An Ethics-of-Care Approach to Developing Students' Antiracist Practice in SLP Curricula

There is a necessity for students to learn about multicultural multilingual (MM) content in speech-language-pathology curricula. One reason for doing so is personal motivation: an awareness of and commitment to developing competence in working with diverse clients. Awareness can grow given specific instructional experiences in the form of special projects that aim to build cross-cultural relationships with the goal of fostering empathy and compassion. This chapter provides a tutorial explaining one such instructional experience: the cross-cultural communication (CCC) project. Central to the project are face-to-face meetings and reflective journaling on topics including counteracting stereotypes and planning for culturally responsive service provision. Activities have antiracist intentions guided by the moral obligation to care for fellow human beings (as per ethics of care [EoC] theory). This chapter provides (1) theoretical underpinnings of the project, (2) procedures for its completion, and (3) description of a modification of the project for a language disorders course.

Translational Science: A Roadmap for the Science of Reading

Despite tremendous scientific advances that have informed our understanding of reading acquisition, a profound gap exists between empirical findings and the implementation of evidence-based practices in the assessment and instruction of reading in school settings. The current debate regarding the practical implications of the science of reading (SOR), and its implementation in authentic school settings is palpable. As researchers, practitioners, policymakers, parents, and other educational stakeholders engage in this latest version of the debate on how best to teach children to read in schools, a familiar almost cyclical narrative has emerged. As an interdisciplinary group of researchers, who study diverse facets of reading development, assessment, and instruction, it is troubling how little the current and past debates have focused on processes that could ensure that the instructional experience students receive in classrooms is informed by the science. Specifically, we contend that the persistent gap between SOR and its school-based implementation exists because the field has yet to invest in the appropriate methodologies and processes to develop an effective model of translational science. We argue not only that much can be learned from previous iterations of this debate but also that advances in translational science provide a framework for how to address the debate on the SOR differently and more productively in the current climate. Thus, we propose a roadmap for translational science for the SOR, acknowledging the breadth of work done in translational science in other fields and recognizing and describing the added complexities of translational science in educational settings.

Implementation of Outcome-Based Education for a Course

Outcome-based education (OBE) is a learning theory based on objectives that derive outcomes for each portion of an instructional scheme. Every student has to accomplish the objectives at the end of the instructional experience. OBE is not limited to well-defined teaching or direct assessment strategies but involves indirect assessments to assist the learners in the attainment of defined outcomes. In this chapter, a case study on a course is described in all aspects of direct and indirect assessments. Initially, a correlation between programme outcomes (POs) and course outcomes (COs) is established duly analyzing the impact of CO on PO. The evaluation of COs using assessment tools are well-defined. The CO attainment percentage is evaluated using statistical methodologies, and the same is categorized to high, medium, and low-level attainments. The achieved level of attainments is correlated to Pos, and the same is adapted for all the courses in order to initiate the corrective action for further improvements in successive years.

Learning (and Learning Teaching) by Doing Problems

Active learning is often a challenge to find in mathematics classrooms at the post-secondary level. Still, teachers are expected to be experts in studentcentered approaches despite not having experiences with such approaches as students. The aim of this workshop is to introduce participants to a totally problem-based instructional experience, with the opportunity to actively engage in mathematics as students. During the workshop, participants will engage in discourse and reflection - reflection on both mathematics as well as the impact such a problem-based instructional experience could have on their practice.

The Role of Intercultural Communication Competence in Iranian EFL Learners' Demotivation: An Examination of the Predicting Causes

Preparing effective language learners who are ready to engage with speakers from different linguistic and cultural backgrounds and to become internationally competent is a significant and challenging task. It is expected that language teaching programs need to provide the opportunity for learners to develop intercultural competency and learner beliefs through raising awareness about intercultural differences. Therefore, the instructional experience is prerequisite in preparing learners to become aware and supporter of the cross-cultural issues that can either facilitate or hinder learners’ achievement. This study intends to explore the relationship between intercultural competence of the learners and their experienced degree of demotivation as expressed by them at the university level. Intercultural competence was operationalized as a multidimensional notion comprising the communication effectiveness, adaptation, social integration, knowledge of the target culture, and language competence. Findings of regression analysis highlighted that only the social integration and adaptation components could predict the degree of demotivation. Additionally, the correlation results revealed a strong relationship between the language competence and communication effectiveness components of intercultural competence. According to the obtained findings, the possible clarifications for the contribution of intercultural competence components to the demotivation of learners were elaborated.

Designing Learning in Social Online Learning Environments

The widespread use of social media challenges educators to reflect about their pedagogical potential in promoting both informal and formal learning. A brief review of the literature points to the major pitfalls on a social level of learning management systems and on the strengths of social media in promoting information exchange and interaction. This chapter shows how social networks can be integrated in formal learning through a learning design approach. A connectivist process-oriented pedagogical model, comprising dimensions and levels of interactions, is proposed to guide the design of learning activities in terms of interactions throughout the domain, technology, and community dimensions. Using Edmodo as an example of a Social Online Learning Environment, templates are used to design a domain-oriented instructional experience, a collaborative learning activity and a contributory learning activity. Besides the experiential component, each of these activities includes a metacognitive component to promote a reflective attitude and the necessary personal and collective metacognitive skills when using online learning environments.

Mistake Detection Videos to Improve Students’ Motivation in Math

This article describes the design case of an instructional experience incorporating videos of mistakes for students to practice mistake detection and recovery skills. Learning from mistakes is often encouraged, but students may need prac- tical support to address them e ectively. The intention of this design is to facilitate adaptive cognitive and emotional responses to handling mistakes. This article documents two distinct but related formats of a mistake recovery design: a personal video recording and pre-recorded videos featuring fourth grade mathematics. These two formats evolved from personal experiences to become a classroom intervention. We trace this design process including the context, theory, and implementation experiences that shaped the design and discuss unforeseen obstacles and design alterations that arose during this process.

Training to Teach Graduate Information Literacy Sessions Using a Team-based Mentorship Approach: Report on a Pilot Project at the OISE Library

Staffing changes in the summer of 2015 at the University of Toronto’s Ontario Institute for Studies in Education (OISE) Library and an increased student enrolment in one of OISE’s core programs meant that the OISE Library would not be able to meet the demand for information literacy (IL) instruction in the fall. A new librarian and two Library and Information Science (LIS) graduate students were hired in early September and had only a short time to learn about OISE’s students, programs, and IL instruction more broadly before designing, delivering, and evaluating IL sessions for graduate students in OISE’s Master of Teaching (MT) program. Recognizing and drawing on each team member’s unique skills and experiences, the OISE Library piloted a team-based mentorship approach to training which enabled the team to collaboratively develop their instructional skills while meeting the goal of a better IL session for its MT students. In turn, this approach provided the LIS student instructors the unique opportunity to gain instructional experience within the library, teaching fellow graduate-level students. This paper outlines the rationale for piloting a team-based mentorship approach, describes the various implementation stages of the pilot project, and explores the ways in which the instruction team incorporated MT student feedback to improve its teaching. LIS students on the instruction team share their perspectives on participating in an instruction team. Des changements de personnel au cours de l’été 2015 à la Bibliothèque de la Ontario Institute for Studies in Education (OISE) de l’Univeristé de Toronto ainsi qu’une augmentation des inscriptions à l’un des programmes d’études de base signifiaient que la Bibliothèque OISE ne serait pas en mesure de répondre à la demande de formation documentaire à l’automne. Un nouveau bibliothécaire et deux étudiants diplômés en science de l’information ont été embauchés au début septembre et n’ont eu que peu de temps pour en apprendre davantage sur les étudiants et les programmes d’OISE ainsi que sur la formation documentaire au sens large avant de devoir conceptualiser, offrir et évaluer des ateliers pour les étudiants diplômés du programme de maîtrise en enseignement. En reconnaissant et en tirant parti des habiletés et expériences uniques de chaque membre de l’équipe, la Bibliothèque OISE a mis sur pied une approche de mentorat collective pour la formation qui a permis à l’équipe de développer de façon collaborative ses techniques d’enseignement dans le but d’offrir une meilleure session aux étudiants inscrits au programme de maîtrise en enseignement. Cette approche a donné aux formateurs étudiants une occasion unique de parfaire leur expérience d’enseignement au sein de la bibliothèque tout en formant d’autres étudiants diplômés. Cet article explique pourquoi cette approche de mentorat collective a été choisie, décrit les étapes de mise sur œuvre du projet et discute des façons dont l’équipe de formation a intégré les commentaires des étudiants diplômés afin d’améliorer son enseignement. Les étudiants en sciences de l’information faisant partie de l’équipe partagent leur perspective quant à leur participation au sein d’une équipe d’enseignement.