not only our stated course objectives and outcomes, but also how our students are able to read and apply course content in ways that ensure academic success.
Abstract: We all come to class with assumptions. Students come with assumptions about the subject matter (this has nothing to do with my major!), about the assignments (They are going to be time-consuming.), and about us as the teacher (Ratemyprofessor gave her really bad reviews; this is going to be awful.). We, as teachers come to class with assumptions about the students as well; we expect them to have specific background knowledge and skills to succeed in our class. The question is, do they? Or maybe the more important question that should come before ‘do they have this background knowledge?” is “What exactly is this “background knowledge’ I expect students to have?” This interactive presentation explores ways we can examine our own assumptions concerning the knowledge and skills our students bring to our class, specifically the cultural knowledge and experiences, and how this knowledge (or lack of) affect not only our stated course objectives and outcomes, but also how our students are able to read and apply course content in ways that ensure academic success.
