cmt231mz y23cmt231mz 20240525 (send the link to your google doc (in edit mode!) (the file will be available here for download later) icons8-reading-100.png quarterly test Prepare for quarterly test vocab pre teach functional language grammar focus smartphone or tablet device listening Download onto your phone or tablet and listen carefully. pix/icons8-hand-with-pen-100_white.png https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing ]]> xml sbook_plugins/wordlist_generated_from_xml_clog_sbook_for_sbook_session.inc cmt231mz 20240525-48ach 14:10-15:30 2 active Modern pedagogy (A.Budnik) - How schools kill creativity By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=CovsY4mTl-KAr5BE-Sb0ynopus132uGtz-j9HfPj3r4 ]]> 332 3 Innovative learning strategies for modern pedagogy active wip 20240518-44ach 20240525-46ach_n2 prep_short_reading_floating edit_short_reading_floating pix/icons8-reading-100_white.png Explain the phrases underlined. Can they be used in a wider context? Which strategies are more suitable for teaching foreign languages? Give examples how you would use these strategies for teaching foreign languages Innovative learning strategies for modern pedagogy Innovative learning strategies for modern pedagogy https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/
Cross over learning Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives. These connections work in both directions. Learning in schools and colleges can be enriched by experiences from everyday life; informal learning can be deepened by adding questions and knowledge from the classroom (...). An effective method is for a teacher to propose and discuss a question in the classroom, then for learners to explore that question on a museum visit or field trip, collecting photos or notes as evidence, then share their findings back in the class to produce individual or group answers. These crossover learning experiences exploit the strengths of both environments and provide learners with authentic and engaging opportunities for learning.(...) ]]> Learning Through Argumentation Students can advance their understanding of science and mathematics by arguing in ways similar to professional scientists and mathematicians. Argumentation helps students attend to contrasting ideas, which can deepen their learning. (...) It also allows students to refine ideas with others, so they learn how scientists think and work together to establish or refute claims. Teachers can spark meaningful discussion in classrooms by encouraging students to ask open-ended questions, re-state remarks in more scientific language, and develop and use models to construct explanations. ]]> Incidental Learning Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. Early research on this topic dealt with how people learn in their daily routines at their workplaces. For many people, mobile devices have been integrated into their daily lives, providing many opportunities for technology-supported incidental learning. Unlike formal education, incidental learning is not led by a teacher, nor does it follow a structured curriculum, or result in formal certification(...). ]]> Context-Based Learning Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning. In a classroom or lecture theatre, the context is typically confined to a fixed space and limited time. Beyond the classroom, learning can come from an enriched context such as visiting a heritage site or museum, or being immersed in a good book. (...) It follows that to design effective sites for learning, at schools, museums and websites, requires a deep understanding of how context shapes and is shaped by the process of learning. ]]> Computational Thinking Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging). Such computational thinking skills can be valuable in many aspects of life, ranging from writing a recipe (...), through planning a holiday (...), to deploying a scientific team to tackle a difficult challenge like an outbreak of disease. The aim is to teach children to structure problems so they can be solved. (...) The aim is not just to encourage children to be computer coders, but also to master an art of thinking that will enable them to tackle complex challenges in all aspects of their lives. ]]> Learning By Doing Science (with remote labs) Engaging with authentic scientific tools and practices such as controlling remote laboratory experiments or telescopes can build science inquiry skills, improve conceptual understanding, and increase motivation. (...) A remote lab typically consists of apparatus or equipment, robotic arms to operate it, and cameras that provide views of the experiments as they unfold. Remote lab systems can reduce barriers to participation by providing user-friendly Web interfaces, curriculum materials, and professional development for teachers. (...) Access to remote labs can also bring such experiences into the school classroom. For example, students can use a high-quality, distant telescope to make observations of the night sky during daytime school science classes. ]]> Embodied Learning Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process. When learning a new sport, physical movement is an obvious part of the learning process. In embodied learning, the aim is that mind and body work together so that physical feedback and actions reinforce the learning process. Technology to aid this includes wearable sensors that gather personal physical and biological data, visual systems that track movement, and mobile devices that respond to actions such as tilting and motion (...). ]]> Adaptive Teaching All learners are different. However, most educational presentations and materials are the same for all. This creates a learning problem, by putting a burden on the learner to figure out how to engage with the content. It means that some learners will be bored, others will be lost, and very few are likely to discover paths through the content that result in optimal learning. Adaptive teaching offers a solution to this problem. It uses data about a learner’s previous and current learning to create a personalized path through educational content. Adaptive teaching systems recommend the best places to start new content and when to review old content. They also provide various tools for monitoring one’s progress. They build on long-standing learning practices, such as textbook reading, and add a layer of computer-guided support. Data such as time spent reading and self-assessment scores can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study. ]]> Analytics Of Emotions Automated methods of eye tracking and facial recognition can analyse how students learn, then respond differently to their emotional and cognitive states. Typical cognitive aspects of learning include whether students have answered a question and how they explain their knowledge. Non-cognitive aspects include whether a student is frustrated, confused, or distracted. More generally, students have mindsets (such as seeing their brain as fixed or malleable), strategies (such as reflecting on learning, seeking help and planning how to learn), and qualities of engagement (such as tenacity) which deeply affect how they learn. For classroom teaching, a promising approach is to combine computer-based systems for cognitive tutoring with the expertise of human teachers in responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole child and learner. ]]> Stealth Assessment The automatic data collection that goes on in the background when students work with rich digital environments can be applied to unobtrusive, ‘stealth’, assessment of their learning processes. Stealth assessment borrows techniques from online role-playing games such as World of Warcraft, in which the system continually collects data about players’ actions, making inferences about their goals and strategies in order to present appropriate new challenges. This idea of embedding assessment into a simulated learning environment is now being extended to schools, in topics such as science and history, as well as to adult education. The claim is that stealth assessment can test hard-to-measure aspects of learning such as perseverance, creativity, and strategic thinking. It can also collect information about students’ learning states and processes without asking them to stop and take an examination. In principle, stealth assessment techniques could provide teachers with continual data on how each learner is progressing. adapted from https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/ ]]>
331 4 Museum sleepover active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Museum sleepover Sleeping bag? Check. Pyjamas? Check. This is for no ordinary visit to a museum. It’s for an overnight stay at the National Museum of Bosnia and Herzegovina. The museum is inviting students to snooze beside some of museum’s 4 million artefacts – and learn about the country's history and animals along the way. https://www.youtube.com/watch?v=qeBdRmYeF3w → watch the video → answer the questions]]> What activities are offered to students before bedding down? How old are the students engaged in sleepovers? What are the benefits of such sleepovers for students? Why is this connection to public important for the museum? Have you ever heard of museum sleepovers in our country? Would you like to accompany your students in such an activity? 330 5 Solving Real-World Problems: Bringing Authentic Context to Learning active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Solving Real-World Problems: Bringing Authentic Context to Learning Project-Based Learning in Elementary School The perfect problem connects content, student interest, and an authentic context. https://www.youtube.com/watch?v=G3IL0J3XMbA → watch the video → answer the questions]]> What is the school’s mission? How are the students taught to solve problems? Do they change when the students move forward? What does the project enable the students to do? Comment on the school’s programme. Should problem-solving be an essential part of learning any subject? 329 1 How schools kill creativity active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Ken Robinson: How schools kill creativity https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity/c]]> how_schools_kill_creativity_66.mp4 Why don't schools teach creativity although it is needed at work? 〆maths & languages are more valued than dance & drama, worldwide 〆education is based on & stems from industrial needs → public schools educate pupils out of creativity ✓ children are born artists (Picasso) 〆children lose their capacity to take a chance & be wrong = schools squander children ✓ education is predicated on academic ability 〆academic inflation proves education is shifting under our feet → more university graduates will be recruited now in a (few) year(s) than all years put together (ever before) (UNESCO) → need for human ecology (Sir Ken) to stigmatise = to treat sb in a way that makes them feel that they are very bad or unimportant to squander = to waste money, time, etc. in a stupid or careless way to be predicated ~ sth on / upon sth = to base sth on a particular belief, idea or principle Do you think the government has yet to find a better format for education? ✓ retrain teachers ✓ occasionally invite professionals to conduct workshops (as business schools do) → encourage a more creative approach & flexibility in teaching ✓ match teaching to current (tik-tok?) generation habits (e.g. micro learning) → impose a great variety of tools & ways to conduct lessons (rule - practice lesson, test - teach - test lesson, systems lesson, case studies, discovery lesson, presentation lessons, role plays, gamification...) ✓ give grades to teams and not individual pupils → encourage teamwork, cooperation, trust (but do assign individual objectives & responsibilities) 〆only parents need grades to assess progress made gamification = educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning How can schools foster creativity and not kill it? 〆schools are only a framework for delivering standardised knowledge ✓ teachers foster creativity ✓ public education should empower teachers to inspire pupils through their delivery to foster = to encourage sth to develop Are we prepared to be wrong? 〆most probably not 〆lack of policy for forgiving mistakes → depends on local (corporate university) culture → should involve no punishment → address fear of trying sth new → allocate areas of work which may go pear-shaped (e.g. sandbox environment - NLMK lab) to go pear-shaped = to go wrong People should have fewer degrees and more relevant continuous training? Do you agree? ✓ employment in soft skills don't necessarily involve academic and/or technical knowledge obtained with a degree → gain human experience (e.g. through internship) Is it the corporate university's role to provide this human experience?... How can your educational system address needs of the future? ✓ be agile ✓ anticipate changing needs What steps should a corporate university undertake to avoid organisational brain drain? ✓ better remuneration ✓ feedback from team not only negative but also positive human capital flight = emigration or immigration of individuals who have received advanced training at home brain drain = migration of skilled personnel in search of better standards of living and quality of life, higher salaries, access to advanced technology and more stable political conditions in different places worldwide organizational brain drain = mass exodus of talented workers from a company, often because they sense instability, a lack of opportunity within the company, or they may feel that they can realize their career goals more easily at another company (source: investopedia.com) 328 1 How to Keep AI Under Control - Max Tegmark 20240417 hw20240424 active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Are you not worried AI may become too intelligent? Could we become slaves of machines? How to Keep AI Under Control | Max Tegmark | TED The current explosion of exciting commercial and open-source AI is likely to be followed, within a few years, by creepily superintelligent AI – which top researchers and experts fear could disempower or wipe out humanity. Scientist Max Tegmark describes an optimistic vision for how we can keep AI under control and ensure it's working for us, not the other way around. https://www.youtube.com/watch?v=xUNx_PxNHrY → watch the video → answer the questions]]> how_to_keep_ai_under_control_max_tegmark_ted_xUNx_PxNHrY.mp4 Why was Max Tegmark wrong 5 years ago when he warned about the dangers of AI? [01:20] ✓ governments have let AI companies develop without any meaningful regulation ✓ progress has been faster than expected ✓ human intelligence will be far behind artificial intelligence perhaps in only a few years When will AGI (Artificial General Intelligence) be available? Why isn't AGI a long-term risk? What examples are given to show progress? [01:54-02:58] ✓ forecasts are plummeting from 20 years to 2-3 years [02:05] ✓ dancing robots [02:28] ✓ mid-journey prompt [02:39] ✓ deep-fake [02:58] to plummet = to fall suddenly and quickly from a high level or position What did Alan Turing predict? [03:59] Why are Alan Turing, Sam Altman, Dario Amodei (...) and even Ursula von der Leyen concerned? [05:20] The bad case is... lights out for all of us Sam Altman, co-founder of OPenAI ✓ chance that something goes... catastrophically wrong on the scale of human civilisation... might be... between 10 and 25% Dario Amodei ✓ Mitigating the risk of extinction from AI should be a global priority alongside other societal-scale risks such as pandemics and nuclear wars Ursula von der Leyen ]]> species /ˈspi:ʃi:z/ What is the problem? [06:42] ✓ lack of a convincing plan for AI safety [06:11] ✓ excessive focus on evals & risky AI behaviour = train AI not to say bad things instead of not doing bad things → prove the presence of risk but not the absence of risk [06:42] How do Steve Omohundro and Max Tegmark plan to make AI safe? [06:50-11:04] ✓ AI can't violate laws of physics [07:23] e.g. guard rails → humans write a specification [08:03] ✓ don't need to understand how AI algos function [08:52] = easier to verify a proof than discover it → focus on proof checking code = impossible to run unsafe code e.g. additions at primary school [10:10] ✓ use formal verification tool known as Dafny → prove that this program correctly adds up any numbers, not just the numbers that were in your training data = provably safe AI [11:04] Why shouldn't AI development be paused? [11:32] ✓ most sustainable development goals don't require super intelligence → don't pause AI → pause the reckless race to super intelligence ✓ stop obsessively training ever-larger models that we don't understand ✓ Hubris kills = illusory superiority → most people think they are better than they really are in most aspects of life → don't fly to the sun hubris = fact of sb being too proud; Hubris /ˈhjuːbrɪs/ - from Ancient Greek 'pride, insolence, outrage', describes a personality quality of extreme or excessive pride or dangerous overconfidence and complacency, often in combination with (or synonymous with) arrogance 327 326 20240525-46ach 12:40-14:00 2 active Final project delivery | Modern pedagogy (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=CovsY4mTl-KAr5BE-Sb0ynopus132uGtz-j9HfPj3r4 ]]> 1 Final project - delivery 20240518-44ach hw20240525-46ach pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → work in teams team #1 Veronika S, Lera Batova, Nubar team #2 Tanya, Lera F, Daria, Polina team #3 Ilmira, Maria V, Maria Sh team #4 Olga M., Anastasiya O., Ekaterina B. team #5 Veronika V., Anna, Anastasia M → use the questions below to structure your presentation delivery time: 8-10min ]]> 3 Innovative learning strategies for modern pedagogy 20240518-44ach 20240525-46ach_n2 pix/icons8-reading-100_white.png 325 1 Final project - delivery 20240518-44ach hw20240525-46ach active wip pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → work in teams team #1 Veronika S, Lera Batova, Nubar team #2 Tanya, Lera F, Daria, Polina team #3 Ilmira, Maria V, Maria Sh team #4 Olga M., Anastasiya O., Ekaterina B. team #5 Veronika V., Anna, Anastasia M → use the questions below to structure your presentation delivery time: 8-10min ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? 324 brain-writing = similar to brainstorming, can be used to generate new ideas, encourage creative problem-solving, and develop innovative solutions. But, instead of getting people to discuss ideas out loud, brainwriting gets people to write them down and share them anonymously 323 20240518-44ach 10:30-11:50 2 active How can teachers avoid burnout (A.Budnik) | Modern pedagogy (A.Budnik) How can teachers avoid burnout (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=CovsY4mTl-KAr5BE-Sb0ynopus132uGtz-j9HfPj3r4 ]]> 322 4 Staff Room at Whitehill Primary School active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Staff Room @ Whitehill Primary School Jane Porter Headteacher at Whitehill Primary school in Kent talks about their Learning Escape. Use primarily as a staff room the eco-building is light and spacious and has freed up classroom space elsewhere. It is a welcome modern addition to their school. https://www.youtube.com/watch?v=bcX5vb9rDMo → watch the video → answer the questions]]> Comment on the ideas of a good staff room given in the video. Would you like your staff room to look the same? Can you suggest your own ideas? 321 1 I sued the school system active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How is modern pedagogy different from the past one? Should there be a combination of traditional and innovative strategies? I sued the school system Prince EA https://www.youtube.com/watch?v=dqTTojTija8 → watch the video → answer the questions]]> Albert Einstein once said Everybody's a genius, but if you judge a fish by its ability to climb a tree It will live it's whole life believing That it is stupid Ladies and gentlemen of the jury today on trial. We have Modern-day schooling Glad you could come not only does he make fish climb trees, but also makes them climb down and do it [10-mile] run Tell me school. Are you proud of the things you've done? Turning millions of people into robots. Do you find that fun? Do you realize how many kids relate to that fish swimming upstream in class never finding their gifts thinking? They are stupid believing. They are useless. Well the time has come no more excuses [I] call school to the stand and accuse him of killing creativity Individuality and being intellectually abusive. He's an ancient institution that has outlived his usage So your honor this concludes my opening statement, and if I may present the evidence of my case, I will prove it Proceed exhibit a here's a Modern day [phone] recognize it Here's a fall from 150 years ago big difference right stay with me Here's a car from today and here's a car from 150 years ago big difference right. Well get this, here's a classroom of today, and here's a class we use 150 Years ago Now ain't that a shame and literally more than a century nothing has changed yet. You claim to prepare students for the future?! But what evidence like that? I must ask do you prepare students for the future or the past? I did a background check on you and let the record show that you were made to train people to work in factories Which explains why you put students in straight roles nice and neat tell them sit still raise your hand if you want to speak give 'em a short break to eat and for eight hours a day tell him what to think. Oh! and make them compete to get an [A]. A letter which Determines product quality hits great a of meat. I get it back then times were different. We all have a past I myself am no Gandhi, but today We don't need to make robots-zombies. The world has progressed and now we need people who think creatively innovatively critically independently with the ability to connect See every scientist will tell you that no two brains are the same and every parent with two or more children will confirm that claim So please explain why you treat students like cookie cutter frames or snapback hats giving them this one-size-Fits-all crap [Judge: Watch your Language] Sorry your honor but if a doctor prescribed the exact same medicine to all of his patients The results will be tragic so many people would get sick yet when it comes to school. This is exactly what happens this Educational malpractice where one teacher stands in front of 20 kids each one having different strains different needs different Gifts different dreams and you teach the same thing the same way. That's horrific. Ladies and gentlemen the defendant should not be acquitted this may be one of the worst criminal offenses ever To be committed and let's mention the way you treat your employees Objection overruled. [Judge:I want to hear this]. It's a shame Mean teachers have the most important job on the planet yet. They're underpaid No wonder so many students are short change let's be honest Teachers should earn just as much as doctors because a doctor can do heart surgery and save the life of a kid But a great teacher can reach the heart of that kid and allow him to truly live See teachers are heroes that often get blamed, but they're not the problem. They work in a system without many options on the wrights curriculums are created by policy [makers] most of which have never taught a day in their life just obsessed with Standardized tests they think bubbling in a multiple-choice question will determine Success that's Outlandish in fact these tests are too crude to be used and [should] be abandoned But don't take my word for it. Take Frederick J Kelley the man who invented standardized testing who said, and i quote, And I hoped these tests are too crude to be used and should be abandoned ladies and gentlemen of the jury If we continue down this road the results will be Lethal I don't have much faith in school, but I do have faith in people And if we can customize health care, cars and Facebook pages, then it is our duty to do the same for education to upgrade and change and do away with school spirit 'cuz that's useless unless we're working to bring the spirit out of each and every student that should be our task no more common core instead Let's reach the core of every heart in every class sure math is important, but no more than art or dance Let's give every gift an equal chance I know this sounds like a dream but countries like Finland are doing impressive things they have shorter school days, teachers make a decent wage homework is Non-existent and they focus on collaboration Instead of competition, but here's the kicker boys and girls their educational system outperforms every other country in the world. Other places like Singapore, succeeding rapidly schools like Montessori programs like Khan academy there is no single solution But let's get moving because while students may be 20% of our population They are 100% of our future so let's attend to their dreams. There's no telling where we can achieve This is a world in which I believe a world where fish are no longer forced to climb trees I rest my case. [Applause] What are the main ideas of the speaker? Do you agree with them? How do you understand the term ‘malpractice’? Which educational systems does the speaker give as a good example? 320 2 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 6 7 8 9 10 319 3 Innovative learning strategies for modern pedagogy active wip 20240518-44ach 20240525-46ach_n2 prep_short_reading_floating edit_short_reading_floating pix/icons8-reading-100_white.png Explain the phrases underlined. Can they be used in a wider context? Which strategies are more suitable for teaching foreign languages? Give examples how you would use these strategies for teaching foreign languages Innovative learning strategies for modern pedagogy Innovative learning strategies for modern pedagogy https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/
Cross over learning Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives. These connections work in both directions. Learning in schools and colleges can be enriched by experiences from everyday life; informal learning can be deepened by adding questions and knowledge from the classroom (...). An effective method is for a teacher to propose and discuss a question in the classroom, then for learners to explore that question on a museum visit or field trip, collecting photos or notes as evidence, then share their findings back in the class to produce individual or group answers. These crossover learning experiences exploit the strengths of both environments and provide learners with authentic and engaging opportunities for learning.(...) ]]> Learning Through Argumentation Students can advance their understanding of science and mathematics by arguing in ways similar to professional scientists and mathematicians. Argumentation helps students attend to contrasting ideas, which can deepen their learning. (...) It also allows students to refine ideas with others, so they learn how scientists think and work together to establish or refute claims. Teachers can spark meaningful discussion in classrooms by encouraging students to ask open-ended questions, re-state remarks in more scientific language, and develop and use models to construct explanations. ]]> Incidental Learning Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. Early research on this topic dealt with how people learn in their daily routines at their workplaces. For many people, mobile devices have been integrated into their daily lives, providing many opportunities for technology-supported incidental learning. Unlike formal education, incidental learning is not led by a teacher, nor does it follow a structured curriculum, or result in formal certification(...). ]]> Context-Based Learning Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning. In a classroom or lecture theatre, the context is typically confined to a fixed space and limited time. Beyond the classroom, learning can come from an enriched context such as visiting a heritage site or museum, or being immersed in a good book. (...) It follows that to design effective sites for learning, at schools, museums and websites, requires a deep understanding of how context shapes and is shaped by the process of learning. ]]> Computational Thinking Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging). Such computational thinking skills can be valuable in many aspects of life, ranging from writing a recipe (...), through planning a holiday (...), to deploying a scientific team to tackle a difficult challenge like an outbreak of disease. The aim is to teach children to structure problems so they can be solved. (...) The aim is not just to encourage children to be computer coders, but also to master an art of thinking that will enable them to tackle complex challenges in all aspects of their lives. ]]> Learning By Doing Science (with remote labs) Engaging with authentic scientific tools and practices such as controlling remote laboratory experiments or telescopes can build science inquiry skills, improve conceptual understanding, and increase motivation. (...) A remote lab typically consists of apparatus or equipment, robotic arms to operate it, and cameras that provide views of the experiments as they unfold. Remote lab systems can reduce barriers to participation by providing user-friendly Web interfaces, curriculum materials, and professional development for teachers. (...) Access to remote labs can also bring such experiences into the school classroom. For example, students can use a high-quality, distant telescope to make observations of the night sky during daytime school science classes. ]]> Embodied Learning Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process. When learning a new sport, physical movement is an obvious part of the learning process. In embodied learning, the aim is that mind and body work together so that physical feedback and actions reinforce the learning process. Technology to aid this includes wearable sensors that gather personal physical and biological data, visual systems that track movement, and mobile devices that respond to actions such as tilting and motion (...). ]]> Adaptive Teaching All learners are different. However, most educational presentations and materials are the same for all. This creates a learning problem, by putting a burden on the learner to figure out how to engage with the content. It means that some learners will be bored, others will be lost, and very few are likely to discover paths through the content that result in optimal learning. Adaptive teaching offers a solution to this problem. It uses data about a learner’s previous and current learning to create a personalized path through educational content. Adaptive teaching systems recommend the best places to start new content and when to review old content. They also provide various tools for monitoring one’s progress. They build on long-standing learning practices, such as textbook reading, and add a layer of computer-guided support. Data such as time spent reading and self-assessment scores can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study. ]]> Analytics Of Emotions Automated methods of eye tracking and facial recognition can analyse how students learn, then respond differently to their emotional and cognitive states. Typical cognitive aspects of learning include whether students have answered a question and how they explain their knowledge. Non-cognitive aspects include whether a student is frustrated, confused, or distracted. More generally, students have mindsets (such as seeing their brain as fixed or malleable), strategies (such as reflecting on learning, seeking help and planning how to learn), and qualities of engagement (such as tenacity) which deeply affect how they learn. For classroom teaching, a promising approach is to combine computer-based systems for cognitive tutoring with the expertise of human teachers in responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole child and learner. ]]> Stealth Assessment The automatic data collection that goes on in the background when students work with rich digital environments can be applied to unobtrusive, ‘stealth’, assessment of their learning processes. Stealth assessment borrows techniques from online role-playing games such as World of Warcraft, in which the system continually collects data about players’ actions, making inferences about their goals and strategies in order to present appropriate new challenges. This idea of embedding assessment into a simulated learning environment is now being extended to schools, in topics such as science and history, as well as to adult education. The claim is that stealth assessment can test hard-to-measure aspects of learning such as perseverance, creativity, and strategic thinking. It can also collect information about students’ learning states and processes without asking them to stop and take an examination. In principle, stealth assessment techniques could provide teachers with continual data on how each learner is progressing. adapted from https://www.teachthought.com/the-future-of-learning/10-innovative-learning-strategies-for-modern-pedagogy/ ]]>
318 1 Final project - visuals + (audio) script Final project - delivery 20240518-44ach hw20240525-46ach active wip pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → work in teams team #1 Veronika S, Lera Batova, Nubar team #2 Tanya, Lera F, Daria, Polina team #3 Ilmira, Maria V, Maria Sh team #4 Olga M., Anastasiya O., Ekaterina B. team #5 Veronika V., Anna, Anastasia M → use the questions below to structure your presentation delivery time: 8-10min ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? 317 to pride oneself on sth = to be proud of sanctuary = shelter hustle and bustle = busy movement and noise, especially where there are a lot of people malpractice = careless, wrong or illegal behaviour while in a professional job to refine = to improve to refute = to prove that something is wrong to trigger = to make sth happen suddenly to tackle = to make a determined effort to deal with embodied = expressed, represented malleable /ˈmælɪəbl/ = easily influenced or changed tenacity = quality of not giving up something easily stealth = fact of doing something in a quiet or secret way unobtrusive = not attracting unnecessary attention inference /ˈɪnfərəns/ = conclusion presenteeism = (or working while sick) act or culture of employees continuing to work as a performative measure, despite having reduced productivity levels or negative consequences 316 20240518-42ach 09:00-10:20 2 active Teaching English in different contexts (N.Vishnevetskaya) | How can teachers avoid burnout (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=CovsY4mTl-KAr5BE-Sb0ynopus132uGtz-j9HfPj3r4 ]]> 1 Final project - brainstorming + rationale 20240420-36ach hw20240504-38ach_n2 pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you will be working with team #1 Veronika S, Lera Batova, Nubar team #2 Tanya, Lera F, Daria, Polina team #3 Ilmira, Maria V, Maria Sh team #4 Olga M., Anastasiya O., Ekaterina B. team #5 Anna, Veronika V → use the questions below to brainstorm ideas ]]> 315 3 Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png What country is the author from? What languages does she write about? What is the correlation between and local languages in the university described? Describe the difference in approaches to languages in different faculties. What conclusions does the author draw? Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers Language tensions and unseen languages in a multilingual university: the perspectives of university lecturers Deborah C. Darling Journal of Multilingual Development
Abstract
Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as ‘Lingua franca’. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national languages and English and the attention paid to international student languages as resources for learning. Furthermore, using enunciation theory it seeks to show what shapes lecturers’ attitudes to language use at university. It concludes that while there is some evidence that international student languages are recognised in teaching practices, there are also real concerns over maintaining the national language(s). This obscures the role that international student languages could play in teaching and learning. ]]> Introduction The rise of globalisation juxtaposed with a competitive knowledge economy and challenges in funding higher education are connected with a number of internationalisation strategies in universities. These include university branding, the mobility of staff and students and the recruitment and training of students and scholars. These mobility trends make for increasingly linguistically-diverse university environments, everywhere. This paper critically reflects on the discourses produced by university lecturers pertaining to the expanded linguistic landscape seen in universities. To meet this research aim, the following questions are addressed:
• What are the tensions between national language(s) and English at internationalised universities?
• Which plurilingual pedagogical approaches do lecturers take in relation to international student languages? ]]> Results and discussion
Despite the benefits of EMI (English as a Medium of Instruction) and EALF (English as a Lingua Franca), there is some anxiety over the threat of English to the national languages certainly, as a language of research and, to a lesser extent, as one for teaching. This has created some language tensions but, in this study, these emerged along disciplinary lines. ]]> Deborah C. Darling, Journal of Multilingual Development
https://www.tandfonline.com/doi/full/10.1080/01434632.2021.1979014 ]]>
314 4 Debate wip active role_play “English must be used as a medium of instruction if at least one student doesn’t know Russian” You agree You disagree 313 1 Burnout active wip edit_ol_qa pix/icons8-collaboration-100_white.png What is professional burnout? Have you ever experienced it? Is professional burnout inevitable? Why? https://notwaitingforsuperman.org/teacher-burnout-assessment/ → comment on your results ]]> Do you think all teachers should be regularly tested to reveal the signs of professional burnout? 312 2 How can teachers avoid burnout? active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png What does professional burnout include? What are the reasons for burnout of teachers? Why do many teachers hide the signs of burnout? What is human resources’ job? What is a good staff room? A good professional community is the most powerful tool for helping teachers avoid burnout]]> How can teachers avoid burnout? How can teachers avoid burnout? British Council
https://www.britishcouncil.org/voices-magazine/how-can-teachers-avoid-burnout ]]>
311 3 Mentoring New Teachers active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Mentoring New Teachers From a series of shorts directed by Davis Guggenheim (the director behind TEACH and Waiting for Superman) featuring The New Teacher Center's partnership program with Hillsborough County Public Schools (Tampa, FL), Mentoring New Teachers identifies the extremely high need for mentors for new teachers. In the short, you'll meet Jarryd Reid and Chris Pettet, two bright, talented, passionate beginning teachers who are poised to make a huge difference in the lives of their students—and you'll see how powerfully their mentor, Trenika Thornton, unlocks their potential. https://www.youtube.com/watch?v=tVoyzliq7Ro → watch the video → answer the questions]]> Who can be a mentor? What does a mentor do? What are the benefits of the mentor system? Have you heard about the mentor system in our schools? Would you like to have a mentor as a new teacher and then become a mentor for newcomers? 310 English Medium Instruction (EMI) = use of the English language to teach academic subjects (other than English itself) in countries where the first language of the majority of the population is not English EALF = English as a Lingua Franca burnout = state of being extremely tired or ill, either physically or mentally, because you have worked too hard depersonalisation = emotional dissociative disorder in which there is loss of contact with your own personal reality accompanied by feelings of unreality and strangeness; loss of personal identity; feeling of being an anonymous cog in an impersonal social machine 309 20240504-40ach 10:30-11:50 2 active Dealing with difficult parents (A.Budnik) | Teaching English in different contexts (N.Vishnevetskaya) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=CovsY4mTl-KAr5BE-Sb0ynopus132uGtz-j9HfPj3r4 ]]> 308 4 How teachers should deal with difficult parents wip active edit_ol_qa pix/icons8-collaboration-100_white.png What are ‘difficult parents’? Have you ever faced difficulties with students’ parents? How did you overcome them? 307 5 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 306 6 Dealing with difficult parents active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png Dealing with difficult parents Dealing with difficult parents Budnik MPGU
It is easier to deal with a parent if you can build a relationship with them before a difficult situation arises. As a school administrator or teacher, it is essential for a number of reasons to build relationships with the parents of your students. If the parents are on your side, then you typically will be able to do your job more effectively. ]]> Most parents who complain genuinely feel like their child has been slighted in some way. Although it is easy to be defensive, it is important to have an open mind and to listen to what the parents have to say. Try to see things from their perspective. Often when a parent comes to you with a concern, they are frustrated, and they need someone to listen to them. Be the best listener you can and respond in a diplomatic manner. Be honest and explain the thoughts behind your decision-making. Understand that you are not always going to make them happy, but you can try by showing them that you will take everything they have to say into consideration. ]]> It is critical that you be prepared for the worst possible situation when an angry parent comes into your office. You may have parents who storm into your office cursing and screaming, and you will have to handle them without losing control of your own emotions. If a parent is extremely agitated, you can politely ask them to leave and return once they have calmed down. ]]> https://www.thoughtco.com/principal-perspective-on-difficult-parents-3194556 ]]>
305 7 Role play active wip role_play Recycle new expressions and language. You are a class teacher of the 8th grade One of your students has problems with discipline and academic performance in some subjects. However, his/her parents don’t attend parents meetings. Explain to them the importance of coming. You are a parent of a 8th grade student You know that your child is not perfect, but you don’t have time to attend all parents meeting, because you’re busy at work. Your child’s class teacher has contacted you about this problem. Discuss the situation. 304 8 Role play active wip role_play Recycle new expressions and language. You are a class teacher of the 4th grade. Your school is organizing a cleaning day on Saturday. Some of your students’ parents have never attended it. Invite the parents to this event and explain to them the importance of coming. You are a parent of a 4th grade student. The school is organizing a cleaning day on Saturday. They always invite parents to help, but you don’t see the point in coming on your spare day. Talk to the class teacher about this situation. 303 9 Role play active wip role_play Recycle new expressions and language. You are an English teacher at primary school. While checking written homework, you noticed that one of the students’ handwriting was different than usual. You understand that his/her parent did that. Talk to the parent about this problem. You are a primary schoolboy/girl parent. Yesterday your child felt sick and couldn’t do his/her homework in English. So you did it yourself. The teacher asked you to come and talk about this situation. Explain the reason to the teacher. 302 10 Role play active wip role_play Recycle new expressions and language. You are an English teacher at senior school. One of your students regularly neglects written homework and comes to your lessons unprepared. Talk to the parent about this problem and suggest the ways of how it can be solved. You are a senior student’s parent. His/her English teacher has complained to you about your child’s regular neglect of written homework. You don’t control this aspect, because you think it’s your child’s responsibility. Discuss the problem. 301 1 Language Teachers through the Looking Glass: Expanding Circle Teachers’ Discourse Teaching English in different contexts active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png visual Read the article. → answer the questions]]> Why is there some inconsistency related to the language teaching methodology terms existing in Russia and in Inner Circle countries? Who is ‘an English teacher’? Who is a ‘modern language teacher’? Who, then, is our counterpart in the Inner Circle countries? Language Teachers through the Looking Glass: Expanding Circle Teachers’ Discourse Language Teachers through the Looking Glass: Expanding Circle Teachers’ Discourse Galina Lovtsevich Blackwell Publishing Ltd, Oxford UK
by Galina Lovtsevich published by Blackwell Publishing Ltd, Oxford UK ]]>
300 2 Adjustments needed to talk professionally with teachers from inner circle countries active wip prep_ol_qa pix/icons8-collaboration-100_white.png visual ]]> Problem category 1 Problem category 2 Problem category 3 Problem category 4 Problem category 5 Problem category 6 299 retention = action of keeping something rather than losing it personable = attractive to other people because of having a pleasant appearance and character be-all and end-all = perfect slighted = neglected to bypass = to skip combative /ˈkɔmbətɪv/ = ready or eager to fight false friend = word in a foreign language that looks similar to a word in your own language, but has a different meaning 298 20240504-38ach 09:00-10:20 2 active Teacher - parents relationships (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=CovsY4mTl-KAr5BE-Sb0ynopus132uGtz-j9HfPj3r4 ]]> 11 Research - teacher training in different countries 20240420-36ach hw20240504-38ach pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> 1 Final project - brainstorming + rationale 20240420-36ach hw20240504-38ach_n2 pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you would like to be working with & confirm your team team #1 Veronika S, Lera Batova, Nubar team #2 Tanya, Lera F, Daria, Polina team #3 Ilmira, Maria V, Maria Sh team #4 Olga M., Anastasiya O., Ekaterina B. team #5 Anna, Veronika V → use the questions below to brainstorm ideas ]]> 8 @ Anna - Teachers standards (home assignment to validate attendance) 20240420-36ach hw20240504-38ach_n3 pix/icons8-reading-100_white.png https://www.gov.uk/government/publications/teachers-standards → answer the questions (use the same googledoc as previously) → deadline: 20240424 ]]> 10 @ Anna - Improving teaching practice (Australia) (home assignment to validate attendance) 20240420-36ach hw20240504-38ach_n4 pix/icons8-movie-100_white.png Improving teaching practice Improving teaching practice Career Stage - Highly Accomplished Main Focus area - 6.1 School - Dominic College (K-12) A teacher, who also holds a number of key co-ordination roles across her K-10 school, is collaborating with her colleague to develop a professional learning program for her school. The plan for the upcoming year is based on teacher input, which has resulted from professional learning sessions with a visiting expert and the use of the Australian Professional Standards for Teachers. The teacher emphasises the importance of teacher 'reflection' and that the school's use of the Standards allows her to assist teachers develop specific strategies to improve teaching practice. https://www.youtube.com/watch?v=Np9egBmtcRU → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240427 ]]> 297 11 Research - teacher training in different countries - Feedback 20240420-36ach hw20240504-38ach active wip prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png Sample assignments
visual
mindmap by Valeria Fursova https://mm.tt/app/map/3255742242?t=gYqI1u96tC 20240501_research_teacher_training_in_UK_China_Sweden_dsigaeva.pdf 20240501_research_teacher_training_in_Finland_France_China_tbogomolova.pdf 20240501_research_teacher_training_Canada_USA_Germany_esmirnova.pdf 20240501_research_teacher_training_russia_USA_UK_ebogacheva.pdf 20240502_research_teacher_training_in_italy_singapore_sweden_dmonakhova.pdf → answer the questions]]> Which of these samples is/are (probably) the most adequate format for academic publishing? Which of these samples is/are (arguably) the most comprehensive & well-documented for a research? Which of these samples do you find easier to go through & possibly quote 'as is'? Which of these samples would you use for a webinar? Which of these samples feature(s) most relevant critical thinking? 296 1 Getting parents involved in schools active wip edit_ol_qa pix/icons8-collaboration-100_white.png Teach the children so it will not be necessary to teach the adults (Abraham Lincoln) ]]> ✓ discipline children ... but give them autonomy → don't involve parents?... What should be the percentage of parents’ and school’s involvement in a child’s upbringing? Has parents and teachers’ communication changed with time? Which way? Have you ever used any platforms to communicate with parents/students? What was it like? 295 2 Parents active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png How do parent-child reading activities work? Is it necessary for a teacher to make weekly work folders for parents? What are the goals of TIPS? Parents Parents Budnik MGPU
http://www.readingrockets.org/article/getting-parents-involved-schools ]]>
294 3 Intro to Parent Teacher Home Visit Project active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Intro to Parent Teacher Home Visit Project Teachers and school staff use voluntary home visits to form a relationship with the families of their students. Then educators and parents use what they learn from each other to help their students succeed. https://www.youtube.com/watch?v=3qSdQ5QWxKo → watch the video → answer the questions]]> When and why did the project start? Is it compulsory for teachers? How are the visits organized? What are the benefits of such visits for parents and children? How do you understand the term ‘a strong school climate’? Have you heard about home visits in our country? Would you like to visit your students’ home? 293 292 20240420-36ach 10:30-11:50 2 active Teachers’ standards & improvement (A.Budnik) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru --> video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=HVKF4BFmMgxm1FvPijfwKXdfB_E3Py5F4iffS4a47ZA ]]> 291 9 Teachers standards - Follow-up active wip prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png https://assets.publishing.service.gov.uk/media/5a750668ed915d3c7d529cad/Teachers_standard_information.pdf You may want to browse other documents available here: https://www.gov.uk/government/publications/teachers-standards ]]> 290 10 Improving teaching practice (Australia) active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Improving teaching practice Improving teaching practice Career Stage - Highly Accomplished Main Focus area - 6.1 School - Dominic College (K-12) A teacher, who also holds a number of key co-ordination roles across her K-10 school, is collaborating with her colleague to develop a professional learning program for her school. The plan for the upcoming year is based on teacher input, which has resulted from professional learning sessions with a visiting expert and the use of the Australian Professional Standards for Teachers. The teacher emphasises the importance of teacher 'reflection' and that the school's use of the Standards allows her to assist teachers develop specific strategies to improve teaching practice. https://www.youtube.com/watch?v=Np9egBmtcRU → watch the video → answer the questions]]> Who is a ‘curriculum coordinator’? How can teachers use the standards? What is an ‘appraisal programme’ about? Which factors should be included in it? 289 11 Brainstorming - teacher training in different countries 20240427-34ach hw20240504-36ach active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png What is similar/different about them? What is better or worse from your own perspective? Which system gives teachers more legal protection? How? Which system gives teachers more freedom in designing lessons & planning contents? Why? How? What would you like to implement in your classes that is not currently available in Russia? Are there any other systems of education from which you would like to put into practice something in particular? 288 11 Research - teacher training in different countries 20240420-36ach hw20240504-38ach active wip prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> Guidelines for use of AI in writing ✓ give AI background information (e.g. copy-paste instructions from above) → prompt AI with a few questions → narrow down your questions → refine AI's suggested answer(s) (you may use suggestions) ✓ copy-paste or download into your googledoc → edit by hand (making use of your critical thinking skills) → add your own examples, anecdotes, localisation → copy-paste your google revised version into AI ✓ try having your text corrected and/or improved by AI (use built-in options: e.g. simplify, make more formal...) → prompt for improving style e.g. check language and make it more intelligible for level B2/C1 readers → refine AI's suggested answer(s) (you may use suggestions) → copy-paste or download into your googledoc for finalising ]]> What is similar/different about them? What is better or worse from your own perspective? Which system gives teachers more legal protection? How? Which system gives teachers more freedom in designing lessons & planning contents? Why? How? What would you like to implement in your classes that is not currently available in Russia? Are there any other systems of education from which you would like to put into practice something in particular? 287 12 Writing a personal statement wip active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/teaching-personal-statement-examples. → examine the examples and the criteria given → write your own statement ]]> 286 1 Final project - brainstorming + rationale Final project - visuals + (audio) script Final project - delivery 20240420-36ach hw20240504-38ach_n2 active wip pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240514 → contact students you would like to be working with & confirm your team team #1 Veronika S, Lera Batova, Nubar team #2 Tanya, Lera F, Daria, Polina team #3 Ilmira, Maria V, Maria Sh team #4 Olga M., Anastasiya O., Ekaterina B. team #5 Anna, Veronika V → use the questions below to brainstorm ideas ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? 285 8 @ Anna - Teachers standards (home assignment to validate attendance) active wip 20240420-36ach hw20240504-38ach_n3 edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png https://www.gov.uk/government/publications/teachers-standards → answer the questions (use the same googledoc as previously) → deadline: 20240424 ]]> Who are the standards applied to? How are the standards to be used? What does each part of the standards contain? How do you understand each point in Part 1? Comment on the presence of ‘fundamental British values’ in the standards. How can Part 2 of the standards be used? Guidance Teachers' standards Guidance Teachers' standards Department for Education https://www.gov.uk/government/publications/teachers-standards
https://www.gov.uk/government/publications/teachers-standards ]]>
284 10 @ Anna - Improving teaching practice (Australia) (home assignment to validate attendance) 20240420-36ach hw20240504-38ach_n4 active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Improving teaching practice Improving teaching practice Career Stage - Highly Accomplished Main Focus area - 6.1 School - Dominic College (K-12) A teacher, who also holds a number of key co-ordination roles across her K-10 school, is collaborating with her colleague to develop a professional learning program for her school. The plan for the upcoming year is based on teacher input, which has resulted from professional learning sessions with a visiting expert and the use of the Australian Professional Standards for Teachers. The teacher emphasises the importance of teacher 'reflection' and that the school's use of the Standards allows her to assist teachers develop specific strategies to improve teaching practice. https://www.youtube.com/watch?v=Np9egBmtcRU → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240427 ]]> Who is a ‘curriculum coordinator’? How can teachers use the standards? What is an ‘appraisal programme’ about? Which factors should be included in it? 283 282 20240420-34ach 09:00-10:20 2 active Making an educational career in England, the USA & Australia (A.Budnik) (2/2) By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 2 (max +5pts) This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240525 15:40+ exam date (via Sferum) → send an e-mail to book a time slot by 20240513 duncanpotter@yandex.ru --> video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=HVKF4BFmMgxm1FvPijfwKXdfB_E3Py5F4iffS4a47ZA ]]> 9 Writing assignment 20240406-30ach hw20240420-34ach pix/icons8-hand-with-pen-100_white.png deadline: 20240410 ]]> 6 Teacher Training: Importance of School Experience 20240406-32ach hw20240420-34ach pix/icons8-movie-100_white.png Teacher Training: Importance of School Experience St Mary's University, Twickenham https://www.youtube.com/watch?v=WwAJFpcmSYo → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240417 ]]> 8 (home assignment to validate attendance)]]> 20240406-30ach hw20240420-34ach_n1 pix/icons8-theatre-mask-100_white.png deadline: 20240410 ]]> 3 (home assignment to validate attendance)]]> 20240406-32ach hw20240420-34ach_n2 prep_short_reading_floating pix/icons8-reading-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher) → answer the questions (use the same googledoc as previously) → deadline: 20240417 ]]> 281 9 Writing assignment - Feedback 20240406-30ach hw20240420-34ach active wip edit_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png deadline: 20240410 ]]> Guidelines for use of AI in writing ✓ give AI background information (e.g. copy-paste instructions from above) → prompt AI with a few questions → narrow down your questions → refine AI's suggested answer(s) (you may use suggestions) ✓ copy-paste or download into your googledoc → edit by hand (making use of your critical thinking skills) → add your own examples, anecdotes, localisation → copy-paste your google revised version into AI ✓ try having your text corrected and/or improved by AI (use built-in options: e.g. simplify, make more formal...) → prompt for improving style e.g. check language and make it more intelligible for level B2/C1 readers → refine AI's suggested answer(s) (you may use suggestions) → copy-paste or download into your googledoc for finalising ]]> IV. Legal Issues in Russian Higher Education - Legal framework regulating educational practice in Russia (laws, regulations and governmental decrees) - Main laws and regulations governing various aspects of education (the Federal Law “On Education”, the Law “On Higher and Postgraduate Professional Education”, the Law “On General Education”) - Rights and obligations of students, teachers and educational institutions according to Russian legislation. - State bodies and regulatory organisations responsible for the implementation of educational policy (Ministry of Education and Science, Federal Service for Supervision in Education and Science (Rosobrnadzor), The Federal Accreditation Service (RusAccreditation)) - Policies and regulations on academic integrity established by universities - Tools and resources to support academic integrity (antiplagiat.ru, citation management tools, etc.) ]]> https://dictionary.cambridge.org/dictionary/english/outline 〆don't try to include too many details 〆avoid using long lists → summarise / synthesise data e.g. use AI to summarise in a more engaging way ]]> (...) 2. Main features of Russian Higher Education System a) Understanding the structure and organization of Russian universities 1. Structure of Universities (describe the internal structure of a typical Russian university (faculties, departments, etc.) 2. University Administration (discuss the roles of the rector, vice-rector, and faculty deans) 3. Admission Process (explain the process for admission into Russian universities) 4. Academic Year (the organization of the academic year (semesters, exams, holidays) 5. Degree Programs (describe the different types of degree programs (bachelor's, master's, PhD) and their duration) 6. Research and Innovation (the emphasis on research and innovation in Russian universities) (...) ]]> III. Exploring Cultural Traits Impacting Teaching in Russia (possible challenging traits for the audience) A. Cultural norms and values influencing education in Russia - E. Hall model: High-context culture (implicit communication, strong interpersonal relationship, cultural sensitivity in creating a learning process) - Lewis model: Linear-Reactive culture (adherence to rules and flexibility in response to changing circumstances) - Hofstede model: Collectivism vs. Individualism (collaboration and group-oriented activities, group projects and collaborative problem-solving methods); High power distance (respect for the authority, hierarchy in relationship); High Uncertainty Avoidance (well-defined structures and bureaucratic systems, standardised academic programs and curricula); Long-Term Orientation (long-term goals and outcomes, such as the cultivation of research skills, critical thinking abilities, and academic excellence; academic training and mastery of subject matter over the course of several years) - Emphasis on academic excellence (cultural events for celebrating academic excellence and importance of education: “Day of Knowledge”) ]]> ✓ recycling E.Hall, Lewis model & Hofstede cultural dimensions 4 Teaching methods and strategies used in Russia: (...) 1. Pedagogical Theory: Emphasising the study of educational theories and principles to equip teachers with a solid foundation in teaching practices. 2. Practical Workshops: Providing hands-on experience through workshops where teachers can practise lesson planning, classroom management, and innovative teaching techniques. 3. Peer Collaboration: Encouraging peer-to-peer learning and collaboration among teachers to share best practices, discuss challenges, and foster a supportive professional community. 4. Technology Integration: Incorporating the use of educational technology tools and platforms to enhance teaching effectiveness and engage students in interactive learning experiences. 5. Reflective Practice: Promoting reflective thinking and self-assessment among teachers to continuously improve their teaching methods, identify areas for growth, and adapt to the evolving needs of students. 6. Student-Centred Approaches: Implementing student-centred teaching strategies that focus on individual learners' needs, interests, and abilities to create a more personalised and effective learning environment. 7. Cultural Sensitivity: Recognizing the importance of cultural diversity in the classroom and providing training on how to integrate multicultural perspectives into teaching practices to create inclusive and equitable learning environments. (...) AI used: https://hix.ai/hub/writing/best-ai-writers https://www.akkio.com/tool/ai-answer-generator https://chat-gpt.org/chat ]]> ✓ legible format concept: definition collocation: noun / participle phrase + verb (infinitive) + object method = action → result ✓ quoting which AI models are used = good practice (reminiscent of quoting sources in a publication) What is strong about the following sample? (Valeria Batova) Who's Teaching You:  • Teachers who know the ins and outs of Russian education and culture  • Bilingual instructors who can help bridge the language gap  • Experts who've been through the international teaching hoops and know what's what Who's This For:  • Teachers from all over who want to teach in Russia or work with Russian schools  • Educators keen on broadening their teaching toolkit with some Russian flair  • Anyone looking to better understand how education rolls in different parts of the world ✓ informal register → more engaging tone (but risk of being too informal...) I. Introduction to the Russian Higher Education System A. Overview of the structure and organization B. Historical context and evolution  Explaining Russian education history through the metaphor of a nesting doll, with each layer revealing a new chapter in the country's educational journey. C. Key stakeholders and regulatory bodies  A humorous tale of an educator's misadventures trying to decode Russian regulatory documents, complete with comical misunderstandings and unexpected encounters (...)  B. Assessment methods and grading systems  Compare the Russian grading system to a game of chance like roulette, where students hope to get the highest score. C. Professional development opportunities for educators  Portray professional development in Russia as a colorful tapestry of workshops, conferences, and seminars, where educators gather like intellectual cosmonauts exploring the frontiers of knowledge. (...) B. Student-teacher relationships and expectations Depict the student-teacher relationship in Russia as a delicate dance of mutual respect, where the professor moving around the classroom with the authority of a czar. (...) A. Academic integrity and plagiarism policies Paint a picture of academic integrity in Russia as a fortress protecting the sanctity of knowledge, guarded by vigilant professors armed with red pens. ]]> ✓ unexpected delivery format ✓ humour = creative approach 280 6 Teacher Training: Importance of School Experience - Feedback 20240406-32ach hw20240420-34ach active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Teacher Training: Importance of School Experience St Mary's University, Twickenham https://www.youtube.com/watch?v=WwAJFpcmSYo → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240417 ]]> What benefits of the school observation experience do the students mention? ethos /ˈi:θɔs/ = moral ideas and attitudes that belong to a particular group or society How did they arrange the placement? (Tatiana Bogomolova) Freddy arranged the placement by negotiating with the senior leadership of the school where she was already working as a PE teaching assistant. This negotiation allowed her to work in a year one classroom, where she assisted with core subjects and reading. Rob scheduled his school placement outside of his university time (uni time), as he had already graduated. Upon returning to London after travelling, he utilised his mornings for voluntary hours while working part-time in the evenings. George was able to arrange one of his weeks in a different key stage from the class he was working in and then spent his second week observing various teachers in a different school to gain exposure to different teaching policies and directives. (Alina Golovkina) (...) To sum up, all students did it in their free time. ✓ don't just describe but also draw conlusion(s) What activities did they observe/were involved in? (Tatiana Bogomolova) Helping teaching assistants (TAs) in their duties, such as moving around the class, ensuring students stay on task and taking groups out for reading sessions.  Getting acquainted with the process of planning before school (lessons?) and participating in setting up activities outside of class hours. Working with students of different key stages, helping them with their reading sessions and maths, and preparing them fot SATs exams (Statutory Assessment Tests). Observing how children worked within the classroom setting, including how they were grouped (mixed ability or same ability) and how they implemented different strategies for learning. Analysing the primary school curriculum. Why is it useful to have observation experience before starting a PGCE course? (Daria Sigaeva) ✓ observation experience helps prospective teachers to make an informed decision about whether teaching is the right role for them (Tatiana Bogomolova) It provides students with the context for theoretical learning and points of reference. This makes the learning process more meaningful and helps students understand how theory applies in real classroom settings. It familiarises students with the classroom environment, which gives them many advantages during the internships as there are less unfamiliar things, they feel more comfortable in the learning environment, so it takes less time for them to adapt and get used to it. It provides an opportunity to observe different teachers at work, which provides valuable insights into teaching styles, strategies and realities of the teaching profession. It also allows future teachers to visualise themselves in the role and better understand what it involves. It helps students assess whether the teaching profession is suitable for them. By observing the classroom and school atmosphere, as well as experiencing responsibilities first-hand, they will be able to make a more well-thought-out decision about their choice of teaching career. (Valeria Lezhen) Additionally, observation experience can help students develop their critical thinking and problem-solving skills. By observing and analysing teaching practices, students can identify strengths and weaknesses in different teaching strategies and develop their own solutions to teaching challenges. Comment on the organization of the school observation practice. How long should it last and what should be the percentage of observation – participation? (Daria Sigaeva) The duration of the school observation practice varies between educational institutions, but generally, it lasts from two weeks to a month. For example, talking about Banzarov Buryat State University, my observation practice lasted for 2 months in the penultimate year of study and 2 months in the last year of study. (...) Initially, the majority of the time is dedicated to observation, around 70-80%, to allow students to gain an understanding of the dynamics in the classroom and the school. The remaining 20-30% is an active participation. This gradual shift from observation to involvement helps students gain confidence and practical skills in the school environment (Anastasia Ovsyanikova) Regarding the observation-participation ratio, ideally, it should be flexible and tailored to the trainee’s needs and progress. At the initial stage, a higher percentage of observation (around 70-80%) allows trainees to carefully observe and reflect on classroom dynamics, instructional techniques, and student behavior. As the trainee gains confidence and acquires more practical skills, the percentage of active participation should gradually increase (around 20-30%), enabling them to take on teaching responsibilities under guidance (Maria Shramko) (...) it seems to me, the practice should last at least two months. This is the minimum period during which it is possible to form a general vision of the structure of the work, the features of teaching for specific classes. And if needed, observation practice can last up to a semester or even a school year (to monitor how effectively and successfully the textbook program was implemented). (...) In terms of the percentage of observation versus participation, there is no one-size-fits-all answer as it depends on the purpose of the observation and the preferences of each student. (...) For example, if the focus is on understanding teaching methodologies, a higher percentage of observation may be necessary. On the other hand, if the goal is to build relationships with students and teachers, a higher percentage of participation may be more appropriate. (Valeria Fursova) Relying on my own school observation experience that was about 4 months long, I’d say that it’s the best period of time, during which you can clearly see the teaching strategy that is used by the teacher and the students’ progress (or the absence of it, which is also useful as it discourages you from using ineffective methods and techniques in your own practice). (...) To my mind, the ability to participate is extremely important. It would be logical to start your interaction with the class by observing and then gradually suggesting your participation. This can start from 10-minute engaging activities to grab students’ attention and get their trust and finish with several lessons held completely by the initial observer. (Alina Golovkina) As I have mentioned in the previous question, the organization of school observation practice lasts for 1-2 months a year in Russia. In my opinion the school observation practice should last longer, for example, for 3-4 months a year or 1-2 months half a year. This period of time will allow students not only observe but conduct lessons, do the tasks and tests for students, go outside with children (as one student mentioned in the video it is important to be an extra person and take part in class activities so that children can communicate both with other children and the teacher). (Natalia Tarasova) Ideally the observation practice should take a year to complete as it allows the students to see all of the stages a class goes through within the school year. There are some nuances that become evident only after long-term observation, such as conflict resolution, dealing with parents, handling bullying or making note of the progress that the student makes throughout the year. 279 5 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 6 7 8 9 278 7 How to Get a Teaching Certificate/License Online in America active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How to Get a Teaching Certificate / License Online (TEACH-NOW Overview) https://www.youtube.com/watch?v=tne0y35zVFc → watch the video → answer the questions]]> How long does the programme last? Who can get a teaching certificate? What does a typical virtual classroom look like? What benefits of the programme does the student note? Comment on the contents of the programme. How do you understand the phrase «to be a 21st century teacher in the 21st century learning environment»? 277 8 Teachers standards active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png https://www.gov.uk/government/publications/teachers-standards → answer the questions]]> Who are the standards applied to? How are the standards to be used? What does each part of the standards contain? How do you understand each point in Part 1? Comment on the presence of ‘fundamental British values’ in the standards. How can Part 2 of the standards be used? Guidance Teachers' standards Guidance Teachers' standards Department for Education https://www.gov.uk/government/publications/teachers-standards
https://www.gov.uk/government/publications/teachers-standards ]]>
276 9 Teachers’ standards in the UK and in Russia wip active prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png 275 10 Improving teaching practice (Australia) wip active prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Improving teaching practice Improving teaching practice Career Stage - Highly Accomplished Main Focus area - 6.1 School - Dominic College (K-12) A teacher, who also holds a number of key co-ordination roles across her K-10 school, is collaborating with her colleague to develop a professional learning program for her school. The plan for the upcoming year is based on teacher input, which has resulted from professional learning sessions with a visiting expert and the use of the Australian Professional Standards for Teachers. The teacher emphasises the importance of teacher 'reflection' and that the school's use of the Standards allows her to assist teachers develop specific strategies to improve teaching practice. https://www.youtube.com/watch?v=Np9egBmtcRU → watch the video → answer the questions]]> Who is a ‘curriculum coordinator’? How can teachers use the standards? What is an ‘appraisal programme’ about? Which factors should be included in it? 274 11 Research - teacher training in different countries 20240420-36ach hw20240504-38ach wip active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png deadline: 20240430 ]]> Guidelines for use of AI in writing ✓ give AI background information (e.g. copy-paste instructions from above) → prompt AI with a few questions → narrow down your questions → refine AI's suggested answer(s) (you may use suggestions) ✓ copy-paste or download into your googledoc → edit by hand (making use of your critical thinking skills) → add your own examples, anecdotes, localisation → copy-paste your google revised version into AI ✓ try having your text corrected and/or improved by AI (use built-in options: e.g. simplify, make more formal...) → prompt for improving style e.g. check language and make it more intelligible for level B2/C1 readers → refine AI's suggested answer(s) (you may use suggestions) → copy-paste or download into your googledoc for finalising ]]> What is similar/different about them? What is better or worse from your own perspective? Which system gives teachers more legal protection? How? Which system gives teachers more freedom in designing lessons & planning contents? Why? How? What would you like to implement in your classes that is not currently available in Russia? Are there any other systems of education from which you would like to put into practice something in particular? 273 12 Writing a personal statement wip active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/teaching-personal-statement-examples. → examine the examples and the criteria given → write your own statement ]]> 272 1 Final project - brainstorming + rationale Final project - visuals + (audio) script Final project - delivery wip active pix/icons8-soccer-100_white.png prep_ol_qa prep_2columns_2qa You need to deliver in groups of 3-4 people a final project to give evidence of your professional communication skills. Support materials ✓ 30 word-long rationale (objectives) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, concepts, tools...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20240507 → use the questions below to brainstorm ideas ]]> Sample topic: Ability grouping Please change places after every class. If you don’t, I’ll have to move you. Life is short, please move Paul Seligson, well known TEFL author and teacher trainer https://www.teachingenglish.org.uk/professional-development/teachers/planning-lessons-and-courses/articles/grouping-students Why should students be grouped by ability? Proponents of ability grouping point to the idea that teachers are better able to tailor instruction when students are grouped by ability. Additionally, students may be more motivated and more willing to participate in learning when they are alongside students of similar abilities. What are the cons of grouping students according to ability? Some of the cons of ability grouping are that students of varying ability cannot learn from one another and that students may have difficulty transferring from one ability group to another. Additionally, the ability group that a student is assigned to may impact their self-esteem. What is an example of ability grouping? One example of ability grouping is a second-grade classroom that is divided into three groups for math. The groups are labeled advanced, intermediate, and remedial. Instructors tailor their teaching pace and difficulty to the designated ability of the group. What are the advantages of ability grouping? Some of the advantages of ability grouping are that instruction is tailored to student ability and students are in smaller groups and may receive more individual attention. Additionally, gifted students may have higher achievement when learning alongside other gifted students. https://study.com/academy/lesson/ability-grouping-in-education-pros-cons-quiz.html#:~:text=Ability%20grouping%20is%20the%20practice,as%20'within%2Dclass%20grouping. ]]> https://www.buffalo.edu/catt/teach/develop/design/teaching-methods.html ]]> Will you implement flipped learning and/or gamified contents? What expertise in IT tools (e.g. whiteboards) or LMS will you show off? To what extent will you make use of AI? How can you make use of instructional design to satisfy the needs of your particular learners? 271 PGCE = postgraduate certificate in education first-hand = obtained or experienced yourself intricate /ˈɪntrɪkɪt/ = having a lot of different parts and small details that fit together tier = one of several levels in an organization or a system to shadow = to observe a professional in their job cohort = a group of people who share a common feature cohesive = forming a united whole rigorous = done carefully and with a lot of attention to detail pinnacle /ˈpɪnəkl/ = the most important or successful part of something 270 20240406-32ach 10:30-11:50 2 active Making an educational career in England, the USA & Australia (A.Budnik) (1/2) By the end of this session you will have studied Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=GsvpbFbHRjJNav33j0nCphB7qO3e8EJA0Lmrt29J0Pc ]]> 269 1 Lead in active wip edit_ol_qa pix/icons8-cafe-100_white.png Are you happy with your career choice? Would you like to change your career path a little? Why did you decide to become a teacher? Do you know of any other reasons why people have chosen this profession? Did you have professional orientation at school? Did it help you? Have you found in your job what were expecting? https://www.ucas.com/ to learn more information. Take the Buzz quiz on the website https://www.ucas.com/careers/buzz-quiz to discover your career options. Comment on your results. Do you think tests can help people choose a career? ]]> 268 2 pix/icons8-dictionary-100_white.png Vocab active wip xml_multi_dd_row 17 6 left 1 2 3 4 5 267 3 How to become a teacher in England active wip prep_short_reading_floating pix/icons8-reading-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher) → answer the questions]]> What are the benefits of a teacher’s job? How can you move between age groups? What do the acronyms QTS, ITT and NQT stand for? Are entry requirements the same as in our country? What is an induction year? Is it important for a teacher? How to become a teacher in England How to become a teacher in England Rachel Swain, Editorial manager / adapted by A.C.Budnik https://www.prospects.ac.uk
https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher ]]>
266 4 Career options active wip prep_ol_qa edit_ol_qa pix/icons8-microscope-100_white.png https://www.ucas.com/ucas/after-gcses/find-career-ideas/explore-jobs?k=school → choose 3-4 career options → answer the questions ]]> What are the functions of these different jobs? How relevant are they to your environment? What training is required for each particular positions? Which are more accessible? What are the essential skills needed? Which jobs & duties would be more challenging for you? 265 5 pix/icons8-dictionary-100_white.png Vocab wip active xml_multi_dd_row 17 6 left 1 2 3 4 5 6 7 8 9 264 6 Teacher Training: Importance of School Experience 20240406-32ach hw20240420-34ach active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Teacher Training: Importance of School Experience St Mary's University, Twickenham https://www.youtube.com/watch?v=WwAJFpcmSYo → watch the video → answer the questions (use the same googledoc as previously) → deadline: 20240417 ]]> What benefits of the school observation experience do the students mention? How did they arrange the placement? What activities did they observe/were involved in? Why is it useful to have observation experience before starting a PGCE course? Comment on the organization of the school observation practice. How long should it last and what should be the percentage of observation – participation? 263 3 (home assignment to validate attendance)]]> active wip 20240406-32ach hw20240420-34ach_n2 prep_short_reading_floating pix/icons8-reading-100_white.png https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher) → answer the questions (use the same googledoc as previously) → deadline: 20240417 ]]> What are the benefits of a teacher’s job? How can you move between age groups? What do the acronyms QTS, ITT and NQT stand for? Are entry requirements the same as in our country? What is an induction year? Is it important for a teacher? How to become a teacher in England How to become a teacher in England Rachel Swain, Editorial manager / adapted by A.C.Budnik https://www.prospects.ac.uk
https://www.prospects.ac.uk/jobs-and-work-experience/job-sectors/teacher-training-and-education/how-to-become-a-teacher ]]>
262 261 20240406-30ach 09:00-10:20 2 active How to become a teacher in England (A.Budnik) Making an educational career in England, the USA & Australia (A.Budnik) By the end of this session you will have studied 20240323-26ach ← homework instead of attendance 20240323-28ach ← homework instead of attendance video Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=GsvpbFbHRjJNav33j0nCphB7qO3e8EJA0Lmrt29J0Pc ]]> 2 Writing a CV 20240323-26ach hw20240406-30ach pix/icons8-hand-with-pen-100_white.png A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV (use the same googledoc as previously) → deadline: 20240403 ]]> 4 Writing a personal statement 20240323-28ach hw20240406-30ach_n2 pix/icons8-hand-with-pen-100_white.png https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement (use the same googledoc as previously) → deadline: 20240403 ]]> 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240309-20ach hw20240316-22ach deadline: 20240320 20240313 ]]> 260 6 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Feedback 20240309-20ach hw20240316-22ach active wip prep_ol_qa edit_ol_qa What criteria do you need to assess how successfully a lesson has been gamified? Sample assignments (cmt231) gamified_lesson_healthy_food_and_drinks_vvitomskaya.pdf gamified_lesson_cosmic_lockdown_tbogomolova.pdf gamified_lesson_heroes_of_magic_and_legacy_vfursova.pdf gamified_lesson_searching_for_lost_civilizations_dsigaeva.pdf (cmt232) gamified_lesson_help_in_the_forest_agolovkina.pdf gamified_lesson_harry_potter_vocab_mmorozova.pdf gamified_lesson_at_the_airport_ebogacheva.pdf → answer the questions ]]> deadline: 20240320 20240313 ]]> Self-check questions (reminder) 1 What are your goals? 2 Can you summarise the plot in 70 words? 3 Can you summarise the story (missions to accomplish) in 150 words? 4 Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 5 Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? 6 What does each level consist of? How clear is it a mission has been accomplished successfully? 7 How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? 8 What kind of badges for achievements will you award? How & who will design them? 9 How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? 10 Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? Checkpoints for storyboarding (reminder) ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI (optional) Consider the following when designing a gamified lesson https://gamemaker.io/en https://udoba.org/ https://learningapps.org/ as well as https://keepthescore.com/online-leaderboard-maker/ https://huggingface.co/spaces/stabilityai/stable-diffusion https://perchance.org/ai-map-generator https://perchance.org/ai-photo-generator https://web.ligaudio.ru/mp3/medieval%20fantasy Feedback → ensure final goal is motivating 〆decoding a secret message ✓ finding a treasure by decoding a secret message → provide a plot people may identify with or somehow relate to 〆divorce of parents ✓ saving animals → give/force people to make choices (incl. what characters they want to play) ✓ encourage purposeful action → explain how characters (essentially goodies & baddies) may change the course of the game 〆don't give just a visual description or their role ✓ describe how they may be held responsible for obstacles or miracles ]]> visual (Evgenia Smirnova) Bonus Missions: Teams can undertake bonus missions for extra points. These missions involve more challenging English tasks but yield higher rewards. Reward: The team with the most points at the end of the game automatically earns the highest score “5” on their next English examination, giving them an advantage in real-life assessments. (...) Unscramble words to reveal the original names of your space shuttles. Choose the difficulty - the more letters the more points (each letter =1 point) evnateurd, hlcengela, stranaotu, ogveay (adventure, challenge, astronaut, voyage) (...) Teams receive an audio message from people from the future. To decipher it, teams need to substitute the missing words (each correct word +1point, the first team gets additional +2 points) (Aleksey Teryushov) (...) as they explore ancient temples, they could face cross-cultural communication scenarios ]]> ✓ the first team gets additional +2 points → adds time pressure element = recommended for gamification Which plot(s) might be more popular? Why? Is achieving the goal well-motivated? Which characters would you want to play? Why / why not? Why is their description engaging? Which medals & badges do you like best? Why are they likely to be more motivating? 259 2 Writing a CV - Feedback 20240323-26ach hw20240406-30ach pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa prep_2columns_2qa edit_2columns_2qa A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV ]]> Female, 22 years, was born (...) 2001 female = irrelevant 〆22 + 2001 redundant Ahard-working, conscientious and responsible graduate is looking (eager) to develop a career as an English teacher. To use Using knowledge and qualifications in teaching students by applying all the knowledge in methodology of teaching and organizing interesting and motivational lessons → double check grammar to make a good, first impression Personal qualities 〆avoid long lists → justify if possible Additional Qualifications improvement (OR Continuous training): December 2023 – Webinars «Teaching English» organised by... September 2016 – June 2016 – English language courses organised by... → be specific ]]> ✓ personalised intro ✓ easy-going & outgoing character (exclamation mark, rhetorical question) ✓ metrics 258 4 Writing a personal statement - Feedback 20240323-28ach hw20240406-30ach_n2 pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa edit_2columns_2qa https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement ]]> 〆pompous (unduly grand in style) 〆wrong register ✓ anecdote suggesting empathy ✓ personalised narrative ✓ unusual experience 257 8 Case study active wip pix/icons8-theatre-mask-100_white.png edit_ol_qa prep_2columns_2qa prep_ol_qa Russian and American university lecturers discuss a case which happened to one of their American colleagues Why is the American teacher so relaxed and doesn’t seem concerned about this unpleasant situation? Legal Environment: In the United States, individuals often have the freedom to express their opinions and take legal action, but the burden of proof lies with the accuser. Therefore, the teacher may be confident that the colleague's claim lacks merit and is unlikely to hold up in court. Professional Confidence: The teacher may have confidence in their teaching methods and advice, believing that they provided sound instruction and guidance to the colleague. As a result, they may not feel personally threatened by the colleague's accusations. Focus on Moving Forward: Rather than dwelling on the negative aspects of the situation, the teacher may prioritize moving forward and continuing to support their students and clients, maintaining a positive and forward-thinking attitude. Trust in Legal System: The teacher may have faith in the legal system and believe that any legal proceedings would ultimately vindicate their position, leading to a favorable outcome. Overall, the teacher's relaxed demeanor could stem from a combination of confidence in their actions, trust in the legal system, and a focus on maintaining professionalism and moving forward despite the unpleasant situation. src: Chatsonic What does he mean, saying about ‘coverage’? When the American colleague inquires about whether such cases are "covered" in Russia, he is likely referring to the legal implications and protections that exist for educators in similar situations. Specifically, he may be asking whether Russian laws or regulations provide safeguards for teachers and professionals against unfounded claims or accusations of negligence from students or clients. The term "coverage" in this context could be interpreted as asking whether there are legal protections, insurance, or specific regulations that shield educators from baseless legal actions or accusations related to their professional advice, instruction, or guidance. In essence, he may be seeking to understand the legal framework that would support or defend the teacher in the face of the colleague's allegations. src: Chatsonic What should a Russian teacher do to put the misunderstanding behind? To address the misunderstanding and mitigate the potential threat of legal action, the Russian teacher could consider taking the following steps: Open Communication: Initiate an open and honest dialogue with the American colleague to understand their concerns, clarify any misunderstandings, and attempt to resolve the issue amicably. Documentation: Gather and retain any relevant documentation, such as course materials, communication records, and evidence of the advice and guidance provided to the colleague, to substantiate the quality and appropriateness of the instruction. Legal Advice: Seek counsel from a legal professional with expertise in education law to understand the teacher's rights, liabilities, and potential legal recourse in the event of a lawsuit or legal dispute. Professional Standards: Emphasize adherence to professional standards and best practices in teaching, highlighting the commitment to providing accurate and beneficial guidance to students. Mediation: Explore the possibility of mediation or alternative dispute resolution methods to reach a mutually acceptable resolution without resorting to formal legal action. Educational Policies: Familiarize oneself with the educational policies and regulations that govern teacher-student interactions and disputes in the specific educational setting or institution. By proactively engaging with the colleague, documenting the educational process, seeking appropriate legal guidance, and emphasizing professional conduct, the Russian teacher can work towards resolving the misunderstanding and safeguarding their professional reputation. src: Chatsonic 256 9 Writing assignment 20240406-30ach hw20240420-34ach active wip prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png deadline: 20240410 ]]> Guidelines for use of AI in writing ✓ give AI background information (e.g. copy-paste instructions from above) → prompt AI with a few questions → narrow down your questions → refine AI's suggested answer(s) (you may use suggestions) ✓ copy-paste or download into your googledoc → edit by hand (making use of your critical thinking skills) → add your own examples, anecdotes, localisation → copy-paste your google revised version into AI ✓ try having your text corrected and/or improved by AI (use built-in options: e.g. simplify, make more formal...) → prompt for improving style e.g. check language and make it more intelligible for level B2/C1 readers → refine AI's suggested answer(s) (you may use suggestions) → copy-paste or download into your googledoc for finalising ]]> 255 8 (home assignment to validate attendance)]]> 20240406-30ach hw20240420-34ach_n1 active wip pix/icons8-theatre-mask-100_white.png edit_ol_qa prep_2columns_2qa prep_ol_qa Russian and Irish university lecturers discuss a case which happened to one of their Irish colleagues deadline: 20240410 ]]> Why is the Irish teacher so relaxed and doesn’t seem concerned about this unpleasant situation? What does he mean, saying about ‘coverage’? What should a Russian teacher do to put the misunderstanding behind? 254 253 20240323-28ach (home assignment) 2 active Preparing for interview - Writing a personal statement (home assignment) By the end of this session you will have studied Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум this link will be available just before the lesson starts ]]> 252 1 Communication strategies active edit_ol_qa pix/icons8-collaboration-100_white.png What communication strategies do you use to describe your achievements & goals? https://applypass.com/star-format-burned-out-faded-away/ → answer the questions ]]> https://applypass.com/star-format-burned-out-faded-away/ The Minto Pyramid Principle (aka the McKinsey’s Pyramid Principle) Minto Pyramid Principle, also referred to as the McKinsey’s Pyramid Principle, is a tool used to process and structure large amounts of information to convey a story, message or presentation without omitting important details. The principle of the McKinsey Pyramid is to cut to the chase in written texts or presentations. This ensures that the audience’s attention is captured and that a riveting story can be created that’s easy to remember and understand. https://www.toolshero.com/communication-skills/minto-pyramid-principle/ BLUF Bottom Line Up Front is basically the staff-and-above-level special: it’s extraordinary at shielding your counterpart from unnecessary details; you tell them the most important thing first, don’t make them wait til the end to hear why they should be listening at the beginning! This is the opposite approach of STAR, which often buries the lede https://en.wikipedia.org/wiki/BLUF_(communication) ]]> What is the STAR method? When do you use it? (S) Situation (T) Task (A) Action (R) Result = technique used by interviewers to gather all the relevant information about a specific capability that the job requires What typical mistakes could you make when using the STAR method? 〆may promote windbag answers 〆is reminiscent of a playbook → suggests filling up time (2-3min / qs) rather than focusing on relevance 〆doesn't allow a natural exchange with the interlocutor → may ignore follow-up questions → prefer a faster answer (to leave room for follow-up questions) windbag = person who talks too much, and does not say anything important or interesting playbook = set of rules, suggestions, or methods that are considered to be suitable for a particular activity, industry, job, etc In what other communicative situations could you use STAR? ✓ need to explain a challenge to a new audience from scratch → is probably not relevant when the situation is internal to an organisation ✓ report results at a presentation / webinar ✓ story telling Less is more?]]> ✓ focus on results → start with the conclusion ✓ provide only details to support your answer → invert the narrative progression from introduction (situation) to bottom-line first What is the Minto Pyramid (aka McKinsey Pyramid)? 1. answer, thesis or key point 2. arguments & main points 3. supporting details & ideas Minto Pyramid = effective communication tool to quickly and clearly communicate complex issues to busy business executives. Developed in 1987 by Barbara Minto, a McKinsey consultant, and is used not only by McKinsey but by most top consulting firms What is BLUF? ✓ Bottom Line Up Front ✓ relevant to senior staff & management levels = busy, time-constrained, or overloaded with lots of information → shields counterpart from unnecessary details ✓ tell the most important thing first → don’t make audience wait for the end = understand the rationale from the start → relevant to presentations ✓ don't give empty instructions = if they need to read you, explain why at the beginning 251 2 Job interview strategies active edit_ol_qa pix/icons8-collaboration-100_white.png What strategies can you use to describe your career & ambitions at job interview? https://applypass.com/star-format-burned-out-faded-away/ → answer the questions ]]> visual ]]> How can the STAR method help you answer behavioural questions? ✓ (S) situation → The interviewer wants you to present a recent challenging situation in which you found yourself. ✓ (T) task What were you required to achieve? → The interviewer will be looking to see what you were trying to achieve from the situation. Some performance development methods use “Target” rather than “Task”. Job interview candidates who describe a “Target” they set themselves instead of an externally imposed “Task” emphasize their own intrinsic motivation to perform and to develop their performance. ✓ (A) action What did you do? → The interviewer will be looking for information on what you did, why you did it and what the alternatives were. ✓ (R) results What was the outcome of your actions? What did you achieve through your actions? Did you meet your objectives? What did you learn from this experience? Have you used this learning since? (src: Wikipedia) To what extend can you use STAR efficiently at a job interview? What mistakes should you avoid? → practise STAR mostly to anticipate follow-up questions Methodology: Improving instant, visual access to support stories ✓ list relevant experiences in a googledocs ✓ write down the first introductory sentence for the Situation paragraph only → save this sentence as the title (e.g. ctrl + alt + 3 = heading style 3) = should become visible in the outline in the left margin for quick access ✓ use bullet points & noun phrases instead of prose → makes the risk of reading & script learnt by heart less prominent ✓ time spent on each part of STAR is not equal 〆avoid describing the situation in granular detail ≠ doesn't show what you can do → describe your task = spend more time on describing your actions → explain its impact at all levels of the company (metrics) ]]> What is 1PBL? https://applypass.com/star-format-burned-out-faded-away/ ]]> What should you focus on more: context & team or your contribution? ✓ individual contribution (80%) → support with metrics/impact 250 3 Follow-up questions to STAR with 1PBL active edit_ol_qa pix/icons8-collaboration-100_white.png Are you able to sum up your achievements in a single sentence to gain impact? 1PBL 1 liner problem (+ solution) biggest challenge lesson learnt src: https://applypass.com/star-format-burned-out-faded-away/ ]]> What is your biggest achievement? 1 liner Can you sum up the project & result (with metrics)? ]]> (sample answer from googledocs) Problem (+ solution)]]> How did you narrow down the list of options? ✓ conducted brainstorming ✓ hired external consulting ✓ empirical trial & error Problem (+ solution)]]> Why did you choose this solution? ✓ limited time for further testing ✓ gut instinct ✓ professional expertise (...) Problem (+ solution)]]> What were the drawbacks of this choice? 〆costs 〆questionable reliability 〆technical debt 〆reputational risk Problem (+ solution)]]> What other methods, technologies or services had you taken into account? Why did you turn them down? ✓ open source alternatives 〆lack of support ✓ proprietary solutions 〆expensive license ✓ competitive supply chain 〆significant lead time Problem (+ solution)]]> Did management fully endorse your recommendations? Was your team reluctant to deploying your strategy? 〆lacked authority 〆in dire needs of experienced staff members to support your solution Biggest challenge What was the most demanding aspect of this mission? ]]> ✓ meeting deadlines ✓ cutting costs to beat the competition ✓ pioneering this solution (...) Lesson learnt What would you do next time? ]]> ✓ mitigate risks ✓ favour another technology ✓ anticipate staff turnover ✓ retain talents 249 4 Writing a personal statement 20240323-28ach hw20240406-30ach_n2 pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa https://bestpersonalstatementwriter.com/write-teaching-personal-statement/ Teacher Personal Statement Writing Guide https://www.personalstatementservice.com/blog-1/teacher-personal-statement → read the guides → write your own personal statement (use the same googledoc as previously) → deadline: 20240403 ]]> 248 windbag = person who talks too much, and does not say anything important or interesting playbook = set of rules, suggestions, or methods that are considered to be suitable for a particular activity, industry, job, etc Minto Pyramid = effective communication tool to quickly and clearly communicate complex issues to busy business executives. Developed in 1987 by Barbara Minto, a McKinsey consultant, and is used not only by McKinsey but by most top consulting firms 247 20240323-26ach (home assignment) 2 active Writing a CV (home assignment) By the end of this session you will have studied Sferum session video recordings → these files will be available in the chat after each session video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум this link will be available just before the lesson starts ]]> 246 1 Preparing a CV Preparing a CV wip active deck_shuffled_lines_valign shuffled_lines deck_shuffled_lines deck_shuffled_lines_halign shuffled_boxes prep_deck_shuffled_lines_halign How can you craft your CV to attract head hunters? CV sample - Stanford Read the following CV. → what do you like/dislike about its format? → what techniques can you use to improve yours? https://www.gsb.stanford.edu/sites/gsb/files/Sample-Marketing-Resume.pdf?pid= Put the items in the correct order under their appropriate heading → use the plan below to help you ]]> Summary Work experience Education Skills Additional information | Miscellanies | Other ]]> Summary catchy phrase your USP (unique selling point) professional expectations Work experience from / to period - company name company background / profile (brief description) position & responsibilities in the company tangible (quantitative) achievements & skill set Education academic title(s) certificates training, seminars... Skills hard skills soft skills Additional information | Miscellanies | Other languages extracurricular activities / community service ]]> 245 1 Improving reduced clause descriptions in a CV Writing a CV with balanced grammatical structures for style (reduced clauses) active edit_ol_qa_writing prep_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Responsibilities • Provide accounting support • Maintain a database of currency operations. • participate in yearly financial reports; Be consistent with punctuation]]> → either skip all articles ✓ Organization of delivery processes of goods from suppliers to company warehouse → or use all of them ✓ Organization of the delivery process of goods from the supplier to a warehouse of the company ✓ be consistent with ellipses of articles T travel and V visa policies]]> Use capital letters only in names or acronyms Got Gained interesting eye-opening | company-wide | international experience • Created Designed | Developed new innovativeproducts ]]> Avoid simple expressions such as 'good, bad...' Be quantitative → quote figures in percentage (e.g. by 15% within 12 months) → show measurable progress 〆avoid subjective adjectives Give references to scale & impact (team, departmental level, company-wide?) → use geography → define stakeholders Fech Fetch your labour contract at the HR center centre (BrEn) ✓ Fech Fetch your labour labor contract at the HR center (AmEn) ]]> Use a spell checker and be consistent with the language (e.g. either British English or American English, but not both). Be grammatically consistent when listing tasks 244 active textbook diploma with honours means the same as [with distinctions | summa cum laude]? honours = BrEn → with distinctions Graduated from [name of university] with an Honors Degree in [subject] diploma with honors means the same as [with distinctions | summa cum laude]? honors = AmEn → summa cum laude ]]> 243 2 Writing a CV 20240323-26ach hw20240406-30ach pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa A teacher is one of the toughest and most rewarding roles you could aim for. To land the role you'll need a top teacher CV that matches your ambition. We'll teach you how to write one step by step in this guide. https://resume.io/uk/cv-examples/teacher Teacher Resume Example for 2024 https://novoresume.com/career-blog/teacher-resume-example → read the guides → write your own CV (use the same googledoc as previously) → deadline: 20240403 ]]> 242 A levels = school leaving qualification offered by educational bodies in the United Kingdom to students completing secondary or pre-university education HNC (High National Certificate) = higher education/further education qualification in the United Kingdom (usually 1 year) HND (Higher National Diploma) = diploma given for vocational training that prepares the student for a career in a particular area; good students may progress to a course leading to a degree BA (Bachelor of Arts) degree in = diploma after a 2-3 year course at university graduate = someone who has completed a university degree, especially a first degree Bachelor of Arts with Honours (Baccalaureatus in Artibus Cum Honore) = 1-2 year postgraduate degree BE = Bachelor of Engineering or a Bachelor of Science in Engineering is an academic undergraduate degree awarded to a student after three to five years of studying engineering at an accredited college or university Master's degree in = academic degree higher than a bachelor's degree but lower than a doctor's degree post-graduate = person with a higher degree; student who continues studies after graduation (кандидат наук) to undertake = to study, ~ a research degree in (subject) candidate of sciences = PhD (in some countries) = кандидат наук doctor (of sciences) = someone who holds the highest level of degree given by a university summa cum laude (AmEn) = red diploma (in Russia) voluntary = done willingly, not because you are forced apprentice = young person who works for an employer for a fixed period of time in order to learn the particular skills needed in their job; intern apprenticeship = internship; period of time working as an apprentice; a job as an apprentice literate = able to read and write consecutive = following one after another in a series, without interruption to liaise ~ (with sb) (especially BrE) = to work closely with sb and exchange information with them; to act as a link between two or more people or groups P.T.O = please turn over (the page) impeccable = without mistakes or faults; perfect nitpicking = цепляться к мелочам 241 20240316-24ach 14:10-15:30 2 active Teacher career development (N.Vishnevetskaya) (2/2) By the end of this session you will have studied Sferum session video recordings → these files will (probably?) be available in the chat - to be confirmed → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=YRIKkIb5warWKh8rILy6uqiWwHQlgwytQxDriX1kFM0 ]]> 240 4 Vocab active edit_ol_qa prep_ol_qa pix/icons8-dictionary-100_white.png ECT early career teachers ECF Early Career Framework CTTR Centre for Teachers and Teaching Research EEF Education Endowment Foundation UCL University College London 239 5 Vocab 2 active wip edit_ol_qa prep_ol_qa_writing pix/icons8-dictionary-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ → answer the questions]]> pre-service teacher in-service teacher Associate Professor teacher educator induction lead school director 238 6 Sociolinguistic Analysis active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ → answer the questions]]> What discourse markers and vocabulary can help the readers understand that it is a course for teachers? ✓ professional vocab teacher educator pre-service and in-service teachers Associate Professor leadership development programmes practitioner inquiry projects senior leadership responsibility for staff development Professional Coordinating Mentor for ITE induction lead for NQTs early roll-out and national roll-out of UCL Early Career Teacher programme design and facilitate bespoke professional development programmes for school leaders Research Assistant headmaster induction lead/tutor Work in pairs. Imagine that you are colleagues. Retell your partner the contents of the course. How is the same information different in informal discourse? How would you introduce yourself? Write (or say) similar comments to the ones in the course.
https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> Hi, my name is Amena, I am an English Teacher and Induction Lead in a boys school in the East Midlands. Looking forward to understanding how to support ECTs better through the pedagogy and discussions. ]]> Hi , I am Salam Maaiah . I am the Education Policy and Planning Manager at the USAID pre-service teacher education in Jordan. ]]>
237 7 Sociolinguistic Practice active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png https://www.europeanpublisher.com/en/article/10.15405/ejsbs.184 Student A. Read section 5: Teacher Training in Iceland Student B. Reach section 6: Teacher Training in Luxembourg Student C. Read section 7: Teacher Training in Spain Student D. Read section 8: Teacher Training in Texas Imagine you are at an educators' international meeting. → tell your colleagues about the peculiarities of teacher training in your region. → focus on the traits that could be unclear for future teachers from different countries. ]]> 236 wip active textbook tmp_pdf/10.15405_ejsbs.184.pdf

]]> 235 ECT = early career teachers ECF = Early Career Framework CTTR = Centre for Teachers and Teaching Research EEF = Education Endowment Foundation UCL = University College London headmaster = teacher who is in charge of a school, especially a private school induction = process of introducing sb to a new job, skill, organization, etc.; a ceremony at which this takes place induction lead/tutor = person ensures that the induction is proceeding correctly and assesses the ECTs progress against the Teachers Standards, recognising when early action is needed in the case of an ECT experiencing difficulties 234 20240316-22ach 12:40-14:00 2 active Teacher career development (N.Vishnevetskaya) (1/2) By the end of this session you will have studied Sferum session video recordings → these files will (probably?) be available in the chat - to be confirmed → only ~10min at the beginning of the 1st lesson were recorded on 20240309 because it stopped once the breakout rooms were launched... (will figure out how to record in b/o rooms too) video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing VZ Zvonok VK Мессенджер Сферум https://sferum.ru/?call_link=YRIKkIb5warWKh8rILy6uqiWwHQlgwytQxDriX1kFM0 ]]> 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240309-20ach hw20240316-22ach deadline: 20240320 20240313 ]]> 233 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240309-20ach hw20240316-22ach wip active prep_ol_qa edit_ol_qa xml_multi_dd_row Gamify a lesson deadline: 20240320 20240313 ]]> Checkpoints for storyboarding ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI (optional) Consider the following software if interested in designing a gamified lesson https://gamemaker.io/en https://udoba.org/ ]]> What are your goals? ✓ vocab ✓ grammar ✓ functional language (...) = linguistic competencies ✓ language awareness ✓ cultural differences = cross-cultural communication ✓ collaboration ✓ critical thinking = life skills Can you summarise the plot in 70 words? ✓ detective story ✓ wild adventure ✓ science fiction / fantasy ✓ business case study Can you summarise the story (missions to accomplish) in 150 words? ✓ navigate different scenes of a given level (featuring mini-games) ✓ complete a mission at each level ✓ find a treasure / be the fastest / become the richest... ✓ defeat a villain with a minimum of points collected during the quest Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 〆baddies can make participants lose points, slow down progress... ✓ angels may give hints to questions, or jump to the next level Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? ✓ from a dense forest to an oasis in a desert (or the opposite) ✓ from an urban landscape to a battlefield... ✓ a scene is under fire / flooded by a deluge to embody time pressure What does each level consist of? How clear is it a mission has been accomplished successfully? ✓ mini games to be completed (e.g. grammar drills, vocab matching activities...) ✓ (hidden) escape room to randomise success rate → encourage participants to look for clues by completing various activities ✓ use a leaderboard to show progress of all participants in real time How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? ✓ some more challenging tasks can give more points (but perhaps you run the risk of losing more too!) ✓ some easier tasks are time consuming but will get participants to the next level nonetheless What kind of badges for achievements will you award? How & who will design them? ✓ smileys ✓ points ✓ certificate of completion (business case study) How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? ✓ an LMS may simplify monitoring the progress of gamification significantly 〆manual tracking of progress in real time may be particularly challenging → LMS seems to be a pre-requisite Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? ✓ lottery & random games may give you unexpected points ✓ Easter eggs ✓ greater (or smaller) karma | total points can be given by the moderator at discretion → grade tasks depending on participants' skills 232 1 MOOC active edit_ol_qa pix/icons8-collaboration-100_white.png Have you ever attended some on-line courses? What tools & formats did they make use of? What courses would you like to attend? 231 2 Professional development courses active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png https://www.futurelearn.com/ https://www.edx.org/ https://www.coursera.org/ → choose one or more courses → describe it/them → answer the questions ]]> What are the entry requirements? Is it relevant to in-service/pre-service teachers, university lecturers, teachers from Russia? What will the applicants learn? Would this course be relevant to you? 230 3 Supporting early career teacher development with the Early Career Framework active wip prep_short_reading_floating edit_short_reading_floating pix/icons8-reading-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ → answer the questions]]> For how many years are the teachers considered to be ‘early career teachers’ (ECT)? For how many years are the teachers considered to be ‘early career teachers’ (ECT)? ✓ first 2 years Is it the only program to support ECT? ✓ 3 pilot programmes Are the educators experienced in-service teachers? ✓ yes, experienced in writing and teaching courses Is it a theoretical or an applied course? ✓ applied e.g. practical exercises
https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> Hi, my name is Amena, I am an English Teacher and Induction Lead in a boys school in the East Midlands. Looking forward to understanding how to support ECTs better through the pedagogy and discussions. ]]> Hi , I am Salam Maaiah . I am the Education Policy and Planning Manager at the USAID pre-service teacher education in Jordan. ]]>
229 4 Vocab wip active prep_ol_qa edit_ol_qa pix/icons8-dictionary-100_white.png ECT Early Career Teachers ECF Early Career Framework CTTR Centre for Teachers and Teaching Research EEF Education Endowment Foundation UCL University College London 228 6 Sociolinguistic Analysis wip active prep_short_reading_floating edit_short_reading_floating pix/icons8-reading-100_white.png https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ --> → answer the questions]]> What discourse markers and vocabulary can help the readers understand that it is a course for teachers? Work in pairs. Imagine that you are colleagues. Retell your partner the contents of the course. How is the same information different in informal discourse? How would you introduce yourself? Write (or say) similar comments to the ones in the course.
https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> https://shorelight.com/student-stories/faces-on-campus-meet-amy-cruz-at-american-collegiate-la/ ]]> Hi, my name is Amena, I am an English Teacher and Induction Lead in a boys school in the East Midlands. Looking forward to understanding how to support ECTs better through the pedagogy and discussions. ]]> Hi , I am Salam Maaiah . I am the Education Policy and Planning Manager at the USAID pre-service teacher education in Jordan. ]]>
227 ECT = early career teachers ECF = Early Career Framework CTTR = Centre for Teachers and Teaching Research EEF = Education Endowment Foundation UCL = University College London headmaster = teacher who is in charge of a school, especially a private school induction = process of introducing sb to a new job, skill, organization, etc.; a ceremony at which this takes place induction lead/tutor = person ensures that the induction is proceeding correctly and assesses the ECTs progress against the Teachers Standards, recognising when early action is needed in the case of an ECT experiencing difficulties 226 20240309-20ach 10:30-11:50 2 active Storyboarding & gamifying a lesson | Speech analysis By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing Дункан Поттер приглашает на встречу в VK Звонках: VZ Zvonok Присоединиться по ссылке: https://sferum.ru/?call_link=AEdg6LqtqR84YM7rG4yEzXqRxQsIs55l72yvDsmbB3o zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 225 4 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson active wip edit_ol_qa prep_ol_qa xml_multi_dd_row How do you write a storyboard? What questions should you answer? Can you imagine a template for storyboarding? visual → answer the questions ]]> Checkpoints for storyboarding ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI ]]> What are your goals? ✓ vocab ✓ grammar ✓ functional language (...) = linguistic competencies ✓ language awareness ✓ cultural differences = cross-cultural communication ✓ collaboration ✓ critical thinking = life skills Can you summarise the plot in 70 words? ✓ detective story ✓ wild adventure ✓ science fiction / fantasy ✓ business case study Can you summarise the story (missions to accomplish) in 150 words? ✓ navigate different scenes of a given level (featuring mini-games) ✓ complete a mission at each level ✓ find a treasure / be the fastest / become the richest... ✓ defeat a villain with a minimum of points collected during the quest Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 〆baddies can make participants lose points, slow down progress... ✓ angels may give hints to questions, or jump to the next level Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? ✓ from a dense forest to an oasis in a desert (or the opposite) ✓ from an urban landscape to a battlefield... ✓ a scene is under fire / flooded by a deluge to embody time pressure What does each level consist of? How clear is it a mission has been accomplished successfully? ✓ mini games to be completed (e.g. grammar drills, vocab matching activities...) ✓ (hidden) escape room to randomise success rate → encourage participants to look for clues by completing various activities ✓ use a leaderboard to show progress of all participants in real time How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? ✓ some more challenging tasks can give more points (but perhaps you run the risk of losing more too!) ✓ some easier tasks are time consuming but will get participants to the next level nonetheless What kind of badges for achievements will you award? How & who will design them? ✓ smileys ✓ points ✓ certificate of completion (business case study) How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? ✓ an LMS may simplify monitoring the progress of gamification significantly 〆manual tracking of progress in real time may be particularly challenging → LMS seems to be a pre-requisite Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? ✓ lottery & random games may give you unexpected points ✓ Easter eggs ✓ greater (or smaller) karma | total points can be given by the moderator at discretion → grade tasks depending on participants' skills 224 5 pix/icons8-soccer-100_white.png Storyboarding & gamifying a lesson - Practice 20240309-20ach hw20240316-22ach active wip prep_ol_qa edit_ol_qa Gamify a lesson deadline: 20240320 20240313 ]]> Checkpoints for storyboarding ✓ periphery of knowledge ✓ purposeful action 〆no rote learning ✓ generative AI ✓ integrative AI (optional) Consider the following software if interested in designing a gamified lesson https://gamemaker.io/en https://udoba.org/ ]]> What are your goals? ✓ vocab ✓ grammar ✓ functional language (...) = linguistic competencies ✓ language awareness ✓ cultural differences = cross-cultural communication ✓ collaboration ✓ critical thinking = life skills Can you summarise the plot in 70 words? ✓ detective story ✓ wild adventure ✓ science fiction / fantasy ✓ business case study Can you summarise the story (missions to accomplish) in 150 words? ✓ navigate different scenes of a given level (featuring mini-games) ✓ complete a mission at each level ✓ find a treasure / be the fastest / become the richest... ✓ defeat a villain with a minimum of points collected during the quest Can participants choose their characters? Are there any baddies to fight against, or angels to help participants in their mission? What do they look like? What super powers have they got? 〆baddies can make participants lose points, slow down progress... ✓ angels may give hints to questions, or jump to the next level Can you describe how the settings will evolve from one scene to another? From one level to another? What should the change of scenery suggest? ✓ from a dense forest to an oasis in a desert (or the opposite) ✓ from an urban landscape to a battlefield... ✓ a scene is under fire / flooded by a deluge to embody time pressure What does each level consist of? How clear is it a mission has been accomplished successfully? ✓ mini games to be completed (e.g. grammar drills, vocab matching activities...) ✓ (hidden) escape room to randomise success rate → encourage participants to look for clues by completing various activities ✓ use a leaderboard to show progress of all participants in real time How strict or flexible are the rules? Can the moderator / teacher change automated results to reflect goals achieved with more equity? ✓ some more challenging tasks can give more points (but perhaps you run the risk of losing more too!) ✓ some easier tasks are time consuming but will get participants to the next level nonetheless What kind of badges for achievements will you award? How & who will design them? ✓ smileys ✓ points ✓ certificate of completion (business case study) How will you monitor progress? What plugins in an LMS will you use? Can you manually fill in a leaderboard (perhaps some on-line spreadsheet)? ✓ an LMS may simplify monitoring the progress of gamification significantly 〆manual tracking of progress in real time may be particularly challenging → LMS seems to be a pre-requisite Under what circumstances can rewards, points and second chances be granted? For instance, can missions be graded depending on a person's karma at the beginning? ✓ lottery & random games may give you unexpected points ✓ Easter eggs ✓ greater (or smaller) karma | total points can be given by the moderator at discretion → grade tasks depending on participants' skills 223 1 Improving listening & speaking skills active wip edit_short_reading_floating prep_short_reading_floating pix/icons8-reading-100_white.png Why do speakers of certain languages have difficulty speaking other languages with an intelligible accent? speedlingua frequences en
Each language has its own dominant frequencies. For example, the dominant frequencies of French are rather low while those of English rather high. This explains why the French have a lot of difficulty hearing and therefore speaking the language of Shakespeare. If you can not hear the sound of a language, you can not reproduce it, no matter how you try. This is where Speedlingua comes in play (...) http://home.speedlingua.com/en/oral-skills/ Read the excerpt. → answer the questions ]]> Why is SpeedLingua considered a language learning facilitator and accelerator? ✓ positioned as an essential complement to any traditional language learning method ✓ adapts to the level, rhythm and needs of the learners How does the SpeedLingua method work? ✓ takes into account disparities in the perception of frequencies ✓ trains the ear to hear correctly frequencies of the target language ✓ begins with a listening phase (in situ “linguistic bath” of 15 minutes) ✓ drills pronunciation What is specific to the listening phase of the Speedlingua method? ✓ music is modulated → "opens" ear to the dominant frequency of the targeted language What is specific to the pronunciation phase of the Speedlingua method? ✓ software analyses, modulates and modifies the learner’s voice in real time → returns it with corrected frequencies → learner corrects pronunciation by hearing themsleves “speaking properly” SpeedLingua - Language Learning Accelerator Speedlingua_the_language_learning_accelerator https://www.myngle.com/speedlingua/
https://home.speedlingua.com/en/oral-skills/ https://www.myngle.com/speedlingua/ ]]>
222 active wip textbook market_leader_3rd_upper_intermediate_audio_cd01_03.ogg ]]> 221 2 pix/icons8-microscope-100_white.png Praat - speech analysis Using speech analysis software to make your needs in voice modulation more tangible & monitor progress active wip xml_multi_dd_row How can you make needs in voice modulation more tangible & monitor progress thanks to technology? → match voice sample descriptions with the graphs * intensity in green * Hz (pitch) in blue ]]> http://www.fon.hum.uva.nl/praat/ Quick start either Praat object > new > record (crtl + r) or Praat object > open > read from file | long sound file → select in left column object imported file | long sound file > view & edit view menu > show analysis > longest analysis 30sec editor & viewer window > pitch > show pitch editor & viewer window > intensity > show intensity Navigating the GUI ctrl + i zoom in ctrl + o zoom out tab play (visible timeline) page up go back on timeline page down go forward on timeline Voice modulation practice → practise some rhetorical questions, the introduction of your presentation, a memorable conclusion... (use presentation notes scripted for oral delivery) → compare your own audio recordings with graphs to assess your current skills (Do your spectrograms look more like case studies 1, 2 or 3?) → try to achieve a variety of pitches as illustrated in case study 3 below Priorities: = focus on pitch (high vs low) rather than intensity (volume) ]]> 31 28 left
visual
Case study 2:
visual
Case study 3:
visual
]]> 1;2 3;4 5;6 Sample of a male native British English speaker's intonation answering questions during an interview
src: Market Leader 3rd edition Upper Intermediate - audio cd 1 track 3 → notice how pitch peaks above intensity (probably a rhetorical question) Comparative analysis of two individuals
src: EFL learners level B1/B2 * sample on the left features a narrow range of frequencies
→ probably a non-native speaker with a monotone voice
* sample on the right features a wider range of frequencies
→ probably a speaker with more intonation (visible in blue) Comparative analysis of a single individual
src: EFL learner level B1 * 1st sample (left) before training voice modulation
* 2nd sample (middle) training voice modulation - take 01
* 3rd sample (right) training voice modulation - take 02
→ notice how speaker improves existing potential (already visible peaks in 1st sample) ]]> 220 219 20240309-18ach 09:00-10:20 2 active Gamification By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 1 The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn 20240302-16ach hw20240302-18ach pix/icons8-movie-100_white.png The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn When 50,000 of Mark Rober's 3 million YouTube subscribers participated in a basic coding challenge, the data all pointed to what Rober has dubbed the Super Mario Effect. The YouTube star and former NASA engineer describes how this data-backed mindset for life gamification has stuck with him along his journey, and how it impacts the ways he helps (or tricks) his viewers into learning science, engineering, and design. Mark Rober has made a career out of engineering, entertainment, and education. After completing degrees in mechanical engineering from Brigham Young University and the University of Southern California, Rober joined NASA’s Jet Propulsion Laboratory in 2004. In his nine years as a NASA engineer, seven of which were on the Mars rover Curiosity team, Rober worked on both the Descent Stage (the jet pack that lowered the Rover to the surface) and some hardware on the Rover top deck for collecting samples. In 2011, Rober’s iPad-based Halloween costume helped launch both his creative costume company, Digital Dudz, and his YouTube channel, which now boasts 3 million subscribers and 400 million views. His videos focus on creative ideas and science- and engineering-based pranks and activities. Rober is a regular guest on "Jimmy Kimmel Live!". Today, he does research and development work for a large technology company in Northern California, where he lives with his wife and son. (2018) https://www.youtube.com/watch?v=9vJRopau0g0 → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 350 words → deadline: 20240306 ]]> 218 1 The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn 20240302-16ach hw20240302-18ach active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png How can you pretend to be playing a game (when you are alone) when actually trying to assimilate new knowledge (in your individual space)? Could you convince your students to do so also in groups, i.e. collaboratively? The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn When 50,000 of Mark Rober's 3 million YouTube subscribers participated in a basic coding challenge, the data all pointed to what Rober has dubbed the Super Mario Effect. The YouTube star and former NASA engineer describes how this data-backed mindset for life gamification has stuck with him along his journey, and how it impacts the ways he helps (or tricks) his viewers into learning science, engineering, and design. Mark Rober has made a career out of engineering, entertainment, and education. After completing degrees in mechanical engineering from Brigham Young University and the University of Southern California, Rober joined NASA’s Jet Propulsion Laboratory in 2004. In his nine years as a NASA engineer, seven of which were on the Mars rover Curiosity team, Rober worked on both the Descent Stage (the jet pack that lowered the Rover to the surface) and some hardware on the Rover top deck for collecting samples. In 2011, Rober’s iPad-based Halloween costume helped launch both his creative costume company, Digital Dudz, and his YouTube channel, which now boasts 3 million subscribers and 400 million views. His videos focus on creative ideas and science- and engineering-based pranks and activities. Rober is a regular guest on "Jimmy Kimmel Live!". Today, he does research and development work for a large technology company in Northern California, where he lives with his wife and son. (2018) https://www.youtube.com/watch?v=9vJRopau0g0 → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 350 words → deadline: 20240306 ]]> Self-check questions (analytical skills & critical thinking) → Do questions involve more than simple listening comprehension & fact finding answers? → Are you just describing examples or indeed analysing & drawing implicit conclusions? e.g. narrative progression ✓ topic statement / quote ✓ analysis ✓ example ✓ development (keywords, concepts) ✓ (personal) conclusion → Are questions relevant? e.g. needed to watch this presentation to figure out the answers → Are answers supported by clear examples from the presentation e.g. no vague, stereotypical descriptions → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive)? e.g. not reminiscent of just copy-pasting some encyclopedia → Have you mentioned any of the speaker's examples, metaphors? e.g. quote & paraphrase key expressions to demonstrate understanding → Is your assessment personalised or anonymous? e.g. essay couldn't have been written by someone else because... e.g. give your own examples of how these concepts could be put in practice in your real life → What have you learnt from the presentation that you can build on? How? e.g. open up the conclusion to possible other developments e.g. draw parallels with other presentations ]]> crucial difference between the two versions of the puzzle that the participants were presented with? How did it affect their results? ]]> (Daria Sigaeva) In one version of the puzzle, if a participant hit "run" and failed to solve the puzzle, they weren't penalized, meaning they didn't lose any of their initial 200 points. In the other version, failure resulted in a penalty of losing five points from the starting 200 points. This distinction was crucial as it influenced the participants' behavior and mindset during the puzzle-solving process. The penalties introduced in the second version of the puzzle had a significant impact on the participants' performance. This added element of negativity associated with failing could potentially impact the participants' confidence and motivation to continue trying. On the other hand, in the version where no penalties were applied, the participants were free to experiment and make mistakes without any immediate consequences, fostering a more positive approach to solving the puzzle. The data collected revealed a clear disparity in success rates between the two groups. Participants who were penalized for failed attempts exhibited a success rate of around 52%, while those who faced no penalties achieved a significantly higher success rate of 68%. This difference of 60% in success rates was unexpected but underscored the influence of the penalty system on the participants' performance. (Maria Shramko) ✓ even meaningless fake points can influence the interest that a person has to achieve success (Valeria Fursova) How can “The Super Mario Effect”’s metaphor be decoded? “Focusing on the Princess and not the pits to stick with a task and learn more” (Daria Sigaeva) Why did the speaker give his approach such a name as “Super Mario effect”? What is it about? [03:38-04:35, 11:32-11:43, 14:40-15:08] (Tatiana Bogomolova) What is the Super Mario effect? How can we apply this concept to teaching foreign languages? (Daria Sigaeva) In the context of the Super Mario Effect, the speaker emphasizes the importance of maintaining focus on the end goal and learning from failures rather than being consumed by them. Drawing parallels to how gamers approach challenges in video games, he highlights how players strategize and adapt based on their mistakes to progress further in the game. The mindset cultivated through this approach is one of resilience, perseverance, and a determination to overcome obstacles in pursuit of the ultimate goal. (Tatiana Bogomolova) The Super Mario effect is about focusing “on the Princess and not the pits; to stick with a task and learn more”. In other words, this effect suggests the necessity and indeed the importance of focusing on the end goal rather than the failures that occur on the way to it. It implies that you should not blame yourself for every failure and put yourself down, but rather you should learn from these mistakes so that you can avoid them next time, overcome them, and move on. The Super Mario effect involves focusing on the end goal, such as saving Princess Peach in Super Mario Brothers, as a way of continuous learning, skill development and success. This effect as applied to the language teaching process can significantly improve student learning outcomes by increasing their motivation to learn. To achieve this, it’s first of all necessary to create an atmosphere of trust and friendliness in the classroom so that children feel safe and not afraid to learn naturally through trial and error. It’s also necessary to celebrate students’ victories, even the smallest ones, similar to celebrating success in a game, and not to scold them for making mistakes, but to teach them to learn from their mistakes so that they do not make them in the future. By encouraging students to view language learning as a series of tasks to overcome, like levels in a game, teachers can foster students’ sense of excitement, engagement and inner motivation that promotes focusing on reaching language milestones and viewing language learning as an exciting adventure full of learning opportunities. (Valeria Fursova) How does M. Robers analogy with Velosteraptor explains the effectiveness of gamification in education? [12:07-12:30] ✓ our unawareness of the learning process happening while we’re playing the game doesn’t have any negative effect on the learning itself (Daria Sigaeva) How does Mark Rober want to reframe the learning process? (Nubar Bunyatova) What specific example did the speaker provide as a natural indicator of successfully reframing the learning process to the extent that failure was no longer a primary concern? (Daria Sigaeva) Mark Rober aims to transform the learning process by changing our opinion towards challenges. Through his approach, he suggests reframing the learning process by placing emphasis on the exciting end goal rather than fixating on the fear of failure. By redirecting attention towards the ultimate objective, individuals can decrease the pressure and anxiety associated with potential failures, creating a more peaceful environment for learning. Rober's philosophy centers around the idea that by focusing on the "cool end goal," individuals can approach challenges with a sense of enthusiasm, curiosity, and determination. This shift in perspective encourages a more positive outlook on challenges, learning a mindset that is open to exploration, experimentation, and continuous improvement. According to Rober, this reframing of challenges can have a profound impact on the learning experience, enabling individuals to engage more authentically with the material at hand. By removing the fear of failure as a dominant factor in the learning process, individuals are liberated to approach tasks with a sense of creativity, resilience, and a willingness to embrace the learning process (Nubar Bunyatova) The speaker's evidence lies in observing toddlers, who, when embarking on new learning experiences like walking, are not reprimanded for errors or setbacks, but instead encouraged to persist towards the ultimate objective. Through a cycle of repeated attempts, failures, and breakthroughs, toddlers uncover previously unknown capabilities, illustrating the transformative power of reframing the learning process (Tatiana Bogomolova) What is the essence of “life gamification”? (Tatiana Bogomolova)  life gamification is more than just “have a positive attitude” and “never give up”. Mark Rober said that this concept implies the need to “endure against your true desire to quit”. The life gamification concept involves a natural desire to do something to the end, ignore failure, and try again. It’s like playing Super Mario Bros or any other game where you focus on completing the level rather than focusing on failing it. The essence of “life gamification” lies in reframing challenges and learning processes in a way that generates inner motivation and a sincere desire to overcome obstacles. Instead of viewing failures as limiting factors (deterrents?), people need to treat them as opportunities for growth and improvement. This approach focuses on learning from mistakes and adjusting strategies to make progress, much like a toddler persistently trying to walk or a gamer continuously trying to complete a challenging level in the game (Maria Shramko) What is the difference between the concept of life gamification and a positive attitude? (Nubar Bunyatova) How did Mark Rober explain the concept of life gamification and its potential impact on overcoming challenges and achieving goals? A positive attitude is a mindset or outlook that focuses on the positive aspects of life. But in the field of life gamification we can state that a person has to endure against his/her true desire to quit. In the concept of life gamification you naturally ignore the failures and try again because you actually want to do it. Life gamification can be a strategy to support and reinforce a positive attitude, but they are not interchangeable concepts (Nubar Bunyatova) ✓ draw parallels between video games and real-life challenges adopting a similar mindset in real life, where setbacks are viewed as temporary obstacles rather than permanent failures, can lead to increased motivation, perseverance, and ultimately success in overcoming challenges and achieving goals. By framing life as a game with levels to conquer and rewards to be earned, individuals can harness their intrinsic drive and determination to navigate difficulties with a positive and resilient attitude By approaching challenges as games, we can focus on learning, improving, and enjoying the process rather than fixating on the outcome or potential failure (Tatiana Bogomolova) Mark Rober suggests “reframing the learning process”.  How does he propose to do this and how will it help to improve the process of education? (Tatiana Bogomolova) “By reframing the learning process and focusing on the cool end goal, the fear of failure is often taken off the table, and learning just comes more naturally.” Mark Rober proposes to change the learning process by transforming traditional learning tasks into engaging, gamified experiences that focus on the end goal rather than the fear of failure. He suggests presenting learning tasks in a game-like format, with visual representations and interactive elements similar to video games. It’s a truly upsetting but widespread situation where kids are afraid of tests because if they make a mistake, they’ll mess up the whole test, get a bad mark, be punished by parents, reprimanded by teachers, and so on. A friend of mine participated in a test session for the USE not so long ago and said that all the kids were trembling and shaking with fear, so the problem is acute and needs to be solved. If you turn a test into a game, as Mark Rober suggests, students will be less afraid of making mistakes and the learning process will become more fun. (Maria Shramko) How can the Super Mario effect help you to cope with high expectations from the world? The Super Mario effect helps you not to get stuck in place, but to perceive achieving a goal as a game. If success in achieving our aims was quick and easy, life would be boring. There must be a reward, risk and challenge, a feeling of satisfaction to fulfill the real life image of moving towards your point b. (Daria Sigaeva) Mark Rober is a former NASA engineer. Nowadays he is a youtuber who creates different things like “the Guinness World Record world's largest Nerf gun” or “a dartboard where you could get a bullseye every time”. How can you describe such “inventions”? Are they helpful? How can these inventions be related to the "Super Mario effect"? (Daria Sigaeva) Mark Rober's inventions can be described as innovative, entertaining, and attention-grabbing things that blend engineering with a touch of "crazy" creativity. These projects showcase the speaker's technical expertise in a playful and engaging manner, capturing the curiosity and imagination of his audience through strange gadgets and machines. While these inventions may not serve a traditional practical purpose in everyday life, they do offer value in other ways. Mark Rober's creations have the potential to inspire interest in science and engineering, and entertain viewers with their spectacle and ingenuity. They serve as educational tools that demonstrate scientific principles in action and showcase the possibilities. In the context of the "Super Mario effect," Mark Rober's inventions can be likened to the "exciting end goals" that motivate individuals to persist in their first steps in this or that actions. Just as players in a video game try to reach the princess or conquer a challenging level, Mark Rober's creations act as captivating end goals that encourage viewers to stay engaged, curious, and eager to learn. By focusing on the thrilling outcome Mark Rober uses the element of excitement to draw attention and sustain interest. (Tatiana Bogomolova) At the end of the speech, Mark Rober presented two pictures showing “your plan” for achieving a goal and what it looks like in “reality”.  Why does Mark Rober argue that the “reality” picture actually represents a valuable and necessary aspect of life? (Tatiana Bogomolova) He emphasises that although people may initially wish their lives to be smooth and easy, such scenarios lack the necessary elements of risk, reward and sense of accomplishment that come from overcoming obstacles. He emphasises that it’s in moments of failure and adversity that people learn, adapt and ultimately succeed. He believes that this “real” picture is not a drawback, but a fundamental characteristic of life that promotes personal development and achievement. M. Rober believes that meaningful achievement, whether in academics, relationships or professional life, is often due to the fact that one repeatedly faces and overcomes challenges, learns from failure and perseveres until success is achieved. Therefore, Mark Rober states that failures are essential components on the road to success because they provide opportunities to learn, grow and lead to meaningful achievements that have true value in a person’s life (Tatiana Bogomolova) In what ways are Mark Rober’s and Dr Scott Bolland’s views on the learning process similar? (Tatiana Bogomolova) Dr Scott Bolland talked about how getting positive outcomes as a result of purposeful action promotes the production of endorphins and dopamine, which creates an inner desire to learn more about the world. Thus, he considered the learning process from a psychological perspective, focusing on understanding how people perceive and react to challenges/failures and what influences the development of motivation to learn.  Mark Rober advocates transforming the learning process by presenting educational content in a gamified, engaging manner that focuses on the end goal rather than the fear of failure. He also noted that this gamified approach leads to trial and error learning, which is a more natural learning process so that children are able to better understand and realise what is happening in order to achieve greater results.  Thus, they both believe that learning will be more effective if it happens by trial and error. They both believe that this natural learning process, similar to how children learn about the world during childhood, is beneficial for gaining new knowledge about the world. Both of them also comment on the importance of inner motivation as a necessary engine for further learning about the world. Moreover, Dr Scott Bolland also mentioned the possibility of creating gamified tasks with the help of AI that can make learning more effective. Mark Rober also insists on the use of gamified content in learning, which also unites their views. 217 2 pix/icons8-microscope-100_white.png Features of gamification active wip xml_multi_dd_row What features make an activity gamified and, therefore, more engaging? ]]> Gamification in the classroom: 6 ideas to get started by Maria Fernanda Hoyos (published 03 November 2022) https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ ]]> 17 10 left Goals Badges for achievements Progress bars and leaderboards Rules Levels Rewards, points and second chances Story, plot, setting, characters and role-play Choices Competition, cooperation and challenges Time 1 2 3 4 5 6 7 8 9 10 Gamification in the classroom: 6 ideas to get started by Maria Fernanda Hoyos (published 03 November 2022) https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ ]]> 216 3 Gamification in the classroom: 6 ideas to get started active wip edit_short_reading_floating prep_short_reading_floating How do you start a gamified activity? https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ → compare the examples for each 6 ideas with those you had found earlier → are they any better? Why / why not?]]> Gamification in the classroom: 6 ideas to get started by Maria Fernanda Hoyos (published 03 November 2022) https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/ ]]> The story, plot, setting, characters, and role-play ✓ students can decorate the classroom ✓ design costumes ✓ invent the character they want to be (...) Goals, badges, progress bars and leaderboards ✓ set common goals for the term or year → construct them in class with students’ help Competition, cooperation and challenges ✓ work together to choose a name, a motto or even a shield that represents all the members → get groups to compete by using a tool like Kahoot Rewards, points and second chances ✓ use physical objects such as stars or stamps or with pictures to represent points ✓ use things the students have created themselves, such as shields, badges, gems ✓ have an exchange system where a specific number of points can be redeemed for prizes → points could also be redeemed as a second chance for presenting a task Choice ✓ provide different alternatives → have the students vote on the one they prefer Time ✓ regular reminders ✓ digital stopwatch Gamification in the classroom: 6 ideas to get started Gamification in the classroom: 6 ideas to get started Maria Fernanda Hoyos 20221103 https://www.cambridge.org/elt/blog/2022/11/03/6-ways-gamify-your-english-classroom/
215 214 20240302-16ach 14:10-15:30 2 active Advanced teaching tools | AI & workarounds By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 213 active wip textbook tmp_pdf/professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf

]]> 212 2 Neural networks: how AI can help TESOL active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png If you haven't got the IT skills to create contents, nor any LMS to make your teaching more engaging, how can AI (artificial intelligence) help teachers design engaging contents? Skate to where the puck is going, not where it has been Wayne Gretzky Why does D.Lane quote W.Gretzky when talking about AI? What does it mean? [09:37] Education in the age of AI (Artificial Intelligence) | Dale Lane | TEDxWinchester https://www.youtube.com/watch?v=m6dyCRS8EmI → understand the machine learning process (i.e. where it comes from) to pre-empt AI mistakes but anticipate needs to make use of future AI possibilities → look at a presentation designed by Natalia Vishnevetskaya (к.п.н., старший преподаватель кафедры английской филологии ИИЯ МГПУ, специалист в области применения цифровых технологий в образовании) Нейронные сети: искусственный интеллект в помощь учителю иностранного языка professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf → answer the questions]]> Recycle concepts presented by Scott Bolland to assess AI ✓ new information should be layered on existing knowledge → focus on the periphery of knowledge → keep learners engaged ✓ reward purposeful action → refresh knowledge at optimal intervals → make forgetting curve less steep video Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank https://www.youtube.com/watch?v=_cYIvfS-knA ]]> slide 7 How relevant do you find the quiz generated by AI? Is the text realistic? Would you be able to rely on such features? ✓ arguably yes → make sure the topic for the quiz is well-defined e.g. questions for a specific age group → check if within periphery of knowledge & grade accordingly ✓ use AI to generate the draft of a text → check relevance → check if within periphery of knowledge & grade accordingly → probably personalise 〆probably would use only as a suggested answer slide 8 How efficient do you find the reading comprehension question generated by AI? Would you be able to rely on this feature? ✓ MCQ (exercise 1) ✓ matching (exercise 2) 〆most likely not relevant for free practice (exercise 3) slide 9 Can you count on AI to create realistic dialogues & role plays? ✓ perhaps if limited to a specific context 〆little control over idiomatic expressions slide 10 Are any of the warm-up activities suggested new to you? Would you use them in class? (student answers) 211 3 Neural networks: how AI can help TESOL active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png What are the limits of AI (artificial intelligence) in generating engaging contents? professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf → answer the questions]]> Recycle concepts presented by Scott Bolland to assess AI ✓ new information should be layered on existing knowledge → focus on the periphery of knowledge → keep learners engaged ✓ reward purposeful action → refresh knowledge at optimal intervals → make forgetting curve less steep video Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank https://www.youtube.com/watch?v=_cYIvfS-knA ]]> slide 11 - 12 Would you have been able to write such an answer? Does it feel 'too perfect'? 〆may feel a little contrived & too emotionally balanced = reminiscent of political correctness 〆AI might be mostly based on a linear-active culture 〆AI might lack implicit meanings conveyed in more reactive cultures → ensure cross cultural communication is not hampered by stereotyping 〆language may not be graded enough 〆use of language may get beyond learners' periphery of knowledge slide 13 How well explained are the mistakes in the text? What would you have done differently? 〆AI suggested answer seems to be less legible than target language presentation → break down explanations into bullet points or single sentences 〆anonymous feedback may stigmatise mistakes instead of encouraging to learn from them ≠ doesn't reward purposeful action slide 14 How well graded to C1 has the text been re-written? Are there any grammar forms or lexical expressions you would disagree with? ✓ might be able to rely on AI to upgrade language for a suggested answer → need to define also target register (e.g. formal, informal...) & age group(s) slide 15 How well explained is grammar in the text? What would you have done differently? ✓ use substitution tables rather than only prose ✓ present TL progressively (or use bullet points) rather than single paragraphing ✓ use CCQ slide 16 Do you really need AI or can't a good dictionary provide the same answers? 〆any 'decent' dictionary should be sufficient slide 19 Which activities mentioned would be faster to design with AI? ✓ drilling ✓ controlled practice slide 22 - 23 - 24 Which AI character would you like to debate with? How could you use such functionality in class? ✓ encourage early finishers to practise TL with an AI character (while the rest of the group complete a given activity) (student answers) 210 2 Sales pitch generation by AI using R.Cialdini's principles of persuasion active wip edit_ol_qa prep_ol_qa pix/icons8-reading-100_white.png Is AI good enough to produce contents that satisfy professional and cross-cultural communication needs? Are contents generated by AI really any worse than human-made samples? https://writesonic.com/chat) ]]>
attempt #1 - Write a short sales pitch to encourage people to travel by train Discover the Joy of Train Travel Are you ready to embark on a journey that offers comfort, convenience, and breathtaking views? Look no further than train travel! Here's why you should consider hopping on board for your next adventure: 1. Relaxation and Comfort Sit back, unwind, and enjoy the spacious seating, ample legroom, and the freedom to move around at your leisure. Avoid the stress of driving or navigating traffic, and let the rhythmic motion of the train lull you into a state of tranquility. 2. Scenic Views Immerse yourself in the picturesque landscapes that only train travel can provide. From rolling hills to majestic coastlines, the ever-changing scenery will leave you in awe. 3. Eco-Friendly Option Reduce your carbon footprint by choosing train travel over other modes of transportation. Contribute to a sustainable future while exploring new destinations. 4. Convenient and Time-Efficient Say goodbye to long security lines and airport waits. With city-center to city-center connections, train travel offers a seamless and efficient alternative. 5. Stress-Free Travel Enjoy the freedom to move around, access onboard amenities, and stay connected with onboard Wi-Fi, making the journey as enjoyable as the destination. Don't miss out on the magic of train travel. Book your ticket today and let the adventure begin!
attempt #2 - Write a short sales pitch to encourage people to travel by train (use the 5 principles of persuasion by Robert Cialdini) Sales Pitch: Experience the Delight of Train Travel Are you looking for a delightful and convenient way to travel? Look no further than train travel! Here's how you can be persuaded to choose train travel using the 5 principles of persuasion by Robert Cialdini: 1. Reciprocity: When you choose train travel, you're not just buying a ticket; you're investing in an experience. The train journey offers you scenic views, comfortable seating, and onboard amenities, making it a unique and memorable way to travel. 2. Social Proof: Join the millions of satisfied travelers who prefer train travel for its comfort, convenience, and eco-friendliness. Many travelers rave about the stress-free experience, spacious cabins, and the ability to relax, work, or socialize while on board. 3. Authority: Train travel is endorsed by transportation experts, environmentalists, and urban planners as a sustainable and efficient mode of transportation. It's a reliable way to reach your destination while reducing your carbon footprint. 4. Consistency: By choosing train travel, you're aligning with your values of sustainability and comfort. Train travel allows you to consistently make environmentally conscious choices without sacrificing convenience or comfort. 5. Liking: Train travel offers a likable and enjoyable experience for all passengers. Whether you're a solo traveler, a family, or a group of friends, the train provides a communal atmosphere, comfortable seating, and the freedom to move around during the journey. So why wait? Choose train travel for your next journey and experience the pleasure of a stress-free, comfortable, and eco-friendly way to reach your destination.
src: AI generated answer by Chatsonic https://writesonic.com/chat ]]> to kick-start = to do sth to help a process or project start more quickly Write a short sales pitch to encourage people to travel by train What mistakes can you find in this first answer by AI? How can you improve the generated text? ]]> Can you rephrase the prompt to avoid the above mistakes? Does it improve generated contents? in Russia Discover the Beauty of Russia by Train Are you ready for an unforgettable adventure through the vast and captivating landscapes of Russia? Traveling by train offers you an immersive and scenic journey like no other. Here's why you should choose train travel in Russia: Scenic Splendor: From the picturesque countryside to the majestic snow-capped mountains, train travel in Russia provides breathtaking views that you simply can't experience from any other mode of transport. Immerse yourself in the beauty of Russia's diverse landscapes as you travel comfortably from city to city. Cultural Immersion: Russia's extensive rail network allows you to connect with the heart and soul of the country. Experience the rich cultural tapestry as you interact with fellow travelers, sample local cuisine, and witness the charm of small towns and villages along the way. Convenience and Comfort: Enjoy the convenience of city-center train stations and the comfort of modern train carriages equipped with amenities to make your journey relaxing and enjoyable. Whether it's a short hop between cities or an epic trans-Siberian adventure, train travel in Russia offers a stress-free and comfortable way to explore this vast nation. Historical Significance: Many of Russia's iconic train routes have historical significance, adding a layer of intrigue to your travel experience. Follow in the footsteps of the legendary Trans-Siberian Railway or journey through the storied landscapes that have inspired countless literary works. Environmental Sustainability: By choosing train travel, you're making an environmentally conscious choice. Trains are a sustainable mode of transport, allowing you to explore Russia while minimizing your carbon footprint. Embark on an enriching and unforgettable journey through Russia by train. Whether you're a solo traveler, a family, or a group of friends, train travel offers an authentic and captivating way to experience all that Russia has to offer. ✓ improved localisation e.g. legendary Trans-Siberian Railway 〆limited dataset? e.g. still no towns mentioned & arguably general geographical landscape descriptions ]]> Write a short sales pitch to encourage people to travel by train (use the 5 principles of persuasion by Robert Cialdini) What logical discrepancies can you find in the 2nd attempt by AI? How can you improve generated text? ]]> discrepancy = difference between two or more things that should be the same Can using the suggestions by AI - instead of rephrasing the prompt - improve generated contents? How many times did you need to rephrase your prompt and/or make use of suggestions? Are you satisfied with the improved text, or do you believe you could have achieved the same result by yourself? Explain reciprocity better Reciprocity in Persuasion Reciprocity, as described by Robert Cialdini, is the principle that people feel compelled to give back when they receive something. In the context of train travel, reciprocity can be explained as follows: When you choose train travel, you're not just purchasing a mode of transportation. You're entering into an experience where the train service provides you with comfort, convenience, and a pleasant journey. In return, the principle of reciprocity suggests that you may feel inclined to appreciate and reciprocate by choosing train travel again or recommending it to others. This principle emphasizes the idea that by offering a positive experience, the train service provider can elicit a feeling of obligation in passengers to reciprocate by continuing to support and use their services. 〆still partly irrelevant What next? Provide specific examples. Certainly! Here are specific examples of reciprocity in the context of train travel: Complimentary Amenities: Train services often provide complimentary amenities such as snacks, beverages, or reading materials during the journey. By receiving these extras at no additional cost, passengers may feel inclined to reciprocate by choosing the same train service for future travel. Exceptional Customer Service: Train staff going above and beyond to provide exceptional customer service, such as helping passengers with luggage or providing assistance to elderly or disabled travelers, can create a sense of goodwill. This positive experience can lead passengers to reciprocate by speaking positively about the train service and choosing it for their future travel needs. Onboard Entertainment: Some train services offer onboard entertainment, such as Wi-Fi, movies, or music. By providing these entertainment options, the train service creates a positive experience for passengers, who may feel compelled to reciprocate by choosing the same train service for their next journey. In each of these examples, the train service provides a positive experience or extra value to passengers, which can trigger the principle of reciprocity, leading passengers to feel a sense of obligation to reciprocate by choosing the train service again or recommending it to others. 〆far-stretched arguments → still partly irrelevant ✓ some arguably useful ideas → perhaps your own input (optionally followed by AI improvement on the language) will yield better results... ]]> far-stretched = difficult to believe and unlikely to be true to yield = to produce 209 4 Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png How can you work with - and not against - AI in the classroom? Machine Learning, AI, and the Future of Education | Marc Natanagara | TEDxBrookdaleCommunityCollege Is AI the Future of Education or Its Demise? Explore the intersection of artificial intelligence and education in this engaging TEDx talk. The speaker dives deep into how AI has revolutionized every industry, including education, and proposes a reimagined future for learning in the age of smart machines. Discover the speaker's perspective on the necessity to adapt and rethink how we value and measure human learning and intelligence in this technological era. Marc Natanagara, Ed.D. For over 36 years as a teacher and administrator from kindergarten to college, Marc has promoted equity, authentic learning, career readiness, and informed uses of technology in schools through professional learning, program development, community partnerships, and grant writing (072023) https://www.youtube.com/watch?v=gjDPtzJQnyM → watch the video → answer the questions]]> machine_learning_ai_and_the_future_of_education_marc_natanagara_tedx_brookdale_community_college_gjDPtzJQnyM.mp4 What 5 directions should educators focus on that AI can't cater for? ✓ experience ✓ meaning ✓ connection ✓ feelings ✓ application What is AI very poor at, unlike humans & animals? [08:08] 〆AI still can't read the room ✓ a one-year-old child, even your cat or dog, can sense your mood better than any computer What can't AI provide for in the domain of education? [09:06] 〆artificial intelligence can only follow the rules they've been given 〆AI can't experience, generalize, reason, reflect, think abstractly, or understand relevance 〆AI can't access a student's perceptions, interpretations, and feelings → good education should do all of these What tasks can be set to help students work without relying only on AI? [09:22] ✓ ask questions AI can't answer ✓ devise problems chat Bots can't solve → challenge students with authentic experiences → tap into capacity, diversity and creativity of human minds 208 5 How AI may affect contents design & teaching styles wip active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Have you ever taught a lesson with closed books? What tools will you need to deliver your contents? What could be the benefits & drawbacks of such a teaching style? (~ 150 words) Would you try 'flipped learning'? Why / why not? To what extent would you have to change your workflow? How could AI help you? (~ 150 words) AI may generate vocab reviews, grammar quizzes, reading & listening comprehension tasks. Is your future as a teacher to concentrate on creating gamification contents? (~ 150 words) 207 1 The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn 20240302-16ach hw20240302-18ach active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png How can you pretend to be playing a game (when you are alone) when actually trying to assimilate new knowledge (in your individual space)? Could you convince your students to do so also in groups, i.e. collaboratively? The Super Mario Effect - Tricking Your Brain into Learning More | Mark Rober | TEDxPenn When 50,000 of Mark Rober's 3 million YouTube subscribers participated in a basic coding challenge, the data all pointed to what Rober has dubbed the Super Mario Effect. The YouTube star and former NASA engineer describes how this data-backed mindset for life gamification has stuck with him along his journey, and how it impacts the ways he helps (or tricks) his viewers into learning science, engineering, and design. Mark Rober has made a career out of engineering, entertainment, and education. After completing degrees in mechanical engineering from Brigham Young University and the University of Southern California, Rober joined NASA’s Jet Propulsion Laboratory in 2004. In his nine years as a NASA engineer, seven of which were on the Mars rover Curiosity team, Rober worked on both the Descent Stage (the jet pack that lowered the Rover to the surface) and some hardware on the Rover top deck for collecting samples. In 2011, Rober’s iPad-based Halloween costume helped launch both his creative costume company, Digital Dudz, and his YouTube channel, which now boasts 3 million subscribers and 400 million views. His videos focus on creative ideas and science- and engineering-based pranks and activities. Rober is a regular guest on "Jimmy Kimmel Live!". Today, he does research and development work for a large technology company in Northern California, where he lives with his wife and son. (2018) https://www.youtube.com/watch?v=9vJRopau0g0 → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 350 words → deadline: 20240306 ]]> 206 sparring partner = person that you regularly have friendly arguments or discussions with to kick-start = to do sth to help a process or project start more quickly discrepancy = difference between two or more things that should be the same far-stretched = difficult to believe and unlikely to be true to yield = to produce copywriting = act or occupation of writing text for the purpose of advertising or other forms of marketing. Copywriting is aimed at selling products or services knowledgeable = well-informed; intelligent to alienate = to make sb feel that they do not belong in a particular group to refine = to improve sth by making small changes to it endorsement = statement made in an advertisement, usually by sb famous or important, saying that they use and like a particular product divergent = considering many different possibilities, especially unusual ones, in a way that helps you to think of new ideas or solutions; tending to reach a variety of possible solutions when analysing a problem prompt engineering = process of structuring text that can be interpreted and understood by a generative AI model. A prompt is natural language text describing the task that an AI should perform 205 20240302-14ach 12:40-14:00 2 active Advanced teaching tools | LMS & AI By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 1 Neuroscience, AI and the Future of Education | Scott Bolland 20240224-12ach hw20240302-14ach_n2 pix/icons8-movie-100_white.png Why do we need AI in education? Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Currently around 63% of students are disengaged at school, meaning that they withdrawal either physically or mentally before they have mastered the skills that are required to flourish in later life. In this talk Scott Bolland explores the science of learning, the mismatch between how we teach and how the brain natural learns, and the important role that artificial intelligence could take in addressing the limitations in our current education system. Dr Scott Bolland is the founder of New Dawn Technologies, a high-tech software company aiming to revolutionise education through the use of artificial intelligence. He has spent the last 20 years actively researching and teaching in the field of cognitive science – the scientific study of how the mind works – which spans disciplines such as psychology, philosophy, neuroscience, artificial intelligence and computer science. He holds a PhD in this field, as well as a university medal for outstanding academic scholarship. (2016) https://www.youtube.com/watch?v=_cYIvfS-knA → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240228 ]]> 5 Deploying plugins for a more engaging learning environment 20240224-12ach hw20240302-14ach pix/icons8-hand-with-pen-100_white.png https://moodle.org/plugins/?q= → choose 3 plugins which you believe will improve your teaching in class and / or on-line → explain briefly why you need these plugins e.g. they are better than current support material / course book / exercise because... → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes (use the same googledoc as previously) ~ 150 words x 3 descriptions → deadline: 20240228 ]]> 204 6 Deploying plugins for a more engaging learning environment - Feedback 20240224-12ach hw20240302-14ach pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa prep_ol_qa https://moodle.org/plugins/?q= → choose 3 plugins which you believe will improve your teaching in class and / or on-line → explain briefly why you need these plugins e.g. they are better than current support material / course book / exercise because... → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes (use the same googledoc as previously) ~ 150 words x 3 descriptions → deadline: 20240228 ]]> https://moodle.org/plugins/mod_realtimequiz A multiple-choice quiz designed for use in a face-to-face lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. ✓ Teachers can review the answers once the quiz is finished to identify any areas that need to be covered again (...) 〆This plugin does not have support for the question bank (it was originally written before the question bank) 〆it does not have support for any sort of importing (...) Double-check: ✓ import format in raw text mode (e.g. txt, csv) for scalability ✓ import-export formats available for future proof interoperability ✓ plan B solution(s) should your plugin fail to deploy ]]> context / TL presentation]]> controlled practice ]]> controlled practice / exit test]]> freer practice]]> class administration]]> context / TL presentation Freehand drawing (ETH) https://moodle.org/plugins/qtype_drawing Free-Hand drawing question type. It is SVG based, and comes in two modes: simple mode and advanced mode. Teachers can annotate on student drawings by drawing over them. Mindmap https://moodle.org/plugins/mod_mindmap This Mindmap module allows you to create and save simple mindmaps from within moodle. controlled practice ✓ moodle-qformat_ohie https://moodle.org/plugins/qformat_ohie allow you to import questions from a csv file for moodle ✓ CSV format https://moodle.org/plugins/qformat_csv This plugin will be used to import and export multichoice( 4 choices ) questions having one or two answers from a CSV(Comma separated value) file into the question bank. Note: Only multichoice questions are supported as of now. ✓ FastTest PlugIn https://moodle.org/plugins/view.php?id=2831 FastTest PlugIn helps create the most used Moodle question types. All the fields to be filled in are shown on a single screen (for each type of question). Most of your time will be spent thinking and writing the questions. Once you have written them in the plugin, the XML file is generated, just by pressing a button. To upload the question bank in Moodle, you only have to import the XML file to the platform ✓ Wordcards by Poodll https://moodle.org/plugins/mod_wordcards Poodll WordCards is a word learning Moodle plugin. Words or phrases to be learnt are introduced with each instance of the activity. Students learn and review words by completing listen-and-type, choose-the-answer, speechcards or type-the-words tasks ✓ WirisQuizzes https://moodle.org/plugins/local_wirisquizzes WirisQuizzes allows instructors to build math assessments with equation, graph or text-based answers and automatically corrects students’ answers. It enables dynamic questions by adding random parameters, thus supporting cheating prevention. Wiris Quizzes True/False question type Wiris Quizzes Short-Answer question type Wiris Quizzes Embedded answer (Cloze) question type Wiris Quizzes Multi Choice question type Wiris Quizzes Matching question type Wiris Quizzes Essay question type controlled practice / exit test ✓ Kprime(ETH) https://moodle.org/plugins/qtype_kprime A four option multiple true-false question type for moodle, as introduced by Krebs (1997). Kprime questions consist of an item stem and four corresponding statements or options. For each option students have to decide whether it is "true" or "false". Three different scoring methods are available: “Kprime”, where the student receives one point if all responses are correct, half a point if all save one response are correct, and zero points otherwise; “Kprime 1/0”, where the student receives one point if all responses are correct, and zero points otherwise; and “subpoints”, where the student is awarded subpoints for each correct response. ✓ CAPQuiz https://moodle.org/plugins/mod_capquiz CAP is short for /Computer Adaptive Practice/, a term coined by Klinkenberg, Straatemeier, and van der Maas (2011). Where most LMS quiz systems give the students a fixed sequence of questions regardless of how well the students answer, a CAP system will estimate student ability based on their answers, and try to find questions at the right level of difficulty. In CAPQuiz, the proficiency is measured by a rating. Good answers increase the rating, and bad answers decrease it. To increase the rating, students need to give good answers more of than bad ones /over time/. We have used CAPQuiz as a mandatory assignment, where the students have to reach a certain rating in order to be allowed to sit the exam. Estimating question difficulty is known to be difficult. CAPQuiz automates this process to some extent. The question author must provide an initial estimate, but CAPQuiz improves the estimates based by comparing how the same student answers different questions. Hence the rated question sets will improve over time. ✓ Moodle Proctoring https://moodle.org/plugins/quizaccess_proctoring Moodle proctoring is a quizaccess plugin to capture the user's picture via webcam to identify who is attempting the Moodle Quiz. It will capture the picture automatically every 30 seconds and store it as a PNG image. freer practice ✓ StudentQuiz https://moodle.org/plugins/mod_studentquiz Students like quizzes to prepare for exams. However, it’s hard to create all the questions needed for assessments and exams. That’s where the Moodle plugin StudentQuiz comes in. StudentQuiz enables students to collaboratively create their own question pools within Moodle. This allows a better learning experience because knowledge is actively constructed by the learner, not just passively received from the environment. And even if an individual student contributes a few questions only, a larger cohort can easily build up an extensive question pool ✓ Level Up XP - Gamification https://moodle.org/plugins/block_xp XP adds gamification to your Moodle courses. Learners receive points for their actions, visualise their progress, compete with others through a leaderboard, and unlock content based on their individual needs and experiences. Retain learners, increase completion, and provide a stimulating education experience! class administration ✓ Video conferencing solutions https://moodle.org/plugins/?q=purpose:communication%20type:mod ✓ Live-School https://moodle.org/plugins/block_livemood Live-School is a free unified communication web platform dedicated for live teaching through real time communication and teaching tools including face to face, classroom, conference, phone, fax, SMS, phone meeting, desktop streaming, movie player, whiteboard, big image zoom, file/folder sharing, all document format import supported like PDF, DOC, EXCEL, POWER POINT. Create unlimited teachers and students and manage automatically your teachers income through an automated payment system. Live-School allows you to cross connect all existing communication protocols transparently from your computer/tablet/smartphone in one click. ✓ Reengagement https://moodle.org/plugins/mod_reengagement The reengagement plugin provides a way for you to remind students to return to the course and complete activities. The email is sent a specified period of time after a starting event, which may be enrolment in the course, or completing an earlier activity. If the user has already completed the target activity, no email is sent. You can also use this plugin to selectively release timed content in a course. ✓ Google Analytics https://moodle.org/plugins/local_ganalytics ]]> ✓ when students complete activities... → places change colour → connected paths gradually reveal themselves ✓ allow users to define specific criteria for feedback → enhance quality and relevance of comments provided to students (Veronika Vitomskaya) ✓ ability to set pre-conditions and post-conditions for tasks enhances customization ✓ square bracket notation feature simplifies the insertion of multimedia elements such as links, images, sounds, and movies into quizzes, eliminating the need for teachers to input HTML code manually (Veronika Vitomskaya) ✓ create multiple groups within the quiz, each containing different sets of questions → discourages copying → promotes fairness in assessment administration, addressing concerns related to academic integrity and exam security = enables teachers to enhance the security and integrity of assessments (Maria Shramko) 〆need to reformat teaching notes & skip tasks in SBs that have the same aim (e.g. control revision of vocabulary or grammar) → activities in the form of games are more efficient (Maria Shramko) ✓ multiple participants can share their screen simultaneously → useful while working on different projects There maybe only one problem: if there is a poor Internet connection, then the whole lesson will go wrong. The solution that I can give is writing the lesson plan before the lesson itself, so that students may continue working on the topic by themselves (but it will only work for high school students) in the case of bad Internet connection. Anyways, having problems with Internet connection is quite common issue that isn’t connected with any platform or plugin. Probably, the most stressful situation is when connection problems occur during a test. So, for solving problems with Internet connection during the tests, you may use another plugin: https://moodle.org/plugins/quizaccess_wifiresilie , which allows students to continue work on tests if the network connection goes down because of localstorage 203 1 Neuroscience, AI and the Future of Education | Scott Bolland 20240224-12ach hw20240302-14ach_n2 active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Why do we need AI in education? Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Currently around 63% of students are disengaged at school, meaning that they withdrawal either physically or mentally before they have mastered the skills that are required to flourish in later life. In this talk Scott Bolland explores the science of learning, the mismatch between how we teach and how the brain natural learns, and the important role that artificial intelligence could take in addressing the limitations in our current education system. Dr Scott Bolland is the founder of New Dawn Technologies, a high-tech software company aiming to revolutionise education through the use of artificial intelligence. He has spent the last 20 years actively researching and teaching in the field of cognitive science – the scientific study of how the mind works – which spans disciplines such as psychology, philosophy, neuroscience, artificial intelligence and computer science. He holds a PhD in this field, as well as a university medal for outstanding academic scholarship. (2016) https://www.youtube.com/watch?v=_cYIvfS-knA → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240228 ]]> (Daria Sigaeva) Why is Facebook so “attractive” according to Dr Scott Bolland? ✓ Facebook is considered "attractive" because it provides a constant stream of new information that is on the periphery of one's existing knowledge. This continuous influx of novel content keeps the platform engaging and addictive, as it avoids being monotonous or overly familiar (Tatiana Bogomolova) Dr Scott Bolland provided a diagram of the learning centres of the brain that release endorphins depending on the degree of familiarity with the material.  How can we apply this diagram to teaching foreign languages? ✓ hardwired to learn = brain rewards learning with pleasure through endorphins and dopamine → introduce new vocabulary, grammatical structures, or cultural nuances that challenge students without overwhelming them → learning process should be successive = new information should be layered on existing knowledge (Tatiana Bogomolova) How does the described experiment with the robot reflect the children’s learning process, and what was the role of happiness in shaping its behaviour? ✓ demonstrate the importance of inner motivation and self-exploration ✓ robot & children engage in random behaviour = trial and error → aimless exploration brings minimal results = boredom ✓ robot encounters useful interactions e.g. make an object swing, trigger music by pressing a button ✓ shift to purposeful action → experience positive emotions → begin to value some behaviours (i.e. those that result in a new positive outcome) → discard other behaviours (i.e. that are already learnt and boring) → happiness = learning catalyst ✓ promote engagement ✓ encourage skill acquisition ✓ stimulate inner drive to explore & understand the world hard-wired = automatically thinking or behaving in a particular way purposeful /ˈpə:pəsful/ = having or indicating purpose, intentional (Daria Sigaeva) What’s wrong with the educational system? https://www.washingtonpost.com/news/answer-sheet/wp/2016/12/23/teacher-a-one-size-fits-all-approach-to-instruction-is-stifling-our-classrooms/ ]]> aversive = making someone feel a strong dislike for something, or making them not want to do it (Daria Sigaeva) How does spaced repetition enhance learning performance? What significant advantage does it offer over traditional study methods? ✓ review information just before it is about to be forgotten → refresh knowledge at optimal intervals ✓ forgetting curve becomes less steep → improved recall and performance ✓ active recall = testing oneself on the information being studied (e.g. flashcards) ≠ passive methods (e.g. re-reading or highlighting) → better understanding and practical use of information (Maria Shramko) ✓ distinguish cramming from spaced repetition to cram for sth = to learn a lot of things in a short time, in preparation for an exam What three levels can AI support? ✓ level 1 - rote learning → memorize information passively ✓ level 2 - generative AI → focus on active learning through problem-solving and creativity ✓ consider each student's unique learning style ✓ stimulate critical thinking abilities e.g. ask personal questions = use AI to create contents suited to the student's skill level, enhancing engagement and skill development ✓ level 3 - integrative AI → integrate generative AI with tools like virtual reality, gesture recognition, and other advanced technologies ✓ create immersive & interactive learning scenarios tailored to individual learners generative /ˈdʒen.ər.ə.tɪv/ = able to produce or create something; ~ AI: use or study of artificial intelligences that are able to produce text, images, etc integrative /ˈɪn.tə.ɡrə.tɪv/ = combining two or more things in order to make them more effective immersive /ɪˈmɜː.sɪv/ = seeming to surround the audience, player, etc. so that they feel completely involved in something (Daria Sigaeva) How does the concept of education as ‘the kindling of a flame” rather than ‘the filling of a vessel’ emphasize the role of educators in bringing up children's natural curiosity and joy in learning? ✓ use kindling (small dry pieces of wood) to start a fire ↔ true education involves "igniting" the intrinsic curiosity and joy within each child ✓ like "sparks" that help minds and feelings grow → instil thirst for knowledge, critical thinking skills, and a passion for lifelong learning 〆discard passive process of "filling a vessel" ↔ don't just give knowledge kindling = small dry pieces of wood to instil sth (in / into sb) = to gradually make sb feel, think or behave in a particular way over a period of time 202 1 Neural networks: how AI can help TESOL active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Can you distinguish AI (artificial intelligence) from reality? professional_communication_Нейросети_в_обучении_английскому_языку_natashav_selection.pdf → answer the questions]]> slide 2 Can you tell which portraits are fake? ✓ all portraits are fake slide 4 What kind of pictures would you ask AI to generate for your class needs? (student answers) slide 6 Have you ever asked AI to write a joke about teachers? How do you find the joke that was generated? (student answers) 201 hard-wired = automatically thinking or behaving in a particular way purposeful /ˈpə:pəsful/ = having or indicating purpose, intentional aversive = making someone feel a strong dislike for something, or making them not want to do it generative /ˈdʒen.ər.ə.tɪv/ = able to produce or create something; ~ AI: use or study of artificial intelligences that are able to produce text, images, etc integrative /ˈɪn.tə.ɡrə.tɪv/ = combining two or more things in order to make them more effective immersive /ɪˈmɜː.sɪv/ = seeming to surround the audience, player, etc. so that they feel completely involved in something kindling = small dry pieces of wood to instil sth (in / into sb) = to gradually make sb feel, think or behave in a particular way over a period of time 200 20240224-12ach 10:30-11:50 2 active Advanced authoring tools (single sourcing vs LMS) By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 199 3 Single sourcing for engaging & scalable contents creation active wip edit_ol_qa prep_ol_qa pix/icons8-reading-100_white.png What formats, on-line platforms, pieces of software best lend themselves to creating contents that are both engaging AND scalable? How do you author contents? [ T / F ] Using a mouse when designing contents is like playing the piano with one finger wysiwyg (what you see is what you get) → professionals use text editors with keyboard shortcuts and little or no use of a mouse for speed Microsoft → Notepad++ https://en.wikipedia.org/wiki/Notepad%2B%2B Android, Linux, MacOs, Microsoft → Vim https://en.wikipedia.org/wiki/Vim_(text_editor) ]]> GUI = graphical user interface wysiwyg = what you see is what you get wysiwym = what you see is what you mean [ T / F ] When choosing software for designing contents, wysiwyg (what you see is what you get) is better than wysiwym (what you see is what you mean) https://www.vim.org/about.php → try learning Vim with a game https://vim-adventures.com/ e.g. Pandoc https://pandoc.org/ ]]> portability = ability to be ported (exported → imported) from one system to another pandoc = free-software document converter, widely used as a writing tool (especially by scholars) and as a basis for publishing workflows. It was created by John MacFarlane, a philosophy professor at the University of California, Berkeley. It can take a document in one of the supported formats and convert only its markup to another format [ T / F ] Most on-line boards & presentation tools are well-worth using because they feature countless templates to choose from & therefore are future proof pandoc ]]> human-readable = medium or format where any encoding of data or information can be naturally read by humans, e.g. in Unicode text, rather than as binary data single-sourcing = use of a single document to produce other forms of documents, such as manuals and online help. It allows one document to be used in different kinds of formats, thereby increasing the usability of the documentation 198 4 Selecting plugins for a more engaging learning environment pix/icons8-collaboration-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes If you want to be scalable but haven't got the IT skills to create contents, what plugins in an LMS could make your teaching more engaging? What plugins would support a flipped learning lesson? https://moodle.org/plugins/?q= → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes ]]> https://moodle.org/plugins/mod_realtimequiz A multiple-choice quiz designed for use in a face-to-face lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. ✓ Teachers can review the answers once the quiz is finished to identify any areas that need to be covered again (...) 〆This plugin does not have support for the question bank (it was originally written before the question bank) 〆it does not have support for any sort of importing (...) ]]> !-- --> 197 5 Deploying plugins for a more engaging learning environment 20240224-12ach hw20240302-14ach pix/icons8-hand-with-pen-100_white.png active wip prep_ol_qa edit_ol_qa https://moodle.org/plugins/?q= → choose 3 plugins which you believe will improve your teaching in class and / or on-line → explain briefly why you need these plugins e.g. they are better than current support material / course book / exercise because... → explain briefly how you will use each of these plugins e.g. you will use them for eliciting new vocab / presenting target language... in a more engaging way by... → anticipate problems in deploying these tools & suggest solutions e.g. you may need to reformat / rewrite your teaching notes (use the same googledoc as previously) ~ 150 words x 3 descriptions → deadline: 20240228 ]]> https://moodle.org/plugins/mod_realtimequiz A multiple-choice quiz designed for use in a face-to-face lesson. Each student receives each question at the same time with a time limit to answer it (default 30 seconds). In between each question the correct answer is displayed, along with the number of students giving each answer (and some statistics about the percentage class / individual correct answers). This allows each question to be discussed before moving on. ✓ Teachers can review the answers once the quiz is finished to identify any areas that need to be covered again (...) 〆This plugin does not have support for the question bank (it was originally written before the question bank) 〆it does not have support for any sort of importing (...) ]]> 196 1 Neuroscience, AI and the Future of Education | Scott Bolland 20240224-12ach hw20240302-14ach_n2 active wip prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Why do we need AI in education? Neuroscience, AI and the Future of Education | Scott Bolland | TEDxSouthBank Currently around 63% of students are disengaged at school, meaning that they withdrawal either physically or mentally before they have mastered the skills that are required to flourish in later life. In this talk Scott Bolland explores the science of learning, the mismatch between how we teach and how the brain natural learns, and the important role that artificial intelligence could take in addressing the limitations in our current education system. Dr Scott Bolland is the founder of New Dawn Technologies, a high-tech software company aiming to revolutionise education through the use of artificial intelligence. He has spent the last 20 years actively researching and teaching in the field of cognitive science – the scientific study of how the mind works – which spans disciplines such as psychology, philosophy, neuroscience, artificial intelligence and computer science. He holds a PhD in this field, as well as a university medal for outstanding academic scholarship. (2016) https://www.youtube.com/watch?v=_cYIvfS-knA → watch the video → write (your own!) 5-8 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240228 ]]> 195 GUI = graphical user interface wysiwyg = what you see is what you get wysiwym = what you see is what you mean portability = ability to be ported (exported → imported) from one system to another pandoc = free-software document converter, widely used as a writing tool (especially by scholars) and as a basis for publishing workflows. It was created by John MacFarlane, a philosophy professor at the University of California, Berkeley. It can take a document in one of the supported formats and convert only its markup to another format human-readable = medium or format where any encoding of data or information can be naturally read by humans, e.g. in Unicode text, rather than as binary data single-sourcing = use of a single document to produce other forms of documents, such as manuals and online help. It allows one document to be used in different kinds of formats, thereby increasing the usability of the documentation 194 20240224-10ach 09:00-10:20 2 active Growing IT needs (interoperability, scalability) & solutions (flipped learning) By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 6 Designing an interactive activity with a mindmap 20240217-8ach hw20240224-10ach pix/icons8-hand-with-pen-100_white.png to_ride.mm → try different pieces of software for mind mapping before completing the task e.g. Freeplane → embed 5-7 screenshots of the incremental delivery in your googledoc → include a url to a copy of your mindmap on the cloud (use the same googledoc as previously) → deadline: 20240221 ]]> 193 active wip textbook mindmaps/food_nutrients_mindmap_by_tbogomolova.pdf

food_nutrients_mindmap_by_tbogomolova.pdf ]]> 192 7 Designing an interactive activity with a mindmap - feedback 20240217-8ach hw20240224-10ach pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes to_ride.mm → try different pieces of software for mind mapping before completing the task e.g. Freeplane → embed 5-7 screenshots of the incremental delivery in your googledoc → include a url to a copy of your mindmap on the cloud (use the same googledoc as previously) → deadline: 20240221 mindmap & task samples food_nutrients_mindmap_by_tbogomolova.pdf photography_mindmap_by_vfursova.pdf message_in_a_bottle_mindmap_by_dsigaeva.pdf ]]> visual ]]> visual ]]> visual ]]> visual ]]> 191 1 Flipped learning flipped_learning active wip edit_ol_qa prep_ol_qa pix/icons8-movie-100_white.png Do you think you could spend your time in class with students more efficiently than just presenting & clarifying language, and then drilling? Simplifying Flipped Learning Listen to Flipped Learning Pioneer Jon Bergmann as he explains Flipped Learning. The "flip" happens when you flip what happens in the group space verses the individual space (2016) https://www.youtube.com/watch?v=-hwu3xqbMKw (Optional) → watch the following video if you are interested in the social impact of flipped learning on poorer communities video What a 'flipped' classroom looks like Clintondale High, just outside of Detroit, is the nation's first completely flipped school, meaning teachers record lectures for students to watch online outside of class; and what was once considered homework is now done in class, allowing students to work through assignments together and ask teachers for help if they run into questions (2013) https://www.youtube.com/watch?v=G_p63W_2F_4 (Optional) → watch the following video if you are interested in the emotional experiences of a teacher you may feel easier to identify with video Flipping the classroom -- my journey to the other side: Jenn Williams at TEDxRockyViewSchoolsED Jenn Williams is a high school teacher with Rocky View Schools https://www.youtube.com/watch?v=Y3b9tCmUmA4 → watch the video → answer the questions]]> visual aid
]]> simplifying_flipped_learning_jon_bergmann_hwu3xqbMKw.mp4 What are the differences between a traditional group space (i.e. classroom) and an flipped class? What is the main advantage? [00:42-01:54] ✓ order of group & individual spaces is reversed ✓ lecture (TL presentation) happens in the individual space [02:04] → teacher is available to help students How can Bloom's taxonomy help understand the advantages of the flipped concept? Why is an inverted triangle perhaps not the best shape? [02:24-04:13] ✓ flip the triangle creation evaluation analysis application understanding knowledge ✓ change the triangle to a diamond shape (or light bulb) → more time spent focusing on application & analysis ≠ don't spend most of class time on creation [04:06] ✓ understanding ✓ knowledge → flipped videos [03:35] visual aid
Bloom's taxonomy = creation, evaluation, analysis, application, understanding, knowledge. Set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities]]> What is the in-flip model? [04:45-05:22] ✓ happens inside the class → half of the class works in the individual space in class (and NOT at home) → the other half works with the teacher (and later rotate) In what other way(s) can you think of flipped learning? [05:40-05:47] ✓ think in terms of group space vs individual space also (not in the video) ✓ individual space → behaviourist learning ✓ group space → constructivist learning (sharing & collaboration) ✓ rename 'homework' as 'prep' = preparation to a lesson (e.g. pre-reading, video...) ≠ work completed at home after a lesson → depends on course book breakdown of a lesson constructivism = theory in education which postulates that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know (prior knowledge) 190 2 Growing IT needs active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How do you satisfy your growing teaching needs? What IT tools can help you? What is interoperability of tools & formats? Why should it matter? Interoperability of tools & formats will help you adapt your presentations & teaching materials to your needs as they grow. → provides scalability scalability = ability to grow bigger or reduce size depending on needs at little cost (e.g. financially, logistically, or in terms of time & resources) ]]> How did you teach during the pandemic? 〆during the pandemic many classes consisted of TL presentations & drills 〆little practice (concept of breakout rooms often unknown to educators) → perhaps could have considered flipped learning How often do you need to create contents for your classes and/or webinars? How much can you recycle? ✓ each time you change course books? ✓ for each level → the more you can recycle, the better → use formats that can be easily updated & developed further when necessary → prefer templates = scalability template = thing that is used as a model for producing other similar examples scalability = ability to grow bigger or reduce size depending on needs at little cost (e.g. financially, logistically, or in terms of time & resources) To what extent should your materials be interactive & engaging, or just descriptive & anonymous? ✓ need to adapt to target audience age & interests → depends on time available for designing ✓ need to support flexibility & repeatability = be able to re-use in other classes → use formats that can be easily updated for use in another context = interoperability interoperability = characteristic of a product or system to work with other products or systems What is better: 1 single (perhaps self-sufficient) page with many activities, or many pages with shorter activities? ✓ the smaller the activities, the easier it is to put them together & skip if needed ✓ the smaller the activities, the greater the number of combinations (sequential & quantity-wise) available → favour modularity modularity = degree to which a system's components may be separated and recombined, often with the benefit of flexibility and variety in use 189 Bloom's taxonomy = creation, evaluation, analysis, application, understanding, knowledge. Set of three hierarchical models used for classification of educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and psychomotor domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities constructivism = theory in education which postulates that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know (prior knowledge) template = thing that is used as a model for producing other similar examples scalability = ability to grow bigger or reduce size depending on needs at little cost (e.g. financially, logistically, or in terms of time & resources) interoperability = characteristic of a product or system to work with other products or systems modularity = degree to which a system's components may be separated and recombined, often with the benefit of flexibility and variety in use 188 20240217-8ach 14:10-15:30 2 active ICT tools & formats for engaging activities By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 187 active wip textbook tmp_pdf/professional_communication_ICT_for_teachers_by_artem_morozov_selection.pdf

]]> 186 3 ICT tools for engaging activities active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png What ICT tools do you use to make your lessons & webinars more engaging? What are their pros & cons? professional_communication_ICT_for_teachers_by_artem_morozov_selection.pptx → compare the output of the same pptx (by Artem Morozov) with the pdf file professional_communication_ICT_for_teachers_by_artem_morozov_selection.pdf → answer the questions]]> Have you ever designed and delivered a complete lesson / webinar using a single format & tool, e.g. in pptx with PowerPoint? (student answers) 〆probably had to trade off some functionalities to keep all slides in the same format e.g. no real-time annotation in pptx e.g. no advanced animation & sound effects in (interactive) pdf How do the buttons 'open' in slide 8 and the red arrows in slide 10 function in the pptx file? How could you use this feature in your lessons? ✓ interactive and/or incremental display ✓ sound event → matching vocab items How do the button 'next' in slide 8 and the red arrows in slide 10 function in the pdf? Why would you use some (interactive) pdf instead of a pptx format? ✓ simple jump to another page → reliable layout in a pdf from one viewer/browser & platform to another (unlike pptx) → use pdf for a conference in an unknown IT environment & sharing on-line 〆pptx is only for your presentations you will deliver yourself in a controlled environment What are the advantages & downsides of presentation tools over on-line boards? ✓ dynamic, incremental contents delivery ✓ natural narrative progression of slides 〆fewer collaborative tools & forms of annotation available (...) 185 4 pix/icons8-graduation-cap-100-unfilled_white.png ICT for teachers Tools for formatting & delivering stages of a skills lesson (on-line) 1/2 active wip xml_multi_dd_row How do you choose tools to deliver contents on-line? Are they really different from those used off-line? ]]> What formats & software would you recommend for each stage? ✓ understanding which formats a given piece of software can import & export will help you choose the right tool html = HyperText Markup Language - standard markup language for documents designed to be displayed in a web browser (both human-readable and machine-readable) xml = Extensible Markup Language - markup language and file format for storing, transmitting, and reconstructing arbitrary data. It defines a set of rules for encoding documents in a format that is both human-readable and machine-readable javascript = client-side scripting language of the Web used for animations, such as fading objects in and out, resizing, and moving them, and validating input values of a web form before the data is sent to a web server svg = scalar vector graphics (e.g. generated by Prezi, Inkscape) mm = mindmap (e.g. Freeplane) on-line, interactive, collaborative boards = Miro, Lucidchart, Mural, Openboard, Ahaslides... SCORM = Shareable Content Object Reference Model www.scorm.com xAPI (aka Tin Can API) = Experience API (xAPI) is an open source, e-learning software specification that records and tracks various types of learning experiences for learning systems. Allows trainers to deploy several new capabilities that were not supported with SCORM at the time, such as: Recording learning from non-browser activities, such as games and simulations, Platform transition - e.g. start e-learning on a mobile device, finish it on a computer, Team-based e-learning, Tracking learning plans and goals LMS = Learning Management System (e.g. Moodle, Blackboard, Canvas...) ]]> 22 24 left digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) vocab pre-teach
slides in pptx / pdf / svg










xAPI or SCORM compatible formatted material
→ display / monitor individually static / interactive contents with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
on-line word processor
→ article, audio script... (in googledocs, html5 contenteditable div) gist / detailed task / controlled - freer practice / production activity
on-line word processor
→ text with gapped sentences / MCQ (in googledocs, html5 contenteditable div) ]]> 1;2;3 4;5 6;7;8 9;10;11;12 → display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video files collaborative on-line board
→ display memorable visual, stunning quote... word walls
→ display interactive contents mindmaps
→ display interactive contents collaborative on-line boards
→ article, audio script... audio & video files
→ extracts of a longer piece xAPI or SCORM compatible formatted material
→ many dedicated modules available in LMS for incremental display / audio-video with chapters mindmaps
→ word star with blanks collaborative on-line boards
→ text with gapped sentences / MCQ CAP
→ graded comprehension (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ interactive activity with gapped sentences / MCQ available in many dedicated modules in LMS ]]> context (motivating)
T / Cl + SSS digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) slides in pptx / pdf / svg
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video files collaborative on-line board
→ display memorable visual, stunning quote... vocab pre-teach
T / Cl slides in pptx / pdf / svg
→ display static or interactive contents with new words & pictures (synonyms, antonyms, odd one out...) word walls
→ display interactive contents mindmaps
→ display interactive contents xAPI or SCORM compatible formatted material
→ display / monitor individually static / interactive contents with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
T / Cl on-line word processor
→ article, audio script... (in googledocs, html5 contenteditable div) collaborative on-line boards
→ article, audio script... audio & video files
→ extracts of a longer piece xAPI or SCORM compatible formatted material
→ many dedicated modules available in LMS gist / detailed task / controlled - freer practice / production activity
SSS on-line word processor
→ text with gapped sentences / MCQ (in googledocs, html5 contenteditable div) mindmaps
→ word star with blanks collaborative on-line boards
→ text with gapped sentences / MCQ CAP
→ graded comprehension (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ interactive activity with gapped sentences / MCQ available in many dedicated modules in LMS ]]> 184 5 pix/icons8-graduation-cap-100-unfilled_white.png ICT for teachers Tools for formatting & delivering stages of a systems or skills lesson (on-line) 2/2 Tools for formatting & delivering stages of a lesson or webinar (on-line) 2/2 active wip xml_multi_dd_row What are the best tools to deliver contents of a systems or skills lesson on-line? ]]> Some stages in the 1st part of the lesson have been skipped for legibility: context (motivating) vocab pre-teach text (reading or listening comprehension) - video gist / detailed task / controlled - freer practice / production activity ]]> 22 24 left → target language clarification & presentation - EMCDW
on-line word processor
→ sample language from text to present & model (e.g. googledocs, html5 contenteditable div) controlled practice / freer / structured practice
on-line word processor
→ matching activities, MCQ, gapped sentences, questions to debate (e.g. googledocs, html5 contenteditable div) production activity
on-line word processor
→ task to complete with detailed instructions (e.g. googledocs, html5 contenteditable div) delayed error correction
on-line word processor
→ real-time typing & questioning (e.g. googledocs, html5 contenteditable div) ]]> 1;2;3;4 5;6;7 8;9 10;11 → present language with an incremental flowchart / mindmap collaborative on-line boards
→ sample language from text to present & model closed / open questions
(displayed incrementally with hide-show javascript) xAPI or SCORM compatible formatted material
→ sample language from text to present & model in (probably a board module from) LMS mindmaps
→ word star with blanks CAP
→ range of activities (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ matching activities, MCQ, gapped sentences, questions to debate with dedicated modules in LMS collaborative on-line boards
→ task to complete with detailed instructions xAPI or SCORM compatible formatted material
→ composition in dedicated modules in LMS collaborative on-line boards
→ real-time typing & questioning wrong / right sentence
synchronous & asynchronous display incrementally with hide-show javascript ]]> context (motivating)
T / Cl + SSS digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) slides in pptx / pdf / svg
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video files collaborative on-line board
→ display memorable visual, stunning quote... vocab pre-teach
T / Cl slides in pptx / pdf / svg
→ display static or interactive contents with new words & pictures (synonyms, antonyms, odd one out...) word walls & mindmaps
→ display interactive contents xAPI or SCORM compatible formatted material
→ display / monitor individually static / interactive contents with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
T / Cl on-line word processor
→ article, audio script... (in googledocs, html5 contenteditable div) collaborative on-line boards
→ article, audio script... audio & video files
→ extracts of a longer piece xAPI or SCORM compatible formatted material
→ many dedicated modules available in LMS for incremental display / audio-video with chapters gist / detailed task
SSS on-line word processor
→ text with gapped sentences / MCQ (in googledocs, html5 contenteditable div) mindmaps
→ word star with blanks collaborative on-line boards
→ text with gapped sentences / MCQ CAP
→ graded comprehension (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ interactive activity with gapped sentences / MCQ available in many dedicated modules in LMS TL presentation
→ target language clarification & presentation - EMCDW
T / Cl on-line word processor
→ sample language from text to present & model (e.g. googledocs, html5 contenteditable div) mindmaps
→ present language with an incremental flowchart / mindmap collaborative on-line boards
→ sample language from text to present & model closed / open questions
(displayed incrementally with hide-show javascript) xAPI or SCORM compatible formatted material
→ sample language from text to present & model in (probably a board module from) LMS controlled practice / freer / structured practice
SSS + SSS / T on-line word processor
→ matching activities, MCQ, gapped sentences, questions to debate (e.g. googledocs, html5 contenteditable div) mindmaps
→ word star with blanks CAP
→ range of activities (Computer Adaptive Practice in a web-browser) xAPI or SCORM compatible formatted material
→ matching activities, MCQ, gapped sentences, questions to debate with dedicated modules in LMS production activity
SSS / T on-line word processor
→ task to complete with detailed instructions (e.g. googledocs, html5 contenteditable div) collaborative on-line boards
→ task to complete with detailed instructions xAPI or SCORM compatible formatted material
→ composition in dedicated modules in LMS delayed error correction
T / Cl on-line word processor
→ real-time typing & questioning (e.g. googledocs, html5 contenteditable div) collaborative on-line boards
→ real-time typing & questioning wrong / right sentence
synchronous & asynchronous display incrementally with hide-show javascript ]]> 183 6 Designing an interactive activity with a mindmap 20240217-8ach hw20240224-10ach pix/icons8-hand-with-pen-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes to_ride.mm → try different pieces of software for mind mapping before completing the task e.g. Freeplane → embed 5-7 screenshots of the incremental delivery in your googledoc → include a url to a copy of your mindmap on the cloud (use the same googledoc as previously) → deadline: 20240221 ]]> visual ]]> visual ]]> visual ]]> visual ]]> 182 1 Flipping the classroom -- my journey to the other side: Jenn Williams - Feedback 20240224-8ach hw20240309-10ach_n2 wip active prep_ol_qa edit_ol_qa pix/icons8-movie-100_white.png Flipping the classroom -- my journey to the other side: Jenn Williams at TEDxRockyViewSchoolsED Jenn Williams is a high school teacher with Rocky View Schools https://www.youtube.com/watch?v=Y3b9tCmUmA4 → watch the video → write (your own!) 5-7 questions & suggested answers (use the same googledoc as previously) ~ 200-300 words → deadline: 20240306 ]]> 181 html = HyperText Markup Language - standard markup language for documents designed to be displayed in a web browser (both human-readable and machine-readable) xml = Extensible Markup Language - markup language and file format for storing, transmitting, and reconstructing arbitrary data. It defines a set of rules for encoding documents in a format that is both human-readable and machine-readable javascript = client-side scripting language of the Web used for animations, such as fading objects in and out, resizing, and moving them, and validating input values of a web form before the data is sent to a web server svg = scalar vector graphics (e.g. generated by Prezzi, Inkscape...) SCORM = Shareable Content Object Reference Model (www.scorm.com) xAPI (aka Tin Can API) = Experience API (xAPI) is an open source, e-learning software specification that records and tracks various types of learning experiences for learning systems. Learning experiences are recorded in a Learning Record Store (LRS), which can exist within traditional learning management systems (LMSs) or on their own. It allows trainers to deploy several new capabilities that were not supported with SCORM at the time, such as: Recording learning from non-browser activities, such as games and simulations, Platform transition - e.g. start e-learning on a mobile device, finish it on a computer, Team-based e-learning, Tracking learning plans and goals LMS = (Learning Management System) software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. Learning management systems were designed to identify training and learning gaps, using analytical data and reporting. LMSs are focused on online learning delivery but support a range of uses, acting as a platform for online content, including courses, both asynchronous based and synchronous based. In the higher education space, an LMS may offer classroom management for instructor-led training or a flipped classroom (e.g. Moodle, Canvas, Blackboard...) 180 Example of wrong / right sentence activity (for delayed error correction)
with synchronous & asynchronous incremental display (hide-show javascript)

→ click on Feedback to hide all suggested answers
→ click on mistakes to display underlined mistakes & make students guess the correct answer
→ click on key to exercise to display the suggested answer

The market price is going down for by about 10% per every year Customers prefer pay paying less ]]> 20240217-6ach 12:40-14:00 2 active Delivery tools for traditional lesson types ICT tools for teachers By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 3 Writing a pitch 20240210-4ach hw20240217-6ach pix/icons8-lecturer-100_white.png deadline: 20240214 ]]> 179 1 pix/icons8-graduation-cap-100-unfilled_white.png Describing stages of a lesson or a webinar (interactive patter, aim, procedure, delivery tools) Lesson types & stages active wip xml_multi_dd_row How do you build the structure of a lesson or webinar? What stages do you go through? What does it depend on? When would you use a pitch? Lessons often observe the following the methods: PPP = present, produce, practise TTT = test, teach, test (...) Lessons usually begin with... → warmer → activating schemata Lessons fall into approximately 3 categories:
Systems lesson → grammar → lexis → phonology ✓ phonemes ✓ intonation ✓ stress ✓ connected speech → functional language ✓ register
Skills lesson → speaking → writing → listening → reading ✓ gist-skimming ✓ specific info scanning
Others (...)
Lessons usually end with... → cooler → delayed error correction ]]> 22 22 left SYSTEMS LESSON
(PPP / TTT methods) SKILLS LESSON SPEAKING CLUB
(TTT method) Other lesson types
(hybrid) ]]> 1;2;3;4 5;6;7;8;9;10;11 12;13;14;15 16;17;18 → motivating 2 TL presentation
→ target language clarification & presentation - EMCDW 3 controlled practice 4 freer practice 1 lead-in
→ motivating to complete a task, e.g. ask to predict 2 vocab pre-teach 3 text (reading or listening) 4 gist / detailed task 5 controlled practice 6 structured practice (no free practice in a speaking activity) 7 production activity 1 lead-in (independent topic) / context (motivating) 2 test 3 teach (TL presentation)
→ target language clarification & presentation - EMCDW 4 test (freer practice) Flipped learning Guided discovery Gamification ]]> SYSTEMS LESSON (PPP / TTT methods) PPP = present, produce, practise TTT = test, teach, test 1 context (following up previous topic)
→ motivating 2 TL presentation
→ target language clarification & presentation - EMCDW Elicit (→ substitution table, e.g. time line) Model CCQ Drill Write 3 controlled practice 4 freer practice SKILLS LESSON 1 lead-in
→ motivating to complete a task, e.g. ask to predict 2 vocab pre-teach 3 text (reading or listening) 4 gist / detailed task 5 controlled practice 6 structured practice (no free practice in a speaking activity) 7 production activity SPEAKING CLUB (TTT method) TTT = test, teach, test 1 lead-in (independent topic) / context (motivating) 2 test 3 teach (TL presentation)
→ target language clarification & presentation - EMCDW Elicit (→ substitution table, e.g. time line) Model CCQ Drill Write 4 test (freer practice) Other lesson formats Flipped learning Guided discovery Gamification ]]> 178 2 pix/icons8-graduation-cap-100-unfilled_white.png Choosing tools for off-line delivery Tools for formatting & delivering stages of a lesson or presentation face-to-face (off-line) active wip xml_multi_dd_row What are the best tools to deliver contents off-line? Are they really different from those used on-line? → what formats & software would you recommend for each stage? pdf = Portable Document Format pptx = MS PowerPoint presentation (...) → how could you use on-line materials in the class room? ]]> Target language presentation usually consists of the following stages which are conducted orally, and then - with the help of a board - examples & explanations are progressively added. (EMCDW) Elicit Model CCQ Drill Write ]]> 22 18 left digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) vocab pre-teach
course book
printed / photocopied handouts
→ words to match in 2 columns (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
course book
→ text / audio script gist / detailed task
course book
→ text with gapped sentences / MCQ TL presentation
→ target language clarification & presentation - EMCDW
blackboard / flip chart
→ sample language from text to present & model controlled practice / freer / structured practice
course book
→ matching activities, MCQ, gapped sentences, questions to debate production activity
printed / photocopied handouts
→ task to complete with detailed instructions delayed error correction ]]> 1 2;3;4 5;6 7;8 9;10 11;12 13;14 15 → words to match in 2 columns (synonyms, antonyms, odd one out...) blackboard / flip chart
→ hand-write progressively new words & definition during the lesson digital board in a F2F classroom
→ display static pdf slides or interactive pptx with new words & pictures printed / photocopied handouts
→ text / audio script audio & video files
→ extracts of a longer piece printed / photocopied handouts
→ text with gapped sentences / MCQ collaborative on-line boards
→ text with gapped sentences / MCQ digital board in a F2F classroom
→ static pdf slide or interactive pptx with sample language from text to present & model collaborative on-line boards
→ sample language from text to present & model printed / photocopied handouts
→ matching activities, MCQ, gapped sentences, questions to debate collaborative on-line boards
→ matching activities, MCQ, gapped sentences, questions to debate on-line word processor (e.g. googledocs)
→ task to complete with detailed instructions collaborative on-line boards
→ task to complete with detailed instructions blackboard / flip chart ]]> context (motivating)
T / Cl + SSS digital board in a F2F classroom
→ display static pdf slides or interactive pptx (feat. memorable visual, stunning quote...) audio & video file(s) vocab pre-teach
T / Cl course book
→ words to match in 2 columns (synonyms, antonyms, odd one out...) printed / photocopied handouts
→ words to match in 2 columns (synonyms, antonyms, odd one out...) blackboard / flip chart
→ hand-write progressively new words & definition during the lesson digital board in a F2F classroom
→ display static pdf slides or interactive pptx with new words & pictures (synonyms, antonyms, odd one out...) text (reading or listening comprehension) - video
T / Cl course book
→ text / audio script printed / photocopied handouts
→ text / audio script audio & video files
→ extracts of a longer piece gist / detailed task
SSS course book
→ text with gapped sentences / MCQ printed / photocopied handouts
→ text with gapped sentences / MCQ collaborative on-line boards
→ text with gapped sentences / MCQ TL presentation
→ target language clarification & presentation - EMCDW
T / Cl blackboard / flip chart
→ sample language from text to present & model digital board in a F2F classroom
→ static pdf slide or interactive pptx with sample language from text to present & model collaborative on-line boards
→ sample language from text to present & model controlled practice / freer / structured practice
SSS + SSS / T course book
→ matching activities, MCQ, gapped sentences, questions to debate printed / photocopied handouts
→ matching activities, MCQ, gapped sentences, questions to debate collaborative on-line boards
→ matching activities, MCQ, gapped sentences, questions to debate production activity
SSS / T printed / photocopied handouts
→ task to complete with detailed instructions on-line word processor (e.g. googledocs)
→ task to complete with detailed instructions collaborative on-line boards
→ task to complete with detailed instructions delayed error correction
T / Cl blackboard / flip chart ]]> 177 20190808-0916 Defining vs non-defining clauses active wip grammar 176 20190815-1203 active wip review 175 20230914-0930 active wip review 174 EMCDW = Elicit (→ substitution table, e.g. time line), Model, CCQ, Drill, Write CCQ = Concept Checking Question PPP = Present Produce Practise TTT = Test Teach Test systems lesson = 1 context (following up previous topic), 2 target language clarification & presentation, EMCDW, 3 controlled practice, 4 freer practice skills lesson = 1 lead-in, 2 vocab pre-teach, 3 text (reading or listening), 4 gist / detailed task, 5 controlled practice, 6 structured practice, 7 production activity 173 20240210-4ach 10:30-11:50 2 active How to analyse a presentation & learn from mistakes By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 172 1 Vocab describing common mistakes active wip edit_match_qa prep_match_qa pix/icons8-dictionary-100_white.png How can you describe mistakes? What keywords do you know? Match the expressions with their definition. visual ]]> --> to flick You shouldn't do that with your pen when speaking to move or make sth move with sudden quick movements to fidget You will distract your audience if you keep doing so to move restlessly posture /'pɔstʃə:/ It shouldn't be too relaxed or rigid position in which you hold your body when standing or sitting voice modulation You will sound boring if you haven't enough manner of speaking in which the loudness or pitch or tone of the voice is modified lectern You shouldn't hide behind it when speaking stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 171 2 Dealing with bad habits and mistakes active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png What can you do to avoid mistakes and/or bad habits? → answer the questions Flicking with your pen when speaking ✓ try holding a cup almost filled to capacity to force you to be calm to flick = to move or make sth move with sudden quick movements Fidgeting and as a result distracting your audience ✓ imagine a cat is resting on your shoulder ✓ place a pair of gloves on your shoulders → they shouldn't fall off to fidget = to move restlessly, without stopping, nervously Your posture is not comfortable or looks artificial ✓ imagine yourself under water or walking on the moon, with no gravity → you may move without difficulty, smoothly, but you'll have to do so slowly posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting You sound boring because you haven't enough voice modulation ✓ highlight in your notes expressions which you want to stress ✓ drill rhetorical questions ✓ rehearse key sentences e.g. 1st introduction, conclusion voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified You are hiding behind the lectern when speaking ✓ avoid using a lectern altogether → use a 2nd monitor on the floor facing you rather than the audience lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer 170 3 Criteria for evaluating a presentation active wip pix/icons8-collaboration-100_white.png deck_shuffled_lines_halign What makes a good presentation? What makes it inspiring? visual → place the following criteria under the correct headings. → use them for self assessment as well as evaluating other presentations. ]]>

Methodology

rh____i__l q________

Visuals

inf_______ o___l__d

Use of language

tri_____ arg______

Delivery

p___ e__ con____

Conclusion

op____g ]]> Methodology introduction rhetorical question(s) / hook breakdown / plan of the presentation clear parts transitions between parts clear & memorable conclusion Visuals legibility no information overload (e.g. tables from spreadsheets) variety (line graphs, bar graphs, pie charts...) Use of language vocab grammatical structures tripling arguments Delivery pace articulation & pronunciation intonation stress on keywords body language eye contact Conclusion recap general conclusion recommendations opening ]]> 169 1 Pitch analysis - case study 1 20230208 hw20230215n1 active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Presentation Checklist to decide if and why the presentation was successful) video 2010 Dayton elevator speech winner http://www.youtube.com/watch?v=i6O98o2FRHw ]]> icons8-lecturer-100.png

Presentation checklist

METHODOLOGY ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> elevator_pitch_contest_winner_josh_light_utah_university.mp4 What are the positive aspects of this pitch? ✓ convincing argumentation & simple concept ✓ short sentences without conjunctions to insist on mechanically exponential growth pattern ✓ tripling technique (e.g. This course was cheap, interesting and effective) ✓ alliteration (e.g. rapid, relevant and realistic) ✓ rhymes (your brand in their hand) What areas need to be improved? 〆no start up capital mentioned 〆no call for action or request (i.e. asking audience to reflect on or do sth) 〆no comparison with competition 〆too fast speech (poor articulation, grammar mistake...) 〆little rapport with the audience rapport /ræ'pɔ:r/ = friendly relationship in which people understand each other very well Was the presentation successful? Would you invest money in this project? ✓ yes, because the narrative (i.e. selling of the product) was convincing although delivery had many mistakes Conclusion: → if you have a good idea, you can sell it even with a poor presentation Opening: → if you have a bad idea, can you sell it with a good presentation? 168 2 pix/icons8-lecturer-100_white.png Presentation checklist wip active move_contents ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 167 2 20220901 hw20220906 Enriching language with synonyms Building a narrative flow & cohesion active wip edit_ol_qa prep_ol_qa pix/icons8-dictionary-100_white.png to listen to talk about → Today, we'll talk about the selling points of this product.]]> ]]> to depict to portray to represent to remind to remind = to help sb remember sth important that they must do to show in, or as in, a picture to hide to reveal to disclose to hide = to put or keep sb/sth in a place where they/it cannot be seen or found to make sth known to sb, to show sth that previously could not be seen to suggest to claim to symbolise to claim = to say that sth is true although it has not been proved and other people may not believe it to express indirectly by an image, form, or model to illustrate to embody to recall to recall = to make sb think of sth to make the meaning of sth clearer by using examples, pictures, etc; to express or represent an idea or a quality to be reminiscent of to be regarded as to be considered as to be reminiscent of = reminding you of sb/sth to be thought about in a particular way 166 3 Writing a pitch 20240210-4ach hw20240217-6ach pix/icons8-lecturer-100_white.png active wip prep_2columns_2qa edit_2columns_2qa edit_text_for_reading_task shuffled_boxes deadline: 20240214 ]]> Practise the following techniques to keep the audience interested: ✓ tripling This course was cheap, interesting and effective ✓ alliteration rapid, relevant and realistic ✓ rhymes Our brand in their hand ]]> alliteration = use of the same letter or sound at the beginning of words that are close together, as in sing a song of sixpence rhyme = word that has the same sound or ends with the same sound as another word icons8-lecturer-100.png

Pitch structure

rhetorical question / hook / quote self-introduction name of your company target customer & needs brief description main benefits differences from competition USP(s) (unique selling point) your request / call for action anticipated questions promise ]]> quote = group of words or a short piece of writing taken from a book, play, speech, etc. and repeated because it is interesting or useful 165 posture /'pɔstʃə:/ = position in which you hold your body when standing or sitting to flick = to move or make sth move with sudden quick movements to fidget = to move restlessly, without stopping, nervously voice modulation = manner of speaking in which the loudness or pitch or tone of the voice is modified to take charge = to assume control lectern = stand for holding a book in a church or chapel, esp. for a bible from which lessons are to be read; a similar stand for a lecturer shade ~ of sth = different kind or level of opinion, feeling, etc rigid /'ridʒəd/ = (often disapproving) (of rules, methods, etc.) very strict and difficult to change; stiff and difficult to move or bend mannerism = way of speaking or moving that is typical of a person to remind = to help sb remember sth important that they must do to depict = to show in, or as in, a picture to portray = to show sb/sth in a picture; to describe sb/sth in a piece of writing to reveal = to make sth known to sb, to show sth that previously could not be seen to disclose = to make sth known to sb, to show sth that previously could not be seen to claim = to say that sth is true although it has not been proved and other people may not believe it to suggest = to express indirectly by an image, form, or model to recall = to make sb think of sth to illustrate = to make the meaning of sth clearer by using examples, pictures, etc to embody = to express or represent an idea or a quality to be reminiscent of = reminding you of sb/sth to be regarded as = to be thought about in a particular way to be considered as = to be thought about in a particular way 164 20240210-2ach 09:00-10:20 2 active PROFESSIONAL COMMUNICATION | How to use the structure of an elevator pitch for presentations By the end of this session you will have studied Зачёт (optional) You may attend a 15min exam to improve your marks → answer orally 5-8 questions related to module 1 This is worth considering if your current total is close to the next band e.g: your score is 63-64 → you want to reach band 'strong': 66-81 e.g: your score is 77-79 → you want to reach band 'excellent': 81-100 schedule 20240127 exam date (via Zoom) → send an e-mail to book a time slot by 20240117 duncanpotter@yandex.ru --> video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 778 8375 2771 Password: X08PSD https://us04web.zoom.us/j/77883752771?pwd=gDrQ4obsDHQf74vaKy6aPzxoBkqEVD.1 ]]> 163 1 Presentation analysis - introduction 20230125 hw20230201 wip active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Steve Jobs introduces iPhone in 2007 https://www.youtube.com/watch?v=MnrJzXM7a6o ]]> What are the positive aspects of this pitch? ✓ narrative based on explaining where you come from, where you are now, and where you are going to ✓ pace (rather slow, incl. occasional tripling) ✓ surprises ← building rapport ✓ humour (a finger is technologically better than a stylus...) ✓ visuals (simple, not overloaded with tables & data) ✓ convincing argumentation & simple concept ✓ matches target audience What areas need to be improved? 〆neglected, ignored or scorned on previous technological achievements 〆possibly unfair comparisons with the competition (illegal form of advertising in some countries) 〆no defaults mentioned 〆no price quoted to scorn = to feel or show that you think sb/sth is stupid and you do not respect them or it Was the presentation successful? Would you invest money in this project? ✓ designed to whet the appetite of fans rather than convince of cutting edge technologies implemented to whet the appetite = to increase your desire for or interest in sth 162 1 Lead in Why use elevator pitching techniques in presentations active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How could sales techniques help you deliver better presentations and webinars? Answer the following questions. visual Imagine you are in this conference room. How do you make people listen to you? ]]> Can you be efficient at work without public speaking skills? ✓ presentation skills are considered as hygiene factors → a good manager must be able to communicate 〆not knowing how to speak to a wider audience may soon become a handicap handicap = something that makes it difficult for sb to do sth What do you worry about when delivering a presentation? 〆making a good enough first impression 〆lacking charisma 〆information overload = lacking methodology 〆lacking rehearsal & feedback 〆working after hours & burning out 〆stage fright ≠ preparing the presentation and not the presenter stage fright = nervous feelings felt by performers before they appear in front of an audience rehearsal = time that is spent practising a play or piece of music in preparation for a public performance After much training in presentations, you may feel effective, but are you efficient? Being effective is about doing the right things, while being efficient is about doing things right. https://www.insightsquared.com/blog/effectiveness-vs-efficiency-whats-the-difference/#:~:text=Effective%20(adj.),Efficient%20(adj.)&text=The%20difference%20between%20effectiveness%20and%20efficiency%20can%20be%20summed%20up,is%20about%20doing%20things%20right ↔ is being effective enough in today's corporate environments? → you feel efficient in giving presentations if you do it regularly ]]> effective = adequate to accomplish a purpose; producing the intended or expected result efficient = performing or functioning in the best possible manner with the least waste of time and effort You have a bright idea but you need money. You meet a CEO in the lift of a business centre. How do you ask for his/her financial support? lift pitch ≠ collocation ]]> elevator pitch = 10-second to 1-minute talk or arguments used by a person trying to persuade people, usually business angels or venture capitalists, to invest in a business project What are the differences between an elevator or sales pitch and a presentation? ✓ timing ✓ contents ✓ more active body language ✓ few or no visuals → convincing rather than reporting How can elevator and sales pitch techniques help improve your presentations? forcing them to accept or disagree with your argumentation (...) → be convincing rather than just descriptive
visual
Imagine you are the player in red on the left. How will you score against that team of friendly-looking rugby players in blue on the right? ]]> 161 2 Structure of a pitch Structure of a pitch hw20220127 pix/icons8-collaboration-100_white.png active wip deck_shuffled_lines_halign prep_deck_shuffled_lines_halign Imagine you want to sell a new service. What do you start with? How do you end your presentation? 1. 2. s___-i___________ 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. ]]> 160 3 Rephrasing presentations to engage your audience 20230201 hw20230208 active wip edit_ol_qa_writing prep_ol_qa_writing pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png you, we Force them to be active listeners. → use possessive determiners like your, our, their Make the topic easier to understand → narrow the topic by using closed questions (i.e. include the answer in the question) Can we improve exam results? Why / why not? Ask the audience to contribute & be active → ask an open question How can we improve attendance? What do we need? ]]> Do you need the advantages of our new educational solution? Open question: Can you find any disadvantages? ]]> Topic: 3rd semester exam results Closed question: Open question: Closed question: Have exams satisfied our targets for the third semester? Why / why not? Open question: What do we need to improve exam results in fourth semester? Topic: Exam forecasts and opportunities Closed question: Open question: Closed question: Will exams follow the current trend? Open question: What can we do to grow? Topic: Syllabuses and objectives for year 2022 Closed question: Open question: Closed question: Have we devised our syllabuses well to reach our short term objectives this year? Open question: What could we change in our syllabuses if we had no financial restrictions? to devise = to invent sth new or a new way of doing sth Topic: Causes and impact of the crisis on education Closed question: Open question: Closed question: Do you agree with the causes of the crisis? Open question: How could we have mitigated the impact on education? 159 to whet the appetite = to increase your desire for or interest in sth to scorn = to feel or show that you think sb/sth is stupid and you do not respect them or it elevator pitch = 10-second to 1-minute talk or arguments used by a person trying to persuade people, usually business angels or venture capitalists, to invest in a business project to pitch to someone = to aim an idea or product at someone, to promote by means of an argument and demonstration 158 20231230-48ach 10:30-11:50 2 active Final project delivery & feedback (2/2) - Culture appropriation vs appreciation Culture appropriation vs appreciation Reverse culture shock By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 157 4 Final project - delivery Final project - visuals + (audio) script Final project - brainstorming + rationale 20231223-44ach hw20231230-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 09:20-09:40 team #3 Valeria - Maria S - Anna - Anastasia S 09:40-10:00 team #2 Nubar - Veronika S - Veronika V - Anastasia M 10:00-10:20 team #1 Tatiana - Daria - Ilmira 10:30-10:50 team #4 Polina B - Olga - Ekaterina - Maria 10:50-11:10 team #5 Lera B - Anastasia O - Alisa Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 156 5 Presentation checklist active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa How do you decide if a presentation is successful? What criteria are relevant? ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts ]]> ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 155 2 pix/icons8-lecturer-100_white.png Presentation checklist wip active move_contents ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 154 1 Reverse culture shock active wip prep_ol_qa edit_ol_qa pix/icons8-cafe-100_white.png Imagine you had to return to Russia after living several years abroad: what problems would you experience? What new habits would you find difficult to give up?
visual aid
video This is Russia Animation Video for Russian lighting company Tochka Opory, showing what Russia really is for foreign businessmen http://www.youtube.com/watch?v=wOPuvTMndIs → watch the video → answer the questions]]> this_is_russia.mp4 russian_cyberpunk_farm_РУССКАЯ_КИБЕРДЕРЕВНЯ-8hz4dnvfwyq.mp4 What stereotypes are mentioned? Would you have difficulty putting up with these cultural disparities? What steps could you take to mitigate these possible nuisances? How could children of diplomats feel after coming back from a diplomatic mission in Europe, Latin America, and the middle East? What kind of behavioural patterns & cultural habits could you have taken back with you to Russia that might surprise your relatives & acquaintances? punctuality, politeness, smiling...? 153 2 Cultural Appropriation vs. Appreciation | CBC Radio active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Is it all right to wear African clothes just because it is fashionable? Is it a social statement, a sign of recognition & appreciation, or appropriation? video It's almost Halloween, have you picked a costume yet? It seems like every year certain costumes get everyone talking, so with that in mind, here's how we can all do a little more appreciating and a little less appropriating https://www.youtube.com/watch?v=vfAp_G735r0 → watch the video → answer the questions]]> cultural_appropriation_vs_appreciation_cbc_radio_vfAp_G735r0.mp4 Conte booze you and how you doing it's me Rosanna dear child hosts of unreserved and your favorite cousin well it's that time of year leaves are falling the weather is cooling and pumpkins are everywhere from front yards to coffee cups now I love a good pumpkin spice latte as much as the next person or not but come October I always feel a little uneasy and more than a little queasy as to what is waiting for me out there no I'm not talking about Halloween per se I'm talking about those horrifying costumes you've seen them princess polka hearty the brave cherokee warrior with the plastic tomahawk and all its ilk yes you too can be indigenous for the low low price of just $29.99 a pressure not included now as indigenous peoples we come from beautiful cultural backgrounds many non-indigenous people admire I mean I get it the beauty in our culture and traditions fascinates you there's just one problem we are not costumes let me explain the difference between cultural appropriation and cultural appreciation what exactly is cultural appropriation well I'm glad you asked that question cultural appropriation is when someone takes elements from a culture not their own and remakes and reduces it into a meaningless pop cultural item I'm thinking hipster headdresses tribal face paint and yes those so called Halloween harmless fun costumes it's not harmless fun that headdress for example traditionally a headdress is gifted to leaders who have earned the right to wear one receiving a headdress involves ceremonies and protocols and is considered to be a sacred item and it takes many years for these leaders to earn one and that polka haughty and sexy buck outfit well they play off dangerous stereotypes of indigenous people as mythical and historical creatures that once but no more Rome this great land like seminar that before like cultural appropriation can be harmful because it is an extension of centuries of racism genocide and oppression cultural appropriation treats marginalized cultures as free for the taken so not cool on the other hand cultural appreciation truly honors our nation's arts and cultures when you appreciate you take the time to learn and interact to gain understanding of a culture or cultures different from your own it is a cultural exchange based and mutual respect the key is consent and participation if it is about us then it must include us a few ways you can truly appreciate indigenous peoples and culture know our history I don't mean just yours or mine I mean our collective history so we truly understand where we come from and where we come together remember appreciation good appropriation bad and this year let's all have a happy Halloween hey YouTube thanks for watching click the button below to subscribe for more of your favorite CBC content What examples of cultural appropriation are given? ✓ headdress worn at a party → reduces it into a meaningless pop cultural item What examples of cultural appreciation are given? ✓ consent and participation → look at collective history ✓ understand when & why both cultures have come together → must include the other culture What examples of cultural appropriation have you seen yourself? What examples of cultural appreciation have you seen yourself? ✓ Valentine Day What cultural habits of the target country's language you teach would you like to observe? Would you wear some clothing item (e.g. veil) or follow a particular manner of greeting people? 152 3 Social advertising active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Does your (professional / personal) success depend on the way you look? In what culture(s)? Why / why not? You are more beautiful than you think In one of its most famous films, Real Beauty Sketches explores the gap between how others perceive us and how we perceive ourselves. Each woman is the subject of two portraits drawn by FBI-trained forensic artist Gil Zamora: one based on her own description, and the other using a stranger’s observations. The results are surprising... http://www.youtube.com/watch?v=XpaOjMXyJGk source: Dove Real Beauty Sketches ]]> dove_real_beauty_sketches_xpaojmxyjgk.mp4 I'm a forensic artist, worked for the San José Police Department from 1995 to 2011. I showed up to a place I've never been and there was a guy with a drafting board. We couldn't see them, they couldn't see us. Tell me about your hair I didn't know what he was doing, but then I could tell after several questions that he was drawing me. Tell me about your chin. It kind that protrudes a little bit. Especially when I smile. Your jaw? My mom told me I had a big jaw. What would be your most prominent feature. Kinda have fat, rounded face. The older I've gotten the most freckles I've gotten. I would say I have a pretty big forehead. Once I get a sketch, I say "thank you very much" and then they leave.I don't see them. All I have been told before the sketch was to get friendly with this other woman: Chloe. Today I'm gonna ask you some questions about the person you met earlier and I'm gonna ask you some general questions about their face. She was thin, so you can see her cheek bones. And her chin was a nice, thin chin. She had nice eyes. They lit up when she spoke. Cute nose. She had blue eyes. Very nice blue eyes. Ok... So here we are...This is the sketch you helped me create. And that's a sketch that somebody described of you. Yeah, that's... She looks closed off and fatter. Sadder too. The second one looks more open. Friendly and happy. I should be more grateful of my natural beauty. It impacts the choices in friends that we make, the jobs we apply for, how we treat our children It impacts everything. It couldn't be more critical to your happiness. Do you think you're more beautiful then you say? Yeah... yeah... We spend a lot of time as woman analyzing and trying to fix the things that aren't quite right and should spend more time appreciating the things we do like. YOU ARE MORE BEAUTIFUL THAN YOU THINK. Why is it difficult not to look good / handsome / pretty / ravishing? Is this more representative of a masculinity or femininity cultural dimension? ✓ individualist culture calls for competition in all aspects, including appearance → probably more representative of a masculinity cultural dimension 〆cultures with high femininity indexes expect equal rights & treatment → you don't have to be 'beautiful' to succeed ravishing = extremely beautiful, gorgeous Why should women be more grateful of their natural beauty? Is it more obvious in individualist or collectivist cultures? ✓ impacts the choices in friends they make ✓ influences the jobs they apply for ✓ changes how they treat their children = accept yourself as you are → perhaps more obvious to women in collectivist cultures... Why should you be (or not be) critical of your natural beauty? Is this an indicator of a more indulgence or restraint-minded kind of culture? 〆shouldn't be so critical of your beauty ✓ impacts your happiness → more relevant to an indulgence-minded culture Do you agree with the conclusion? What kind of audience does it target? ✓ you are more beautiful than you think → improve self-confidence = more relevant message to an individualist culture paying attention to indulgence Why is social advertising effective? How representative is it of the cultural dimensions of the target society? ✓ social advertising relies on social information or networks in generating, targeting, and delivering marketing communications. e.g. use a particular Internet service to collect social information, establish and maintain relationships with consumers, and for delivering communications ✓ one of the main reasons users rely on social media is because it's a source of entertainment → provides users with a feeling of inclusiveness ✓ in making the customers feel the inclusiveness, social advertising targeting a specific group of users is presented as if these advertisements are customized for the users in their perspective → makes them feel the attention they do not often feel in the real world = echo cultural expectations of the target culture e.g. indulgence or restraint (src: Wikipedia) 151 1 Cross cultural communication - feedback wip active pix/icons8-soccer-100_white.png prep_ol_qa edit_ol_qa prep_2columns_2qa How confident do you feel about using cultural dimensions? What have you enjoyed most about this course? Have you actually already been able to put anything in use? ✓ political correctness What could (or really needs to) be improved? Should anything be dismissed because it's irrelevant? ✓ political correctness word list already out of date? e.g.'firemen' still present in old course books available at school though children already use 'firefighter' Do you regret anything? Do you wish you had had more time or had been better prepared? What elements have proven to be difficult to master? Any ideas why? 〆confusion of some models What would you like to review? ✓ Inglehart Would you recommend this course? 150 1 Concerning language (optional homework) wip active edit_ol_qa pix/icons8-collaboration-100_white.png Concerning language | A Bit Of Fry &Laurie | BBC Comedy Greats A Bit of Fry & Laurie is a British sketch comedy television series written by and starring former Cambridge Footlights members Stephen Fry and Hugh Laurie, broadcast on both BBC1 and BBC2 between 1989 and 1995. It ran for four series with 26 episodes, including a 36-minute pilot episode in 1987. As in The Two Ronnies, elaborate wordplay and innuendo were staples. It frequently broke the fourth wall; characters would revert to their real-life actors mid-sketch, or the camera would often pan off set into the studio. The show was punctuated with non sequitur vox pops in a similar style to those of Monty Python's Flying Circus, often making irrelevant statements and wordplay. Laurie was also seen playing piano and other instruments and singing comical numbers https://www.youtube.com/watch?v=3MWpHQQ-wQg → watch the video → answer the questions.]]> a_bit_of_fry_and_laurie_concerning_language_3MWpHQQ-wQg.mp4 149 appropriation = act of taking sth which belongs to sb else, especially without permission ilk = (informal, sometimes disapproving) type; kind queasy = slightly nervous or worried about sth; feeling sick; wanting to vomit headdress = covering worn on the head on special occasions, e.g. Native-American chief headdress of an Indian costume social advertising = relies on social information or networks in generating, targeting, and delivering marketing communications, e.g. use a particular Internet service to collect social information, establish and maintain relationships with consumers, and for delivering communications. Provides users with a feeling of inclusiveness forensic = connected with the scientific tests used by the police when trying to solve a crime ravishing = extremely beautiful, gorgeous 148 20231230-46ach 09:00-10:20 2 active Final project delivery & feedback (1/2) Culture appropriation vs appreciation Reverse culture shock By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 3 A This is what LGBT life is like around the world 20231223-44ach hw20231230-46ach pix/icons8-collaboration-100_white.png This is what LGBT life is like around the world As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for. https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world?language=en → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231227]]> 4 Final project - delivery 20231223-44ach hw20231230-n2 pix/icons8-soccer-100_white.png You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 09:20-09:40 team #3 Valeria - Maria S - Anna - Anastasia S 09:40-10:00 team #2 Nubar - Veronika S - Veronika V - Anastasia M 10:00-10:20 team #1 Tatiana - Daria - Ilmira 10:30-10:50 team #4 Polina B - Olga - Ekaterina - Maria 10:50-11:10 team #5 Polina V - Anastasia O - Alisa - Lera Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 147 3_B This is what LGBT life is like around the world (feedback) 20231223-44ach hw20231230-46ach active wip edit_ol_qa_graded prep_ol_qa_graded prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Would you choose a representative from a minority to enrich diversity of ideas in your work group? How would you deal with uncertainty avoidance from team members if some people showed unusual indulgence vs restraint in their emotional relationships? This is what LGBT life is like around the world As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for. https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world?language=en → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231227]]> Methodology → use examples from the presentation → explain & analyse the situation using cultural dimensions terminology → build questions & answers which elicit the conclusion you have made in your analysis graded question How would you describe the journey of Jenni Chang and Lisa Dazols in looking for "Supergays" around the world? advanced question How do Chang and Dazols show the connection between different parts of the world in making progress for LGBT equality? example of an arguably too challenging question 〆What complex interplay of sociocultural factors and entrenched prejudices might underpin the distressing phenomenon where a gay Kenyan, pioneering as the initial openly LGBTQ+ political candidate, encounters perilous death threats, and how can a multifaceted understanding of these dynamics inform strategies for fostering societal acceptance and mitigating such threats? Self-check questions → Can you expect approximately the same answers from the pairs of questions? → Are keywords at C1 level explained and/or replaced by synonyms at B1? → Are contents academic or made more accessible to weaker people? → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive), reminiscent of just copy-pasting some encyclopedia? Use of language ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ register ]]> this_is_what_lgbt_life_is_like_around_the_world_2370.mp4 Why did Jenni’s parents say “We're bringing you back to Taiwan” after they found out about her sexual orientation (gay)? How does Jenni Chang explain her parents' reaction to her announcement that she was gay? (Tatiana Bogomolova) The parents acted this way because, in their opinion, America is to blame for their daughter's sexual orientation. In their opinion, if they had never left Taiwan, this would not have happened to their daughter.  They behaved in this way perhaps because of their own social and cultural background in which open discussions about sexual orientation may be less common or accepted. In addition, there is the generation gap between her and her parents. Her parents probably have traditional views on sexual orientation and don’t want to change them, while she is more open to accepting other behaviors and views. (Daria Sigaeva) When Jenni Chang told her parents she was gay, their reaction was to suggest bringing her back to Taiwan. They seemed to blame her for making the decision on the influence of "the West", thinking that if they had never left Taiwan, this would not have happened. I suppose they were not accepting of her being gay and were more focused on giving some reasons for it rather than accepting it as a part of her identity. (Valeria Fursova) Because from their point of view American society values and ideas have influenced the orientation of their daughter. They had a stereotype that LGBT+ community exists in the Western part of the world only, because of the values of freedom and equality which are proclaimed in European countries and the USA. (Ekaterina Bogacheva) Jenni Chang’s parents wanted to bring her back to Taiwan because they thought that Jenni’s sexual orientation was the fault of the influence of the western world and society.   → This behavior of Jenni’s parents represents a stereotypical and biased view about one’s orientation. It is common in Asian countries, which follow social norms, traditions and don’t accept something “extraordinary” Is equality a Western invention? Why/why not? (Valeria Fursova) It’s not, because in many countries (for example, India, Argentina, China) people unite and organise their equality movement using every opportunity they have to change their part of the world. (Nubar Bunyatova) The speaker's parents wanted to send their daughter to Shanghai because they thought that the positive attitude of society towards LGBT people had influenced their child's consciousness. Why did they travel around the world? Who did they want to find? What did they call the people they were able to talk to? Why did they call them that? They decided to travel around the world to find LGBT people who were doing something extraordinary for their community. They called these people “Supergays” because they are members of the LGBT community who have shown incredible courage, are strong and proud of who they are. The term “Supergays” describes the fact that these people have gone through big challenges and are living encouraging lives despite possible problems and discrimination. Their journey was to find encouraging stories of LGBT people and share them with the world. What were the challenges that Bhumika Shrestha had to overcome in Nepal? Why? Do you agree that it can be seen as an aggressive type of social behavior? (Ekaterina Bogacheva) ✓ Bhumika Shrestha was expelled from school and got incarcerated because of her gender presentation.  → Thus, the obvious limitation of rights and inequality can be seen as an aggressive type of social behavior supported by the government What happened with Janni Chang in the beauty salon in India? [05:35-06:38] (Daria Sigaeva) During her visit to a beauty salon in India, Janni Chang had a conversation with the hairdresser about her same-sex relationship. The hairdresser found it hard to believe and continued to ask personal questions about Janni's family's reaction and her feelings about not being able to have children. However, Janni calmed her down that there were no limits to her life and that she and her partner, Lisa, planned to start a family in the future. The hairdresser dismissed Janni as a "crazy Westerner," but her thoughts changed when Janni showed her photos of a famous figure they had interviewed in India. This way, Janni had the opportunity to introduce the entire beauty salon to the social changes that were taking place in their own country. (Ekaterina Bogacheva) Jenni  Chang mentioned this question to show that most people don’t accept non-traditional relationships. As a result, they don’t expect that some people could be insulted by being asked this type of question.  → This example proves that politically correct communication isn’t developed in some countries. Thus, one’s feelings could be easily hurt when using some words with a strong meaning What conclusions did Jenny and Lisa come to after their journey? What is meant by “momentum”? Why is it important? (Tatiana Bogomolova) Jenny and Lisa found that despite the amount of challenges and tragedies, there are stories of hope in every corner of the world. They realised that living an out life in the “I'm gay, this is my spouse and we're proud of our lives together” kind of way is not a Western idea.  The momentum means an increasing number of people who are openly accepting their true selves, working for change in their communities. It also includes the idea of countries learning from and being encouraged by the progress made in other nations.  The importance of momentum is that it leads to change, development and acceptance.  Through momentum, successes achieved in one place can encourage other countries, helping the LGBT community achieve equal rights. Why is homosexuality not recognized in India? (Polina Borshevskaya) This is due to masculinity. A woman has no rights in society. That is why, before strengthening the status of LGBT people, it is necessary to strengthen the status of women in society. What issues do homosexuals often suffer from? Why are these questions terrible for them? (Polina Borshevskaya) LGBT representatives are most often affected by politically incorrect questions from people like "do you have a husband?". These questions are partial micro-insults, because the person does not belong to heterosexuals. And it's also like micro invalidations, because people asking such questions just essentially annul their whole life. People just can't believe and accept, so they commit microinvalidations. what impact does diversity bring to a work group's dynamics? (Alicia Petukhova) Embracing diversity in a work group fosters a rich tapestry of ideas and perspectives. It encourages innovative solutions and promotes a more inclusive environment, ultimately enhancing the overall productivity and creativity of the team. How does the status of women relate to the status of LGBTQ+ people? (Based on the example of India) (Natalia Tarasova) India’s society is deeply patriarchal which means it doesn’t accept anything that goes against traditional relationships between men and women.  How does the parents’ reaction “We're bringing you back to Taiwan” reflect potential clashes of cultural values and perceptions? How can Jenni Chang's parents' reaction be explained in terms of political correctness? What stereotypes prevented Jenni’s parents from accepting their daughter’s orientation? How does the high index of uncertainty avoidance in Taiwan determine people’s viewpoints on LGBT community?  What cultural dimensions can relate to Jenni Chang’s parents’ belief that Taiwanese culture would not result in her growing up with a homosexual identity? (Tatiana Bogomolova) Her parents’ reaction implies a belief that the West (in this case America) has corrupted their daughter with various ideas, including a non-heteronormative sexual orientation, indicating a clash of cultural values and perceptions. In their view, their daughter’s sexual orientation is the result of exposure to Western ideals that contradict their traditional ideas. Their reaction may reflect a high level of “uncertainty avoidanc”. In cultures with high levels of uncertainty avoidance, structured situations are favored and there may be resistance to deviation from traditional norms or values, especially regarding aspects of life such as gender and sexuality. Furthermore, such response may be conditioned by the fact that Taiwan is a high-context culture, which means that communication and understanding are deeply rooted in shared history and traditions. Their daughter’s sexual orientation contrasts with the accepted cultural and traditional norms in their society, which is reflected in their reaction. (Daria Sigaeva) Jenni Chang's parents' reaction can be explained in terms of micro assault, specifically micro insult. Micro insult occurs when a person's experiences or feelings are denied, ignored, or invalidated, and this is evident in the way Jenni's parents blamed her sexual orientation on the influence of the West, completely disregarding her own agency and identity. This can be seen as a form of micro insult, as they are essentially denying the validity of her sexual orientation and attributing it to external factors. In terms of the culture model of Hofstede, this reaction can be linked to the concept of collectivism versus individualism. Taiwan is known for its collectivist culture, which places a strong emphasis on group harmony and conformity. In this context, Jenni's parents may have felt that her sexual orientation was a threat to the family's reputation and social standing within their community. (Valeria Fursova) As Jenni’s parents are from Taiwan, a country with relatively high levels of uncertainty avoidance and power distance indexes, they were distressed by the thought of their daughter not having a traditional orientation. Their stereotypes of male-female roles in the society discouraged them from understanding that orientation is not something to be acquired due to the social environment one lives in. (Ekaterina Bogacheva) ✓ High index of uncertainty avoidance leads to a restricted type of social behavior and limits possible freedoms. That is why representatives of LGBT communities are perceived as the ones trying to undermine mainstream values. For example, Jenny Chang’s parents were positive that life in Taiwan would affect Jenny’s orientation differently than life in the USA.  → Therefore, representatives of societies with high index of uncertainty avoidance as well as restraint attempt to adjust to social norms and values in order to be perceived as full-fledged members instead of following their personal needs. (Natalia Tarasova) Taiwanese culture hosts a lot of traditional values. In addition to that, the index of uncertainty avoidance is quite high in Taiwan which leads people to avoid non-traditional relationships with unpredictable outcomes. There are set expectations existing for traditional male-female couples, however there are no predetermined life path for homosexual people. Indulgence and individualism scores for Taiwan are low which makes Taiwanese people more predisposed to doing what is expected from them than following their own desires. What is the reason for equality being typically perceived as a Western invention and phenomenon? What are the factors that contribute to the perception of LGBT being an exclusively Western concept, and how does this view hold up when examined through a global and cultural lens? (Valeria Fursova) The foremost reason is that 75 countries still criminalise sexuality nowadays, therefore people can be incarcerated because of their attempts to fight for their rights, leading open life or speeding the ideas touching upon sexual orientation. In other countries with patriarchal structure and traditional world view, where uncertainty avoidance and power distance levels are high, people are either not ready to accept the existence of gay people in their country, or feared to be disowned or scorned by others. Conversely, in the western part of the world with its proclaimed values of freedom and equality, people feel safer when talking about their rights and fighting for them. (Nubar Bunyatova) The factors contributing to the perception of LGBT being an exclusively Western concept include historical and cultural biases, limited exposure to non-Western perspectives, and the influence of Western media. However, when examined globally and through a cultural lens, it becomes evident that diverse sexual and gender identities have existed in various societies throughout history. Many cultures have their own terms and understandings of non-binary identities, same-sex relationships, and gender diversity, challenging the notion of LGBT being solely Western Why did they travel around the world? Could the results of their journey have any impact on others' acceptance of LGBT people? If so, in what ways? (Tatiana Bogomolova) They traveled around the world in order to find LGBT people who were making extraordinary contributions to their societies. They called them “Supergays” as they were LGBT people who demonstrated exceptional courage, resilience, and pride in who they were. They wanted to discover stories of hope and inspiration, highlight the stories of happy, thriving LGBT people and share them with the world, thus contributing to a more nuanced and diverse representation of the global LGBT community.  Moreover, their documentary has the potential to reach a wide audience both within and beyond the societies visited. Through the power of storytelling and visual media, this film can humanize the LGBT experience by allowing viewers to connect on a personal level with the victories and struggles faced by the people depicted in the film. This personal connection has the potential to generate empathy, understanding, and change attitudes toward greater acceptance and support for LGBT rights and dignity. In addition, by showing stories of “Supergays” from countries outside the West, they emphasize the diversity of cultural, social and political contexts in which these people live. This can broaden people’s perspectives, encouraging greater tolerance and respect for the unique challenges and contributions of LGBT people in different parts of the world. (Daria Sigaeva) → any examples of micro insults, micro invalidations? Why could the hurdles faced by Bhumika Shrestha be considered a form of microaggressive behavior? (Ekaterina Bogacheva) The hurdles faced by Bhumika Shrestha could be considered a form of microaggression due to the fact that she was treated as a second-class citizen because of her gender presentation, which didn’t align with the local ideas of male-female order.  → Thus,  this example proves the presence of discrimination in the society and environmental indignities that communicate hostile insults to the certain appointed group of people (e.g. LGBT representatives) Can the accident in the beauty salon be called a micro assault (micro invalidation or micro insult)? [05:35-06:38] In what ways does the question “Do you have a husband?” contradict the notions of political correctness? potential perpetrators from societies with a high index of uncertainty avoidance and restraint cultural dimensions are unaware that they’re speaking from bias when asking this type of question).  → That is why the noun “husband” should be substituted for “spouse” in order to sound more politically correct because the latter one represents all genders and sexual orientations. Therefore, it would align with the main notions of politically correct language. ]]> What conclusions did Jenny and Lisa come to after their journey? Can Lisa’s concept of “momentum” have an impact on improving the situation of LGBT people and the equality movement? How? (Tatiana Bogomolova) Jenny and Lisa found that despite the ongoing challenges and tragedies, there are stories of hope and courage in every corner of the world. They realised that living an out life in the “I'm gay, this is my spouse and we're proud of our lives together” kind of way is not a Western idea. Lisa’s concept of momentum can indeed have a significant impact on improving the situation of LGBT people and the equality movement. “Momentum” reflects a growing wave of positive change, with more individuals openly embracing their identities and advocating for change. This can create a sense of solidarity and empowerment within the LGBT community, inspiring more people to take action and demand equality and respect. Additionally, this concept plays a huge role at the national and international levels. The progress made in one country can inspire and motivate others to follow, strengthening the global movement for equality. Moreover, as more individuals and countries embrace equality, it becomes increasingly difficult for discrimination to go unnoticed. “Momentum” can bring issues to the forefront of public discourse, prompting conversations and raising awareness about the importance of LGBT rights. This will lead to creating an inclusive environment and adopting pro-equality policies. How do you address uncertainty avoidance when team members exhibit extreme emotional expressions, either excessive indulgence or excessive restraint, during discussions? (Alicia Petukhova) Managing uncertainty within a team involves acknowledging and respecting diverse communication styles. Encouraging open dialogue about emotions and providing a supportive environment for expressing ideas can help balance the spectrum of emotional responses and foster effective communication Why would improving the societal position of women positively reflect on the rights of LGBTQ+ people? (Based on the example of India) (Natalia Tarasova) India, being a deeply patriarchal society, places a greater value on masculinity. Masculinity is usually showcased through the relationships between men and women. Men are viewed as protectors and providers for their women, while women are expected to revere their men and fully depend on them. The notion of a woman not depending on men in her life or a man receiving support and protection from another man or providing it for another man challenges pre existing structures of traditional society. 146 4 Final project - delivery Final project - visuals + (audio) script Final project - brainstorming + rationale 20231223-44ach hw20231230-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 09:20-09:40 team #3 Valeria - Maria S - Anna - Anastasia S 09:40-10:00 team #2 Nubar - Veronika S - Veronika V - Anastasia M 10:00-10:20 team #1 Tatiana - Daria - Ilmira 10:30-10:50 team #4 Polina B - Olga - Ekaterina - Maria 10:50-11:10 team #5 Lera B - Anastasia O - Alisa Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 145 5 Presentation checklist active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa How do you decide if a presentation is successful? What criteria are relevant? ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts ]]> ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 144 2 pix/icons8-lecturer-100_white.png Presentation checklist wip active move_contents ✓ introduction ✓ rhetorical question(s) / hook / quotation ✓ objectives & tasks ✓ breakdown / plan of the presentation ✓ logical structure ✓ check audience understanding with CCQs (Concept Checking Questions) ✓ clear parts ✓ transitions between parts ✓ commenting slides (occasionally paraphrasing but no feeling of reading) ✓ objectives Has the goal of the presentation been achieved? ✓ timing (total vs per slide) ✓ clear & memorable conclusion VISUALS ✓ legibility (incl. slide numbers for reference, progression bar) ✓ no information overload (e.g. tables from spreadsheets) ✓ variety (infographics, line graphs, bar graphs, pie charts...) ✓ layout of information on the slide (top left → bottom right) ✓ video clips ✓ mini intervention(s) of subject-matter experts USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ tripling arguments ✓ metaphors DELIVERY ✓ pace ✓ articulation & pronunciation ✓ intonation ✓ no obvious signs of reading ✓ stress on keywords ✓ body language ✓ eye contact CONCLUSION ✓ recap ✓ general conclusion ✓ recommendations ✓ contacts if further information required ✓ call for action ✓ opening ✓ Q&A session ]]> 143 142 20231223-44ach 10:30-11:50 2 active Positive discrimination across cultures By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 141 1 Affirmative action active wip edit_short_reading_floating prep_short_reading_floating Is it fair to give a job to some people because of their race or gender? Read the excerpt. → answer the questions]]> What goals has affirmative action traditionally sought to achieve? ✓ support groups traditionally under-represented, mistreated or suffering from lack of public support ✓ bridge inequalities in employment and pay ✓ increase access to education ✓ promote diversity ✓ redress wrongs, harms, or hindrances What examples of affirmative action measures are given? ✓ hard quota ✓ encouragement for increased participation ✓ reserved percentage of government jobs, political positions, and school vacancies for members of a certain group ✓ minority-group members given preference or special consideration in selection processes What alternative expressions for affirmative action are mentioned? ✓ positive discrimination ✓ preferential treatment ✓ colour blind ✓ reverse discrimination What is reverse discrimination? Would you support positive discrimination policies at work? ✓ when affirmative action benefits the most privileged within minority groups at the expense of the least fortunate within majority groups Affirmative action Affirmative action Wikipedia
140 2 Discriminative screening for a post active wip edit_ol_qa_show_hide_row edit_ol_qa_show_hide edit_ol_qa pix/icons8-cafe-100_white.png Is it possible to recruit a candidate for a job without prejudice, micro insults or risk of running into positive discrimination out of good intentions (i.e. political correctness)? to uncover information for each candidate → go through each candidate (horizontally) → compare the candidates & select who you think might not get into the next round → justify your choice (practise cultural dimensions, political correctness, affirmative action) → click on the next show_hide to discover more information for each candidate but don't uncover more than 2 pieces of information in one round → go through each candidate (horizontally) → compare the candidates & select who you think cannot go onto the next round → justify your choice (practise cultural dimensions, political correctness, affirmative action) → continue until you reach the last piece of information & decide who is your favourite candidate → click on the last show_hide to find out exactly who you have chosen → click on other candidates to find out who you had dismissed Are you satisfied with the candidate you have chosen? or have you been misled by good intentions? → explain how you tried to avoid preferential treatment & reverse discrimination, and succeeded (or failed...)]]> 20 visual aid

candidate A Nationality - status
→ naturalized U.S. citizen (born in Austria)
divorced, 4 children Education
→ reportedly academically average at school but stood out for his "cheerful, good-humoured, and exuberant" character. He struggled with reading and was later diagnosed as being dyslexic → attended business school and worked at a gym, where he worked and trained 2 years before returning to London to win his next Mr. Universe title in body building Roots
→ his father was the local chief of police, and after the Anschluss in 1938, joined the Nazi Party → suffered what "would now be called child abuse" at the hands of his father: "My hair was pulled. I was hit with belts. So was the kid next door. Many of the children I've seen were broken by their parents, which was the German-Austrian mentality. They didn't want to create an individual. It was all about conforming. I was one who did not conform, and whose will could not be broken. Therefore, I became a rebel Professional experience
→ played in (mainly) action films, led a (rather short) political career Misc
→ posed for the gay magazine After Dark → collaborated on a campaign by WildAid - "Less Meat, Less Heat", which encourages people to eat less meat as a means of combating climate change
visual aid

Arnold Schwarzenegger ]]> visual aid

candidate B Nationality - status
→ American
married, 2 children Education
→ some of her teachers in high school tried to dissuade her from applying to a prestigious university, she was also warned against setting her sights too high → graduate of Princeton University and Harvard Law School Roots
→ her paternal great-great grandfather, Jim Robinson, was born into slavery in 1850 on Friendfield Plantation, near Georgetown, South Carolina → all four of her grandparents had multiracial ancestors, reflecting the complex history of the U.S. Her extended family has said that people did not talk about the era of slavery when they were growing up Professional experience
→ worked in non-profits and as the associate dean of Student Services at the University of Chicago. Later she served as, vice president for Community and External Affairs of the University of Chicago Medical Center Misc
→ served as a role model for women and worked as an advocate for poverty awareness, education, nutrition, physical activity, and healthy eating → supported American designers and was considered a fashion icon
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Michelle Obama ]]> visual aid

candidate C Nationality - status
→Norwegian
single Education
→ political science programme, University of Oslo → wrote a 1500-pg manifesto Roots
→ son of a civil economist who worked as a diplomat for the Norwegian Embassy in London and later in Paris, and a nurse
→ his mother had wanted to abort him but by the time she went to a hospital, she had passed the three-month threshold for an abortion. She thought that her son was a "fundamentally nasty and evil child and determined to destroy her." She stopped breastfeeding her son early on because he was "sucking the life out of her" → as a child, he had little emotional engagement and did not show joy or cry when he was hurt; he also made no attempts to play with other children and was extremely clean and became anxious when his toys were not in order Professional experience
→ worked in the customer service department of a company, with "people from all countries" and being "kind to everyone". A former co-worker described him as an "exceptional colleague", while a close friend of him said he usually had a big ego Misc
→ has travelled extensively and visited up to 24 countries by his early twenties → founded a farming company to cultivate vegetables, melons, roots in 2009
visual aid

far right terrorist Anders Behring Breivik
dressed in a home-made police uniform and showing false identification, he took a ferry to the island of Utøya in Tyrifjorden, Viken, and opened fire at the participants of a summer camp, killing 69 and injuring 32 (Norway attacks in 2011 https://en.wikipedia.org/wiki/2011_Norway_attacks) ]]> visual aid

candidate D Nationality - status
→ French
divorced, 3 children Education
→ graduated with a Master of Laws and a Master of Advanced Studies in criminal law . → was raised Roman Catholic Roots
→ daughter of a former paratrooper who had attracted controversy by saying that the mass murder of Jews in gas chambers during the Holocaust was "a detail of the history of World War II". Her mother left the family when she was 16. This was "the most awful, cruel, crushing of pains of the heart: my mother did not love me." → was in a relationship 10 years with an ethnic French Pied-Noir with Algerian Jewish heritage Professional experience
→ registered at the Paris bar association, she worked as a lawyer for six years
→ acquired her first political mandate at the age of 20 when she was elected a Regional Councillor for Nord-Pas-de-Calais Misc
→ in 2015, a Lyon court acquitted her of "inciting hatred", ruling that her statement "did not target all of the Muslim community" and was protected "as a part of freedom of expression" → in 2014, the American magazine Foreign Policy mentioned her, along with four other French people, in its list of the 100 global thinkers of the year
visual aid

Marine Le Pen (president of French, far-right Front National)
(government spokesman François Baroin characterized her remarks as racist and xenophobic)]]> 139 3 A This is what LGBT life is like around the world 20231223-44ach hw20231230-46ach active wip prep_ol_qa edit_ol_qa_graded edit_ol_qa pix/icons8-collaboration-100_white.png Would you choose a representative from a minority to enrich diversity of ideas in your work group? How would you deal with uncertainty avoidance from team members if some people showed unusual indulgence vs restraint in their emotional relationships? This is what LGBT life is like around the world As a gay couple in San Francisco, Jenni Chang and Lisa Dazols had a relatively easy time living the way they wanted. But outside the bubble of the Bay Area, what was life like for people still lacking basic rights? They set off on a world tour in search of "Supergays," LGBT people who were doing something extraordinary in the world. In 15 countries across Africa, Asia and South America -- from India, recently home to the world's first openly gay prince, to Argentina, the first country in Latin America to grant marriage equality -- they found the inspiring stories and the courageous, resilient and proud Supergays they had been looking for. https://www.ted.com/talks/jenni_chang_and_lisa_dazols_this_is_what_lgbt_life_is_like_around_the_world?language=en → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231227]]> Self-check questions → Can you expect approximately the same answers from the pairs of questions? → Are keywords at C1 level explained and/or replaced by synonyms at B1? → Are contents academic or made more accessible to weaker people? → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive), reminiscent of just copy-pasting some encyclopedia? USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ register ]]> this_is_what_lgbt_life_is_like_around_the_world_2370.mp4 let's talk about the impact of linguistic bias on education we as educators like to talk about how linguistic difference or language difference is a strength in the classroom but i asked the question do we really treat it that way in the classroom setting when someone uses a different language or a different linguistic difference do we really treat it as a strength or do we treat it like an error so i like to talk about african-american vernacular english or ave as i like to call it for the acronym aave so help me make that stick ah they i like to call it when we look at ave though do we really use that or we talk about that as a strength or do we talk about that as a deficit arguably ave is the most researched dialect in america and yet it still is the least respected this is my daughter sophia i love this picture of her she looks like she's running for office she's in third grade here in this picture and she had some experiences with this in her classroom as many teachers do many educators do they'll put these sentences on the board and say fix these sentences these sentences are wrong can you make them correct so she had these sentences on her paper and one of them said mrs johnson be organizing the fall festival well sophia being my daughter and knowing all about ave quickly crossed that out and wrote ave in the margin raised her hand for the teacher and said um excuse me there's nothing wrong with this sentence this sentence is written in ave and my mama said this is important to black people and black culture and this is how we talk and i think you might be racist that's what she said now at the exact same time interestingly enough i was working as a speech language pathologist in an urban education setting and i was starting to have some of these same experiences where educators were referring students to me black students who spoke ave and they kept asking me can you please evaluate this child he doesn't speak right he needs to talk better you need to fix this he's now not writing right you need to fix him and so i said no this is a dialectal difference and as a speech language pathologist i don't work on dialectal differences only disorder this is not a disorder the educators kept insisting of course that it was and i started to do some research on this because it became really fascinating to me and i learned that black students in america are two and a half times more likely to receive special education services mostly for learning disabilities or speech language services or behavioral disorder two and a half more times more likely than white students to receive special education services i was concerned by this so instead of calling these children disordered i started educating the staff and i started educating families and students if they were old enough about dialectal difference as it compares to mainstream american english because mainstream american english is what the school system deems as correct or normal even if someone outside of that dialect speaks a different dialect so i started educating the staff started educating students and families about ave and i taught them that ave has cultural significance in black communities linguists have already shown that language structure in ave is very very similar to what you find in west africa why is that you might ask right because when africans were captured and then trafficked here to america and enslaved they didn't know english they didn't speak the language so they took what they knew about language superimposed it onto southern american english and ave was born so that has now persisted over the years over the centuries into what we now call ave it has its own phonological system it has its own semantic system syntax grammar and it's all consistent with languages spoken in west africa so i watch a lot of tv okay i love to critique tv and movies it's one of my favorite pastimes so i started noticing some of these nuances in some of the television shows that are presented today on on television and one of them being not all ave speakers are black and not all black people speak ave i think the the tv show blackish does a really good job of exemplifying that and so does shameless it really does a good job in helping me explain to other the students in particular where some of these nuances come from you talk like who you're around characters in shameless in particular it's a white family living on the south side of chicago in a predominantly black neighborhood so a lot of them speak ave there's this one episode within in shameless where one of the characters is talking to his black friends and he's speaking in ave and there's this brilliant translation at the bottom of the screen in mainstream american english to exemplify for those who can't follow the conversation here's what they're saying in your language i thought that was brilliant so i've kind of picked up on that and i've started doing that when i talk to other people namely other educators or other families and students about ave so let's do a little bit of that here right now so here's an example i'm going to give you three rules related to ave because there's a bunch of them y'all but i'm going to give you three today i'm going to pick on the to be verb because many people pick on the to be verb so i'm going to go ahead and exemplify for you how ave has linguistic rules and it has a system and it has meaning so in ave if you in drop the to be verb in a sentence it means something is happening right now so in the sentence he calling me on my cell phone that means my phone is ringing right now and he's calling me on my cell phone right now so that's an example two sentences in the that mean the exact same thing on your board in two different dialects two different sentences i mean the same thing in two different dialects here's another one when you insert the to be verb in a sentence in ave it means something is happening all the time so if i said he'd be calling me on my cell phone that means he calls me on my cell phone all the time okay obvi speakers just know that we know what that means okay so that's two different sentences on your board one written in navi one written in mainstream american english but they mean the exact same thing here's the last one ben if i put ben in a sentence i know that means for a long long time so he been calling me on my cell phone means that he's been calling me on my cell phone for a long time so i know that as an obvious speaker these words have meaning these words have value so he calling me on my cell phone he'd be calling me on my cell phone he'd been calling me on my cell phone all mean different things okay they do not mean the same thing and you can directly translate that into mainstream american english it's no different than any other dialect guys all dialects have rules think about the bostonians who drop their r's regularly just an example example for you it's completely normal in boston right i can't move to boston and say they're all speaking wrong no that's how they speak you talk like who you're around so if they say pack the cat we know in chicago we wouldn't say it quite that way we'd say park the car but those two sentences mean the exact same thing it's two different dialects that mean the exact same thing where you live dictates how you're going to talk you talk like who you're around that's all dialects are so if i have a community and i was working in a community where the families there spoke exclusively ave it should be no surprise that the kids are going to speak ave at school how do we honor that though i say to honor it in similar ways i just showed you where i'm showing those direct translations for the sake of the students these are my parents and they they taught me how to code switch they both have master's degrees in education and they showed me we spoke ave at home and then when we got out to the to public we would speak in mainstream american english that's just the way it was done not everyone has my experience though you listen to me and you think well you're doing it yeah but not everyone has my experience i challenge you to consider that there are students that i served that were had only access to ave they didn't have access to mainstream american english the way that i did therefore my relationship with co-switching is a little different now that's me and my husband we in our family use more of a code meshing model i speak ave i speak mainstream american english my husband's from texas so he brings in some southern american english and we speak all of them at home we speak all of them i speak them at work i'm doing some of it right now so i like to blend all of my dialects together because i have value and honor for all of these different dialects so i encourage others to do the same in education find out what language what dialect your students are speaking and find value in that as well you remember my daughter sophia who experienced ave as being deemed as wrong in her classroom and she had strong words about that what you don't know though is that that teacher called me she called me from work she called me at work while i was at work and she was so at work to tell me what had just happened and she said the whole class got an education on ave and it's cultural significance from my daughter the teacher said she took pause and thought i've never thought of it that way i've never thought of ave as anything else other than wrong now mind you this teacher happens to be black like me so she was very excited to consider this isn't wrong it's just a dialectal difference and she went to her library there at the school grabbed some books that were written in ave and she read them for the students to exemplify its own significance as well and she said to me from here on out i will do better i will do my best to make sure that i am differentiating between what is a deficit and what is simply a difference because they are not the same thing and that is really all i ask because that is a really great place to start thank you 138 3 Final project - slides & rehearsal(s) Final project - visuals + (audio) script Final project - brainstorming + rationale active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 brainstorming + team building + storyline(s) + rationale 20231216 assessment sheet + narrative breakdown + visuals + (audio) script 20231223 video recording / rehearsal(s) 20231230 delivery & feedback Teams 1 Tatiana - Daria - Ilmira 2 Nubar - Veronika S - Veronika V - Anastasia M 3 Valeria - Maria S - Anna - Anastasia S 4 Polina B - Olga - Ekaterina - Maria 5 Polina V - Anastasia O - Alisa - Lera Today: → slides → rehearsal & timing ]]> FINAL PROJECT "Cultural Exchange in Language Education: Blog and Vlog Series for Effective Teaching Practices" - Natalia Vishnevetskaya Idea 1: Postgraduate teachers create a series of comparative analysis videos focusing on the Russian educational system through the lens of Hofstede's cultural dimensions and Lewis' cultural models. Each video will delve into specific cultural dimensions (e.g., individualism vs. collectivism, power distance, uncertainty avoidance, etc.) and discuss how these dimensions manifest in the Russian educational context. The aim is to help educators from different cultures understand how cultural values influence teaching and learning in Russia. Idea 2: Cultural Case Studies in Education: Develop video-based case studies showcasing real-life scenarios from Russian classrooms that highlight cultural differences and challenges based on Hofstede's and Lewis' models. These case studies aim to stimulate discussion and critical thinking among educators from diverse cultures regarding effective ways to handle similar situations in their respective educational contexts. Idea 3: Objective: The objective of this project is to foster cultural exchange and share best practices in language education among postgraduate teachers. This will involve creating a collaborative blog and vlog series targeting both language educators and a wider audience interested in language teaching methodologies and cultural understanding. Work in groups of 3-4. Create a blog about peculiarities of Russian Education aimed at students-to-be, their parents, foreign colleagues and wider audience. Record 3 vlogs aimed at 2(3?) different cultures. Possible topics (you can adapt them): A Teacher’s Dress Code Parent-Teacher Communication Mistakes That Young Teachers Often Make And How to Avoid Them Teacher-Student Communication Strategies for Handling Disciplinary Issues in Russian Classrooms Extracurriculum Activities Grading Systems in Russia Innovation in Language Education To prepare, watch vlogs of foreign teachers, e.g. (coming soon. Perhaps, you know some) Storyline(s)
• 3-5min sketch • 1-2min advert • mini-presentation (...)
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively • (...)
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language • (...)
Visuals + (audio) script
• • • (...)
Misc
• • • (...)
]]> 137 4 Final project - delivery Final project - visuals + (audio) script Final project - brainstorming + rationale 20231223-44ach hw20231230-n2 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to deliver in groups of 3-4 people a final project to embody cultural differences for your pupils. Timing 09:20-09:40 team #1 Tatiana - Daria - Ilmira 09:40-10:00 team #2 Nubar - Veronika S - Veronika V - Anastasia M 10:00-10:20 team #3 Valeria - Maria S - Anna - Anastasia S 10:30-10:50 team #4 Polina B - Olga - Ekaterina - Maria 10:50-11:10 team #5 Polina V - Anastasia O - Alisa - Lera Support materials ✓ 30 word-long rationale (cross-cultural communicative objective) ✓ 50 word-long description of your project (format, length, contents) ✓ slides / visuals / video (rehearsal) of your presentation ✓ 12-15-criterion-long assessment sheet (e.g. terminology, graded language, cultural dimensions...) → copy-paste into your googledoc as previously and/or share url(s) to googledoc / googledisk / yandexdisk... if relevant → deadline: 20231227 ]]> 136 135 20231223-42ach 09:00-10:20 2 active Linguistic bias in education By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 1 The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity 20231216-40ach hw20231223-42ach pix/icons8-collaboration-100_white.png The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231220]]> 3 Final project - visuals + (audio) script 20231216-40ach 20231223-42ach_n1 pix/icons8-soccer-100_white.png You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 storyline(s) + rationale + assessment sheet + narrative breakdown 20231216 visuals + (audio) script 20231223 video recording 20231230 delivery & feedback → prepare per agenda → contact your team members to share workload ]]> 134 1 B pix/icons8-lecturer-100_white.png Self-assessment questions active move_contents Self-check questions → Can you expect approximately the same answers from the pairs of questions? → Are keywords at C1 level explained and/or replaced by synonyms at B1? → Are contents academic or made more accessible to weaker people? → Is treatment of the topic in the suggested answer realistic (i.e. not too exhaustive), reminiscent of just copy-pasting some encyclopedia? USE OF LANGUAGE ✓ vocab ✓ graded language and little jargon ✓ grammatical structures & accuracy ✓ conjunctions, adverbial phrases ✓ register ]]> 133 1 The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity 20231216-40ach hw20231223-42ach active wip edit_ol_qa_graded edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Is linguistic difference in the classroom a strength? Do we treat it this way? Why / why not? video The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity It is time we talked about linguistic bias and the impact it has on student education. In order to combat our prejudices when it comes to how students speak and write, we must first recognize what our prejudices are. This talk explores educational equity for students who speak African American Vernacular English. Camille Byrd O’Quin is Assistant Professor and Coordinator of Clinical Education of the Master of Science in Speech-Language Pathology program at Lewis University in Romeoville, Illinois. She is a doctoral candidate in special education at Illinois State University with an expected graduation date of 2021. Her scholarship includes professional development presentations at regional, national, and international academic institutions and conferences for the study of culturally responsive pedagogy. Mrs. O’Quin’s research involves valuation of African American Vernacular English; examination of disproportionality in special education; expansion of culturally responsive teaching practices in urban education; and differential diagnosis of cultural linguistic diverse learners. Mrs. O’Quin holds a license with the Illinois State Board of Education and certification through the American Speech-Language-Hearing Association. This talk was given at a TEDx event using the TED conference format but independently organized by a local community https://www.youtube.com/watch?v=QrTFJ5NlM1g → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231220]]> graded question B1 qs: What is AAVE? Why is it not wrong? ans: ✓ AAVE is an acronym which means Afro American Vernacular English. ✓ It is the way black people speak (vernacular) but it is not MAE (Mainstream American English) taught at school. ✓ It is not wrong because it has roots in West Africa. graded question C1 qs: Why does AAVE suffer micro assaults? ✓ MAE (Mainstream American English) is deemed as correct by the school system while AAVE (Afro American Vernacular English) is stigmatised. ✓ Since it is a dialectal difference (vernacular) it should not be considered as a disorder or justify special education services ✓ Indeed, AAVE has its own semantic system, syntax, grammar and is consistent with languages spoken in West Africa vernacular = language spoken in a particular area or by a particular group, especially one that is not the official or written language to stigmatise = to accuse or condemn or openly or formally or brand as disgraceful ]]> impact_of_linguistic_bias_in_education_camille_byrd_o_quin_TEDxLewisUniversity_QrTFJ5NlM1g.mp4 pix/equality_vs_equity.jpg let's talk about the impact of linguistic bias on education we as educators like to talk about how linguistic difference or language difference is a strength in the classroom but i asked the question do we really treat it that way in the classroom setting when someone uses a different language or a different linguistic difference do we really treat it as a strength or do we treat it like an error so i like to talk about african-american vernacular english or ave as i like to call it for the acronym aave so help me make that stick ah they i like to call it when we look at ave though do we really use that or we talk about that as a strength or do we talk about that as a deficit arguably ave is the most researched dialect in america and yet it still is the least respected this is my daughter sophia i love this picture of her she looks like she's running for office she's in third grade here in this picture and she had some experiences with this in her classroom as many teachers do many educators do they'll put these sentences on the board and say fix these sentences these sentences are wrong can you make them correct so she had these sentences on her paper and one of them said mrs johnson be organizing the fall festival well sophia being my daughter and knowing all about ave quickly crossed that out and wrote ave in the margin raised her hand for the teacher and said um excuse me there's nothing wrong with this sentence this sentence is written in ave and my mama said this is important to black people and black culture and this is how we talk and i think you might be racist that's what she said now at the exact same time interestingly enough i was working as a speech language pathologist in an urban education setting and i was starting to have some of these same experiences where educators were referring students to me black students who spoke ave and they kept asking me can you please evaluate this child he doesn't speak right he needs to talk better you need to fix this he's now not writing right you need to fix him and so i said no this is a dialectal difference and as a speech language pathologist i don't work on dialectal differences only disorder this is not a disorder the educators kept insisting of course that it was and i started to do some research on this because it became really fascinating to me and i learned that black students in america are two and a half times more likely to receive special education services mostly for learning disabilities or speech language services or behavioral disorder two and a half more times more likely than white students to receive special education services i was concerned by this so instead of calling these children disordered i started educating the staff and i started educating families and students if they were old enough about dialectal difference as it compares to mainstream american english because mainstream american english is what the school system deems as correct or normal even if someone outside of that dialect speaks a different dialect so i started educating the staff started educating students and families about ave and i taught them that ave has cultural significance in black communities linguists have already shown that language structure in ave is very very similar to what you find in west africa why is that you might ask right because when africans were captured and then trafficked here to america and enslaved they didn't know english they didn't speak the language so they took what they knew about language superimposed it onto southern american english and ave was born so that has now persisted over the years over the centuries into what we now call ave it has its own phonological system it has its own semantic system syntax grammar and it's all consistent with languages spoken in west africa so i watch a lot of tv okay i love to critique tv and movies it's one of my favorite pastimes so i started noticing some of these nuances in some of the television shows that are presented today on on television and one of them being not all ave speakers are black and not all black people speak ave i think the the tv show blackish does a really good job of exemplifying that and so does shameless it really does a good job in helping me explain to other the students in particular where some of these nuances come from you talk like who you're around characters in shameless in particular it's a white family living on the south side of chicago in a predominantly black neighborhood so a lot of them speak ave there's this one episode within in shameless where one of the characters is talking to his black friends and he's speaking in ave and there's this brilliant translation at the bottom of the screen in mainstream american english to exemplify for those who can't follow the conversation here's what they're saying in your language i thought that was brilliant so i've kind of picked up on that and i've started doing that when i talk to other people namely other educators or other families and students about ave so let's do a little bit of that here right now so here's an example i'm going to give you three rules related to ave because there's a bunch of them y'all but i'm going to give you three today i'm going to pick on the to be verb because many people pick on the to be verb so i'm going to go ahead and exemplify for you how ave has linguistic rules and it has a system and it has meaning so in ave if you in drop the to be verb in a sentence it means something is happening right now so in the sentence he calling me on my cell phone that means my phone is ringing right now and he's calling me on my cell phone right now so that's an example two sentences in the that mean the exact same thing on your board in two different dialects two different sentences i mean the same thing in two different dialects here's another one when you insert the to be verb in a sentence in ave it means something is happening all the time so if i said he'd be calling me on my cell phone that means he calls me on my cell phone all the time okay obvi speakers just know that we know what that means okay so that's two different sentences on your board one written in navi one written in mainstream american english but they mean the exact same thing here's the last one ben if i put ben in a sentence i know that means for a long long time so he been calling me on my cell phone means that he's been calling me on my cell phone for a long time so i know that as an obvious speaker these words have meaning these words have value so he calling me on my cell phone he'd be calling me on my cell phone he'd been calling me on my cell phone all mean different things okay they do not mean the same thing and you can directly translate that into mainstream american english it's no different than any other dialect guys all dialects have rules think about the bostonians who drop their r's regularly just an example example for you it's completely normal in boston right i can't move to boston and say they're all speaking wrong no that's how they speak you talk like who you're around so if they say pack the cat we know in chicago we wouldn't say it quite that way we'd say park the car but those two sentences mean the exact same thing it's two different dialects that mean the exact same thing where you live dictates how you're going to talk you talk like who you're around that's all dialects are so if i have a community and i was working in a community where the families there spoke exclusively ave it should be no surprise that the kids are going to speak ave at school how do we honor that though i say to honor it in similar ways i just showed you where i'm showing those direct translations for the sake of the students these are my parents and they they taught me how to code switch they both have master's degrees in education and they showed me we spoke ave at home and then when we got out to the to public we would speak in mainstream american english that's just the way it was done not everyone has my experience though you listen to me and you think well you're doing it yeah but not everyone has my experience i challenge you to consider that there are students that i served that were had only access to ave they didn't have access to mainstream american english the way that i did therefore my relationship with co-switching is a little different now that's me and my husband we in our family use more of a code meshing model i speak ave i speak mainstream american english my husband's from texas so he brings in some southern american english and we speak all of them at home we speak all of them i speak them at work i'm doing some of it right now so i like to blend all of my dialects together because i have value and honor for all of these different dialects so i encourage others to do the same in education find out what language what dialect your students are speaking and find value in that as well you remember my daughter sophia who experienced ave as being deemed as wrong in her classroom and she had strong words about that what you don't know though is that that teacher called me she called me from work she called me at work while i was at work and she was so at work to tell me what had just happened and she said the whole class got an education on ave and it's cultural significance from my daughter the teacher said she took pause and thought i've never thought of it that way i've never thought of ave as anything else other than wrong now mind you this teacher happens to be black like me so she was very excited to consider this isn't wrong it's just a dialectal difference and she went to her library there at the school grabbed some books that were written in ave and she read them for the students to exemplify its own significance as well and she said to me from here on out i will do better i will do my best to make sure that i am differentiating between what is a deficit and what is simply a difference because they are not the same thing and that is really all i ask because that is a really great place to start thank you (Veronika Strelnikova) How can linguistic bias in education be seen as a form of micro assault? ✓ Linguistic bias in education can be seen as a form of micro assault because it is a subtle but harmful act that targets individuals based on their language or dialect. → By devaluing certain language varieties, it undermines the cultural identities and experiences of students and perpetuates a sense of inferiority. (Tatiana Bogomolova) How does the incident involving Sophia in her classroom shed light on cultural and linguistic discrimination? (Daria Sigaeva) Can the incident in Sophia's classroom be called a micro assault (micro insult or micro invalidation)? Why/why not? ✓ This incident (when Sophia commented on “Mrs. Johnson be organizing the fall festival”) highlights the existence of linguistic bias and cultural insensitivity in educational settings. ✓ It proves the presence of cultural and linguistic discrimination, where certain dialects or cultural forms of speech are undervalued, stigmatised or dismissed as grammatically incorrect. ✓ Moreover, this situation can be considered racist as it points to the potential persistence of systemic bias and the need for greater awareness and inclusiveness in educational environments. → Thus, it demonstrates the need to deal with cultural and linguistic discrimination in the education system. ✓ In general, Sophia's remark reflects the issue of political correctness and micro assaults in the classroom. → I consider the incident in Sophia's classroom to be considered specifically a micro invalidation. She perceived the teacher's correction as an attack on her cultural identity and language. ✓ By accusing the teacher of potential racism, Sophia highlighted her belief that the correction was a micro assault, as it invalidated her cultural background and language. → This could be considered a micro invalidation since the teacher did it unintentionally as she most likely did not take into account the cultural background of her student. How can TV shows like Shameless or Blackish eradicate stereotypes and discrimination against AAVE speakers? ✓ TV shows like Shameless and Blackish can play a crucial role in challenging stereotypes and discrimination against AAVE speakers by showing the nuances of their language and culture. ✓ Indeed, they show that “not all AAVE speakers are black and not all black people speak AAVE”. By depicting characters who may or may not speak AAVE, these shows can help eradicate stereotypes and discrimination by challenging oversimplified assumptions and emphasizing the complexity and richness of African American linguistic diversity. ✓ In addition, they can help educate viewers about the influence of environment and social context on language use by emphasizing the importance of understanding cultural and geographic influences on linguistic diversity. → By offering a more accurate and inclusive portrayal of AAVE and its speakers, these TV shows can promote awareness, empathy, and appreciation for linguistic diversity, thereby helping to break down stereotypes and discrimination against AAVE speakers. (Daria Sigaeva) How does the Boston dialect example discredit the AAVE dialect from a political correctness perspective? ✓ The example of the Boston dialect effectively illustrates prejudice against the African American Vernacular English (AAVE) dialect by highlighting the concept of micro assaults. ✓ The speaker emphasizes that AAVE has linguistic rules, systems, and meaning. ✓ The speaker also acknowledges that these linguistic differences are often dismissed or devalued by MAE (mainstream American English) speakers. ✓ The comparison to the Boston dialect dropping the "r" regularly serves as an analogy to illustrate the point. → The speaker points out that just as dropping the "r" is accepted and understood as part of the Boston dialect, the linguistic rules and nuances of AAVE should also be recognized and respected. → This comparison highlights the issue of micro insult, where certain dialects or language variations are deemed inferior or incorrect by mainstream standards. (Daria Sigaeva) In what way does Camille Byrd O'Quin's emphasis on valuing and respecting every accent align with the principles of political correctness and the avoidance of micro assaults in educational settings? ✓ Camille Byrd O'Quin's saying for recognizing and respecting students' language and accents is a direct response to the issue of micro assaults, particularly micro invalidation and micro insults, that may occur when students' unique ways of speaking are not valued or recognized within the educational environment. ✓ In the video, O'Quin mentions her family's use of different dialects, including African American Vernacular English (AAVE), mainstream American English (MAE), and Southern American English (due to her husband being from Texas). → She expresses a sense of value and honor for all these different dialects, encouraging others to do the same in the education process. → This approach directly aligns with the principles of political correctness, which emphasize the importance of respecting and valuing diverse cultural and linguistic backgrounds. (Veronika Strelnikova) How can educational institutions address linguistic bias through a lens of political correctness? (Nubar Bunyatova) How can we debunk the notion that it is linguistically inferior or wrong? ✓ Educational institutions can address linguistic bias through a lens of political correctness by actively promoting inclusivity and respect for all language varieties. This can be done by → implementing policies and practices that acknowledge the cultural and linguistic diversity of students, → providing professional development opportunities for teachers to become more culturally sensitive, → actively combating discriminatory language attitudes within the school community. Some common misconceptions about African-American Vernacular English (AAVE) include: AAVE is simply "broken" or incorrect English: This misconception can be considered as an example of a micro insult. It assumes that AAVE is a deviation from mainstream English, which is considered the norm. However, AAVE is a legitimate and systematic linguistic variety with its own rules and structures. It is not a deficient or incorrect form of English.  The  misconception that AAVE reflects a lack of education stems from the assumption that language proficiency correlates with intelligence or educational attainment. However, AAVE speakers can be highly intelligent and educated individuals who code-switch between AAVE and Standard English depending on the context. Language variation does not determine one's intellectual capabilities. While AAVE is primarily associated with African-American communities, it is not exclusive to them. AAVE can be spoken by individuals of various racial and ethnic backgrounds who are part of communities where it is prevalent. It is important to recognize that language varieties are not bound by racial or ethnic boundaries. To debunk the notion that AAVE is linguistically inferior or wrong, we can: Provide education and awareness about different language varieties, including AAVE, in schools and communities. Share linguistic research that supports the legitimacy of AAVE as a distinct variety with its own grammatical rules. This can help challenge the notion that AAVE is linguistically inferior or incorrect. To make people around more politically correct it will be a good idea to promote inclusive language policies - advocate for inclusive language policies that recognize and respect the linguistic rights and diversity of all individuals. This includes recognizing AAVE as a valid form of expression in educational, professional, and legal settings. (Veronika Strelnikova) What is linguistic bias in education? ✓ Linguistic bias in education refers to the unfair treatment or judgement of students based on their language or dialect. → It involves having prejudice or stereotypes about certain language varieties and negatively impacting students who speak or write in those forms. (Tatiana Bogomolova) What did Sophia do when she saw the sentence “Mrs. Johnson be organizing the fall festival” on her paper in class? Why? (Daria Sigaeva) What remark did Sofia, Camille Byrd O’Quin’s daughter, make to the teacher? Why? What did Sophia call it? ✓ When Sophia saw the sentence “Mrs Johnson be organizing the fall festival” on her paper, she understood that it was written in AAVE. She knew that AAVE is important for the African-American community. → So she crossed out the sentence, wrote “AAVE”, and bravely raised her hand to explain to the teacher that the sentence was not wrong, but was written in AAVE, which she explained was important to African-American people and their culture.  ✓ This assignment suggested that the sentences were written in a wrong way, which can generally be understood as “AAVE is wrong". The teacher invited them to correct these sentences using “correct English”, which only confirms that “AAVE is wrong”. → This made the girl think that the teacher was a racist because she was strengthening the stereotypes and discrimination against this variant of English. ✓ Sophia, the speaker's daughter, commented to the teacher when asked to correct the sentence "Mrs. Johnson, be organizing the fall festival well". ✓ Sophia explained that there was nothing wrong with the sentence because it was written in AAVE (African American Vernacular English), which she and her mother consider important to black people and black culture. → She believed that the teacher's correction was unacceptable considering her cultural background and could be seen as a form of racism. (Tatiana Bogomolova) What do TV programmes like Shameless or Blackish show? ✓ TV programmes such as Shameless and Blackish show that “not all AAVE speakers are black and not all black people speak AAVE”. ✓ They show the influence of the social environment on language use as well as the different ways of expressing oneself through language in the African American community. → These programmes broaden viewers' understanding of the world by saying that there are different languages and different cultures that can cross over, thus destroying stereotypes. (Daria Sigaeva) What accent (dialect) did the speaker compare AAVE to? Why? ✓ The example of the Boston accent effectively explains prejudice against the AAVE accent. It shows the importance of respecting different accents and language variety. ✓ The speaker notices that AAVE has its own rules, systems, and meanings. She gives specific examples of how changing "to be'' in a sentence changes the meaning in AAVE. → By paying attention to the features of AAVE, the speaker shows that it cannot be said that one accent can be admitted and another cannot. → Comparing it to other accents like the Boston accent, the example effectively demonstrates the need to recognize and respect linguistic features admitting its importance. (Daria Sigaeva) Using which accent (dialect) does Camille Byrd O’Quin speak with her family? At work? Why is this important to her? ✓ Camille Byrd O'Quin speaks three different accents of English: African American Vernacular English (AAVE), mainstream American English (MAE), and Southern American English (due to her husband being from Texas). → She uses these different accents with her family and at work, as she values and respects each one. O'Quin believes that every accent is valuable and meaningful, and she encourages others, especially in education, to do the same. ✓ She emphasizes the importance of recognizing and respecting students' language and accents, and finding worth in their unique ways of speaking. → This reflects her belief in the significance of linguistic variety and the need to acknowledge different dialects in the educational process. (Veronika Strelnikova) What are some areas of research that Mrs. O'Quin focuses on? How can you educate people to show them AAVE is not wrong? ✓ Mrs. O'Quin's research involves the valuation of African American Vernacular English by → examining disproportionality in special education, → expanding culturally responsive teaching practices in urban education, → differentially diagnosing cultural linguistic diverse learners. 132 2 pix/icons8-collaboration-100_white.png Equity vs equality How to distinguish equity from equality active wip xml_multi_dd_row Are you sure you know how to avoid micro insults? Are you really fair to everyone? What is the difference between equality and equity? equality = each individual or group of people is given the same resources or opportunities equity = recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome
visual aid
→ match the descriptions with the categories → which situation(s) in the descriptions may call for better equity, or vice-versa? → which situation(s) in the descriptions might be considered as politically incorrect, or be perceived as a micro insult? ]]> 45 8 left visual aid ]]> 1;3;4 2;5;6;7;8 131 130 20231216-40ach 10:30-11:50 2 active Culturally responsive teaching Linguistic bias in education By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 129 2 Troubles at Chapel Hill-Carrboro City Schools active wip edit_short_reading_floating prep_short_reading_floating Read the excerpt. → answer the questions What could be the reasons for students of colour being left behind? ✓ micro invalidation of their vernacular language ✓ difficult social background (unemployed household, daily exposure to gang violence...) → encourage collectivism among individualist students to find solutions together → recognise levels of restraint vs joy = promote emancipating values per Welzel utility ladder of freedoms What difficulties might teachers/students face when creating culturally sensitive classrooms? ✓ students might feel ignored by well-intentioned teachers who are too distant & polite → mitigate high uncertainty avoidance ✓ teachers may be confused as to why some students don't want to be together → shift distrust to trust → address cultural gap Which recommendations/pieces of advice could Alexa Parvey give to her teachers? ✓ suggest a bottom-up approach → empower students to explain how they would solve problems ✓ be open about talks regarding race → avoid micro insults & excessive hedging → reduce power distance e.g. call a spade a spade → use a linear active approach Troubles at Chapel Hill-Carrboro City Schools Troubles at Chapel Hill-Carrboro City Schools
“I didn’t know that [teachers] felt so uncomfortable talking about it until we started doing this,” said Alexa Parvey, a junior at Chapel Hill High School and one of the Student Six facilitators. “It helped me understand that teachers aren’t doing it because they don’t want to include you, they just don’t know how” she said. But she also understands that most of her teachers are well-intentioned but lost when it comes to talking about race.]]> to distil = to get the essential meaning or ideas from thoughts, information, experiences, etc
128 3 Tips for troubles at Chapel Hill-Carrboro City Schools active wip prep_short_reading_floating edit_short_reading_floating Read the excerpt. → answer the questions Which is your favourite tip? Have you ever used any these methods? What problems could you have in using these tips? Tips for troubles at Chapel Hill-Carrboro City Schools Tips for troubles at Chapel Hill-Carrboro City Schools
Be visible Make sure every student feels welcome and part of the class. The simplest examples of this are greeting each student when he or she comes into class and knowing everyone's names. Small signs that teachers know and are interested in students go a long way to forming trust. ]]> Create a safe space The way a room is arranged and a teacher’s physical proximity to students can make a difference when trying to reduce the vulnerability students feel. If teachers stay behind their desks, they inadvertently signal they want space between themselves and students. Teachers who walk around the room and check in on student progress, create a more equal and focused space. “I can get a kid to focus better just by placing myself near them,” said Teresa Brunner, academic support specialist at Chapel Hill-Carrboro City Schools. Research shows that humans are more engaged when they are within eight feet of the person talking to them. That’s why being asked to sit up front isn’t just a punishment, it’s a strategy. ]]> Connect to students' lives Give students a reason to care about what they're learning by connecting it to situations and concepts that are relevant to their lives. For example, in English class, teachers can assign current event articles on subjects students care about or that affect them. ]]> Connect to students' culture Make positive connections with student culture through class assignments. For example, one teacher in the Carrboro district created an ancestor project around the traditions of Day of the Dead. The class studied the Mexican holiday, but also talked about the ways various cultures connect with ancestors.]]> Address race and racial dynamics in the classroom This is one of the most uncomfortable steps for many educators who either don’t know what to do when a racially-charged incident occurs in class or don’t want to see racist themselves by calling out a student’s race. But by ignoring a fundamental part of student identity, teachers can inadvertently misstep and damage student trust. A common example is calling on students of color to represent their entire race in a discussion where few others minorities are represented.]]> Connect to students' future selves Teachers need to recognize that all their students have dreams about what their futures will look like. Too often, the implicit message in school is that white students have bright futures with many career paths to follow, but students of color aren’t likely to go anywhere. “We recognize that kids have hopes and dreams and goals for themselves and we can help them to see how to get there,” Brunner said.]]> inadvertently = by accident; without intending to conversely = in a way that is the opposite or reverse of sth acting out of turn = not in the correct or agreed order of succession
127 1 The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity 20231216-40ach hw20231223-42ach active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Is linguistic difference in the classroom a strength? Do we treat it this way? Why / why not? video The Impact of Linguistic Bias in Education | Camille Byrd O’Quin | TEDxLewisUniversity It is time we talked about linguistic bias and the impact it has on student education. In order to combat our prejudices when it comes to how students speak and write, we must first recognize what our prejudices are. This talk explores educational equity for students who speak African American Vernacular English. Camille Byrd O’Quin is Assistant Professor and Coordinator of Clinical Education of the Master of Science in Speech-Language Pathology program at Lewis University in Romeoville, Illinois. She is a doctoral candidate in special education at Illinois State University with an expected graduation date of 2021. Her scholarship includes professional development presentations at regional, national, and international academic institutions and conferences for the study of culturally responsive pedagogy. Mrs. O’Quin’s research involves valuation of African American Vernacular English; examination of disproportionality in special education; expansion of culturally responsive teaching practices in urban education; and differential diagnosis of cultural linguistic diverse learners. Mrs. O’Quin holds a license with the Illinois State Board of Education and certification through the American Speech-Language-Hearing Association. This talk was given at a TEDx event using the TED conference format but independently organized by a local community https://www.youtube.com/watch?v=QrTFJ5NlM1g → watch the video → write (your own!) 3-4 pairs of easy & challenging questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231220]]> graded question B1 qs: What is AAVE? Why is it not wrong? ans: ✓ AAVE is an acronym which means Afro American Vernacular English. ✓ It is the way black people speak (vernacular) but it is not MAE (Mainstream American English) taught at school. ✓ It is not wrong because it has roots in West Africa. graded question C1 qs: Why does AAVE suffer micro assaults? ✓ MAE (Mainstream American English) is deemed as correct by the school system while AAVE (Afro American Vernacular English) is stigmatised. ✓ Since it is a dialectal difference (vernacular) it should not be considered as a disorder or justify special education services ✓ Indeed, AAVE has its own semantic system, syntax, grammar and is consistent with languages spoken in West Africa vernacular = language spoken in a particular area or by a particular group, especially one that is not the official or written language to stigmatise = to accuse or condemn or openly or formally or brand as disgraceful ]]> impact_of_linguistic_bias_in_education_camille_byrd_o_quin_TEDxLewisUniversity_QrTFJ5NlM1g.mp4 let's talk about the impact of linguistic bias on education we as educators like to talk about how linguistic difference or language difference is a strength in the classroom but i asked the question do we really treat it that way in the classroom setting when someone uses a different language or a different linguistic difference do we really treat it as a strength or do we treat it like an error so i like to talk about african-american vernacular english or ave as i like to call it for the acronym aave so help me make that stick ah they i like to call it when we look at ave though do we really use that or we talk about that as a strength or do we talk about that as a deficit arguably ave is the most researched dialect in america and yet it still is the least respected this is my daughter sophia i love this picture of her she looks like she's running for office she's in third grade here in this picture and she had some experiences with this in her classroom as many teachers do many educators do they'll put these sentences on the board and say fix these sentences these sentences are wrong can you make them correct so she had these sentences on her paper and one of them said mrs johnson be organizing the fall festival well sophia being my daughter and knowing all about ave quickly crossed that out and wrote ave in the margin raised her hand for the teacher and said um excuse me there's nothing wrong with this sentence this sentence is written in ave and my mama said this is important to black people and black culture and this is how we talk and i think you might be racist that's what she said now at the exact same time interestingly enough i was working as a speech language pathologist in an urban education setting and i was starting to have some of these same experiences where educators were referring students to me black students who spoke ave and they kept asking me can you please evaluate this child he doesn't speak right he needs to talk better you need to fix this he's now not writing right you need to fix him and so i said no this is a dialectal difference and as a speech language pathologist i don't work on dialectal differences only disorder this is not a disorder the educators kept insisting of course that it was and i started to do some research on this because it became really fascinating to me and i learned that black students in america are two and a half times more likely to receive special education services mostly for learning disabilities or speech language services or behavioral disorder two and a half more times more likely than white students to receive special education services i was concerned by this so instead of calling these children disordered i started educating the staff and i started educating families and students if they were old enough about dialectal difference as it compares to mainstream american english because mainstream american english is what the school system deems as correct or normal even if someone outside of that dialect speaks a different dialect so i started educating the staff started educating students and families about ave and i taught them that ave has cultural significance in black communities linguists have already shown that language structure in ave is very very similar to what you find in west africa why is that you might ask right because when africans were captured and then trafficked here to america and enslaved they didn't know english they didn't speak the language so they took what they knew about language superimposed it onto southern american english and ave was born so that has now persisted over the years over the centuries into what we now call ave it has its own phonological system it has its own semantic system syntax grammar and it's all consistent with languages spoken in west africa so i watch a lot of tv okay i love to critique tv and movies it's one of my favorite pastimes so i started noticing some of these nuances in some of the television shows that are presented today on on television and one of them being not all ave speakers are black and not all black people speak ave i think the the tv show blackish does a really good job of exemplifying that and so does shameless it really does a good job in helping me explain to other the students in particular where some of these nuances come from you talk like who you're around characters in shameless in particular it's a white family living on the south side of chicago in a predominantly black neighborhood so a lot of them speak ave there's this one episode within in shameless where one of the characters is talking to his black friends and he's speaking in ave and there's this brilliant translation at the bottom of the screen in mainstream american english to exemplify for those who can't follow the conversation here's what they're saying in your language i thought that was brilliant so i've kind of picked up on that and i've started doing that when i talk to other people namely other educators or other families and students about ave so let's do a little bit of that here right now so here's an example i'm going to give you three rules related to ave because there's a bunch of them y'all but i'm going to give you three today i'm going to pick on the to be verb because many people pick on the to be verb so i'm going to go ahead and exemplify for you how ave has linguistic rules and it has a system and it has meaning so in ave if you in drop the to be verb in a sentence it means something is happening right now so in the sentence he calling me on my cell phone that means my phone is ringing right now and he's calling me on my cell phone right now so that's an example two sentences in the that mean the exact same thing on your board in two different dialects two different sentences i mean the same thing in two different dialects here's another one when you insert the to be verb in a sentence in ave it means something is happening all the time so if i said he'd be calling me on my cell phone that means he calls me on my cell phone all the time okay obvi speakers just know that we know what that means okay so that's two different sentences on your board one written in navi one written in mainstream american english but they mean the exact same thing here's the last one ben if i put ben in a sentence i know that means for a long long time so he been calling me on my cell phone means that he's been calling me on my cell phone for a long time so i know that as an obvious speaker these words have meaning these words have value so he calling me on my cell phone he'd be calling me on my cell phone he'd been calling me on my cell phone all mean different things okay they do not mean the same thing and you can directly translate that into mainstream american english it's no different than any other dialect guys all dialects have rules think about the bostonians who drop their r's regularly just an example example for you it's completely normal in boston right i can't move to boston and say they're all speaking wrong no that's how they speak you talk like who you're around so if they say pack the cat we know in chicago we wouldn't say it quite that way we'd say park the car but those two sentences mean the exact same thing it's two different dialects that mean the exact same thing where you live dictates how you're going to talk you talk like who you're around that's all dialects are so if i have a community and i was working in a community where the families there spoke exclusively ave it should be no surprise that the kids are going to speak ave at school how do we honor that though i say to honor it in similar ways i just showed you where i'm showing those direct translations for the sake of the students these are my parents and they they taught me how to code switch they both have master's degrees in education and they showed me we spoke ave at home and then when we got out to the to public we would speak in mainstream american english that's just the way it was done not everyone has my experience though you listen to me and you think well you're doing it yeah but not everyone has my experience i challenge you to consider that there are students that i served that were had only access to ave they didn't have access to mainstream american english the way that i did therefore my relationship with co-switching is a little different now that's me and my husband we in our family use more of a code meshing model i speak ave i speak mainstream american english my husband's from texas so he brings in some southern american english and we speak all of them at home we speak all of them i speak them at work i'm doing some of it right now so i like to blend all of my dialects together because i have value and honor for all of these different dialects so i encourage others to do the same in education find out what language what dialect your students are speaking and find value in that as well you remember my daughter sophia who experienced ave as being deemed as wrong in her classroom and she had strong words about that what you don't know though is that that teacher called me she called me from work she called me at work while i was at work and she was so at work to tell me what had just happened and she said the whole class got an education on ave and it's cultural significance from my daughter the teacher said she took pause and thought i've never thought of it that way i've never thought of ave as anything else other than wrong now mind you this teacher happens to be black like me so she was very excited to consider this isn't wrong it's just a dialectal difference and she went to her library there at the school grabbed some books that were written in ave and she read them for the students to exemplify its own significance as well and she said to me from here on out i will do better i will do my best to make sure that i am differentiating between what is a deficit and what is simply a difference because they are not the same thing and that is really all i ask because that is a really great place to start thank you 126 3 Final project - visuals + (audio) script Final project - rationale + assessment sheet + narrative breakdown 20231216-40ach 20231223-42ach_n1 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231202 brainstorming + team building + storyline(s) 20231209 rationale + assessment sheet + narrative breakdown 20231216 visuals + (audio) script 20231223 video recording 20231230 delivery & feedback Teams 1 Tatiana - Daria - Ilmira 2 Nubar - Veronika S - Veronika V - Anastasia M 3 Valeria - Maria S - Anna - Anastasia S 4 Polina B - Olga - Ekaterina - Maria 5 Polina V - Anastasia O - Alisa - Lera Today: → choose visuals / slides → draft presentation notes / script ]]> FINAL PROJECT "Cultural Exchange in Language Education: Blog and Vlog Series for Effective Teaching Practices" - Natalia Vishnevetskaya Idea 1: Postgraduate teachers create a series of comparative analysis videos focusing on the Russian educational system through the lens of Hofstede's cultural dimensions and Lewis' cultural models. Each video will delve into specific cultural dimensions (e.g., individualism vs. collectivism, power distance, uncertainty avoidance, etc.) and discuss how these dimensions manifest in the Russian educational context. The aim is to help educators from different cultures understand how cultural values influence teaching and learning in Russia. Idea 2: Cultural Case Studies in Education: Develop video-based case studies showcasing real-life scenarios from Russian classrooms that highlight cultural differences and challenges based on Hofstede's and Lewis' models. These case studies aim to stimulate discussion and critical thinking among educators from diverse cultures regarding effective ways to handle similar situations in their respective educational contexts. Idea 3: Objective: The objective of this project is to foster cultural exchange and share best practices in language education among postgraduate teachers. This will involve creating a collaborative blog and vlog series targeting both language educators and a wider audience interested in language teaching methodologies and cultural understanding. Work in groups of 3-4. Create a blog about peculiarities of Russian Education aimed at students-to-be, their parents, foreign colleagues and wider audience. Record 3 vlogs aimed at 2(3?) different cultures. Possible topics (you can adapt them): A Teacher’s Dress Code Parent-Teacher Communication Mistakes That Young Teachers Often Make And How to Avoid Them Teacher-Student Communication Strategies for Handling Disciplinary Issues in Russian Classrooms Extracurriculum Activities Grading Systems in Russia Innovation in Language Education To prepare, watch vlogs of foreign teachers, e.g. (coming soon. Perhaps, you know some) Storyline(s)
• 3-5min sketch • 1-2min advert • mini-presentation (...)
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively • (...)
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language • (...)
Visuals + (audio) script
• • • (...)
Misc
• • • (...)
]]> 125 facilitation = managing and maintaining a group process. The primary focus of the facilitator is on “how” the process is going in the group. The facilitator will help the group to stick with their ground rules and guidelines that bound the process they have agreed to use to get to some end result mentoring = instructing, guiding, coaching someone seeking to master a particular field that you have already mastered. Though mentoring is very “content” focused, it will also often employ teaching, training, and coaching as well WASP = White Anglo Saxon Protestant to distil = to get the essential meaning or ideas from thoughts, information, experiences, etc inadvertently = by accident; without intending to conversely = in a way that is the opposite or reverse of sth to act out of turn = not in the correct or agreed order of succession equality = each individual or group of people is given the same resources or opportunities equity = recognizes that each person has different circumstances and allocates the exact resources and opportunities needed to reach an equal outcome 124 20231216-38ach 09:00-10:20 2 active Discriminative language across cultures Culturally responsive teaching Linguistic bias in education By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 5 A Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU 20231209-36ach hw20231216-38ach-n1 Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU https://www.youtube.com/watch?v=S8QrGsxeEq8 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231213]]> 5 B Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh 20231209-36ach hw20231216-38ach-n2 Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh https://www.youtube.com/watch?v=SP0bAQ8J6C0 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231213]]> 2 Final project - rationale + assessment sheet + narrative breakdown 20231209-36ach hw20231216-38ach-n3 You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231209 storyline(s) + rationale + assessment sheet + narrative breakdown 20231216 visuals + (audio) script 20231223 video recording 20231230 delivery & feedback → prepare per agenda → contact your team members to share workload ]]> 123 5 A Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU 20231209-36ach hw20231216-38ach-n1 active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? video Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU Karen Leung is currently (2018) in her second year in Woodring’s Early Childhood Education at Western Washington University. Through her involvement in this program, she has found that her passion lies in social justice and linguistics, and the overlap that exists between these two in bilingual education. Being in Woodring allows her to apply her passions to her teaching career, and gives her the opportunity to break down language barriers in education. Growing up as a native Cantonese speaker, Karen took ESL classes in school, all the while interpreting for her parents during teacher conferences at just seven years old. Through this experience, she realized that there is a need of increased awareness of the linguistic biases in our society and the need for more resources for immigrant families who are working in tandem with schools to provide the best possible education for their children. Karen also sees the potential of linguistic diversity in education, and believes that it is crucial for multicultural education. https://www.youtube.com/watch?v=S8QrGsxeEq8 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations]]> embracing_multilingualism_and_eradicating_linguistic_bias_karen_leung_TEDxWWU_S8QrGsxeEq8.mp4 Does the United States have an official language? No, it doesn’t. ]]> How did the girl make the audience experience for themselves the feeling that emigrants feel when they come to a foreign country? First, she asked about the foreign language they studied at school. Almost the entire audience raised their hands. Then she asked if they were ready to move to another country with their knowledge of the language, 90% of the listeners dropped their hands. ]]> What did the girl mean by the expression «melting pot»? A place where many different people and ideas exist together, often mixing and producing something new ]]> Why did the speaker start her speech in her native language and then switched to English? Why did Karen Leung begin her speech in Cantonese? What did she want to illustrate? (Ilmira Alyautdinova) ✓ Karen Leung started her speech in Cantonese but then she started speaking English perfectly in order to show that a lot of people do not expect such a perfect command of English from a non-native speaker. She says that stereotyping is a form of discrimination, she gives an example of her family who face such stereotyping of race, ethnicity, culture and language. That is an example of micro insults and micro assaults that convey a hidden insult to the people who have a different culture and speak other languages (Tatiana Bogomolova) ✓ Karen began her speech in Cantonese and then switched to English to illustrate and draw attention to the audience's possible expectations and prejudices about her linguistic ability based on ethnicity. She probably wanted to challenge and confront these stereotypes by emphasizing that such assumptions based on language, race, and ethnicity can lead to discrimination and marginalization. ✓ Any kind of discrimination is one hundred percent not politically correct and this action is probably meant to emphasize the need for cultural sensitivity and the negative impact of preconceptions based on language and ethnicity. Why do you think Karen's parents gave their children names that are close to "American" ones, although they cannot pronounce them correctly in their native language (due to phonetic differences)? (Daria Sigaeva) ✓ migrants in America may choose to give their children American names to avoid micro assaults (micro insults) that can occur due to cultural differences. By giving their children American names, migrants aim to mitigate potential discrimination and bias based on their names, which might be perceived as foreign or difficult to pronounce. This decision may be influenced by a desire to shield their children from subtle forms of prejudice, ensuring smoother integration into American society. ✓ While the choice to give American names can be seen as a protective measure, it also reflects the impact of societal norms and the need to navigate cultural assimilation within a diverse, yet sometimes challenging, environment Why is the language of non-native speakers of English labelled as “broken” even though they may be highly knowledgeable in both languages (native and English)? Why do you think some native Americans make migrants speak “American language”? Why is speaking “perfect English” still considered to be important? (Ilmira Alyautdinova) ✓ The speaker’s parents know English but they can't speak it fluently because of the differences in the grammatical structures and sentence structures in their native language and English. Despite the fact that they are knowledgeable in Cantonese and English, they still seem unintelligent to other people. That is the reason why some people may label their language as broken and tell them to speak more American. ✓ If we talk about political correctness in that case, we may see that people behave disrespectfully to them. That is an example of micro assaults and micro insults as people act with contempt to those whose native language is completely different and has a unique structure (Tatiana Bogomolova) ✓ In the context of political correctness, labeling non-native English speakers’ language as “broken” reflects a linguistic microaggression that perpetuates linguistic prejudice, ultimately reinforcing the notion that non-native English speakers are inferior or less competent because of their linguistic differences. This not only ignores the linguistic diversity and richness that non-native speakers bring with them, but also undermines their knowledge, intelligence and abilities. ✓ Such labeling, despite considerable proficiency in both mother tongue and English, can be attributed to linguistic biases and the prevalence of linguistic hierarchy. In society and culture, judgments of non-native speakers' language proficiency are based on their degree of fluency in English. This has the effect of devaluing the linguistic abilities of non-native speakers and creating a hierarchy in which native speakers of English are at the top (...) ✓ Through this example, she probably wanted to show the “illusory superiority” of native English speakers and that native Englsh speakers suggest their supremacy over non-native speakers because they are fluent in English unlike non-native one. (Daria Sigaeva) ✓ The practice of some Native Americans requiring migrants to speak an "American language" may stem from a complex interplay of historical, cultural, and sociopolitical factors. From a perspective of political correctness, this expectation might be seen as a form of micro assault, as it can convey an implicit message of dominance and imposition. Additionally, it may be perceived as a micro insult, implying that the migrants' native language is somehow inferior or unwelcome (Valeria Fursova) ✓ Here we talk about the level of Uncertainty avoidance in society. Talking to a person who speaks “perfect English” guarantees us some predictability of their behaviour and lets us stay inside our comfort zone whereas when our interlocutor’s English isn’t fluent or accurate enough it makes us feel uncomfortable as it ruins the predictability of the conversation, makes us concentrate harder on one's words and feel confused if we fail to understand something How does uncertainty avoidance prevent people from understanding each other? [6:43-8:10] (Valeria Fursova) ✓ It’s difficult for many to understand and tolerate people who don’t speak their language “well enough” and such amazing phenomena as multilingualism and being multilingual are perceived more as a lack than as an advantage that it truly is. By showing your openness to experience and agreeableness we can make the world better at least in the framework of our community Does anybody’s proficiency in a language define their intelligence? What does she mean by “double standard”? (Daria Sigaeva) ✓ Proficiency in a language does not inherently define an individual's intelligence. The video highlights that micro assaults (micro insults) directed at non-native English speakers are rooted in discriminatory attitudes that mistakenly equate language proficiency with overall intelligence. Labeling migrants' English as "broken'' reflects a subtle verbal attack that undermines their competence and intelligence, reinforcing negative stereotypes. ✓ Similarly, the comparison between the treatment of native English speakers learning foreign languages and migrants learning English implies a double standard that invalidates the efforts and experiences of the latter (Tatiana Bogomolova) ✓ By mentioning the “double standard”, she's saying that native English speakers learning a foreign language don’t receive the same social shame that an immigrant would when they learn English as a second or even third language. Instead, a native English speaker learning any foreign language receives praise. → This double standard creates a linguistic hierarchy in which native speakers of English are at the top What’s wrong with phrases “Your English is so good”, “you don’t have any accent”? Why are compliments like “your English is so good” and “you don’t have an accent” are micro-insults for K. Leung? [5:20-6:00] (Daria Sigaeva) ✓ The phrases "Your English is so good" and "You don't have any accent" can be problematic due to their associations with micro insults. From a lens of political correctness, these statements can be considered like this as they imply surprise at an individual's proficiency in English, thereby reinforcing stereotypes related to language and cultural competence. Moreover, these phrases potentially ignore people's multilingual and multicultural experiences, missing the richness of diverse linguistic and cultural heritage (Valeria Fursova) ✓ Because complimenting on K. Leung’s fluency in English is closely connected to the stereotype that if English isn’t her first language, she is to have an accent or to be not as fluent as native speakers. The above-mentioned compliments are micro-insults because they sound like speaking “perfect English” raises K. Leung’s personal values and makes her more intelligent and educated. At the same time, her more than well-educated parents are scorned by many because of their English being not standard What steps would be politically correct when talking to a person and not understanding what they are saying? [8:17-8:36] (Valeria Fursova) ✓ To be politically correct, don't ask for a repetition straight away, try to lean in, listen closely, try to understand the person, don’t point out the” flaws” of one’s pronunciation and try not to correct them to avoid insult and invalidation. ✓ Always remember that this person can understand and speak your native language → remind yourself: are you as fluent as them in their native language? What does she mean by saying that the USA was meant to be a “melting pot”? (Tatiana Bogomolova) ✓ The "melting pot" concept suggests that the United States was envisioned as a place where people from different backgrounds could come together, blend their traditions and cultures, and form a unified society, thus emphasizing the idea of integration and unity and the importance of eliminating all forms of discrimination, microaggressions, and stereotypes. ✓ The term also emphasizes the historical image of the United States as a nation built by immigrants and speaks to the ideal of a society that welcomes people of diverse backgrounds and encourages their integration while preserving elements of their heritage What forms of artistic expression are mentioned in the video, and why are they significant in the context of diversity and cultural expression? In what way does she suggest a connection between embracing diversity in art expressions and embracing diversity in languages and dialects? (Daria Sigaeva) ✓ Karen mentions various forms of artistic expression including music, movement, dance, and visual arts such as sculptures and paintings. These forms of expression are significant in the context of diversity and cultural expression because they serve as powerful vehicles for representing and conveying diverse cultural experiences, traditions, and values. ✓ Each form carries its own unique cultural and historical significance, often rooted in the traditions and practices of specific communities. → By valuing and appreciating these diverse art forms, we can gain a deeper understanding of different cultures, fostering empathy and respect for cultural diversity (Tatiana Bogomolova) ✓ She suggests a close connection between embracing the diversity of artistic expression and embracing the diversity of languages and dialects, emphasizing the universal nature of artistic expression. → It implies that just as we can appreciate and value different forms of artistic expression, we can extend the same way of thinking to the diversity present in languages and dialects. ✓ Art itself is a universal language that breaks down linguistic and cultural barriers, serving as a unifying force to understand different cultural and linguistic identities. → Therefore, by valuing the diversity of artistic expressions, we encourage ourselves to extend this same value to the diversity of languages and dialects, recognizing the richness and beauty of linguistic and cultural differences, thereby eliminating discrimination, stereotypes and various types of microaggressions How does Karen Leung envision the potential of linguistic diversity in education contributing to social justice? (Alicia Petukhova) ✓ Karen Leung believes that embracing linguistic diversity in education contributes to social justice by challenging and dismantling systemic biases, fostering an environment where individuals from diverse linguistic backgrounds have equal opportunities and representation Why asking for repetition or making remarks about one’s accent would be considered as a micro insult and invalidation? (Valeria Fursova) ✓ One probably worked hard to acquire their skills in speaking a language that is foreign to them, we should value the efforts the person puts for us to understand them. ✓ Claiming their skills being “not good enough” invalidates all the work the person has done, we may also make them feel less valuable, less powerful, and important by making this kind of comment. → This leads to a rise of power distance, uncertainty avoidance and neuroticism levels in our society “What we say is far more important than how we say it.” Do you agree? (Daria Sigaeva) ✓ The statement holds true, but when assessed through the lens of political correctness further nuances emerge. From a political correctness perspective, the content of our communication is indeed of paramount significance. However, the manner in which we phrase our words can also carry weight. → Micro assaults (micro insults, and micro invalidations) are often embedded in the subtleties of language, indicating that "how we say it '' can have a profound impact 122 5 B Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh 20231209-36ach hw20231216-38ach-n2 active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh Is he British? Is he a Punjabi? No, he is both. Listen to the powerful story of a man torn between two identities and how he overcame it all. Jassa Ahluwalia is an actor, writer and filmmaker. He came to prominence as loveable badboy Rocky in the hit BBC Three series ‘Some Girls’, followed by starring roles in ‘Ripper Street’ and the internationally acclaimed series ‘Peaky Blinders’. Jassa found further recognition in 2019 after his homemade comedy skits went viral on social media. His videos, in which he plays an old Punjabi uncle, were accompanied by his hashtag #BothNotHalf, the distillation of his ideas on mixed heritage experience. This led to Jassa being elected to the Equity Minority Ethnic Members Committee to help lead the fight for better representation in the performing arts. https://www.youtube.com/watch?v=SP0bAQ8J6C0 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations]]> both_not_half_how_language_shapes_identity_jassa_ahluwalia_TEDxChandigarh_SP0bAQ8J6C0.mp4 Why couldn't the man refuse the person who offered him water? Because of his awkward politeness ]]> Why did the teacher scold the speaker during his studies at school? Because of the incorrect pronunciation of words ]]> What is awkward politeness? How did Jassa react to the vendor's offer in the example given at the beginning of his speech? Why? What cultural types are demonstrated in the example made by J. Ahluwalia in the beginning of his TedTalk? [0:30-1:35] (Polina Borshevskaya) ✓ kind of politeness when you realize that you don't need what your interlocutor offers at all, but there is no reason to refuse or be rude to him. That's why you have to thank and apologize several times, and thank and apologize again. (Tatiana Bogomolova) ✓ At first, Jassa responded to the vendor's offer with “awkward politeness” in the English style. → This initial reaction can be explained by the fact that Jassa defaulted to the familiar norms of communication, as he had spent most of his life in English society, so his politeness and refusal were conformed to the cultural etiquette he had learnt in the English context. ✓ This response may be related to the concept of political correctness and avoidance of potential microaggressions or insults. In a multicultural context such as India, where different communication styles and cultural norms exist, Jass's attempt to be politely assertive was probably intended to decline the offer without causing offence. → However, the subsequent confrontation and Jassa's switch to Punjabi emphasises the complexities of cultural interaction, showing the limitations and challenges of adhering to political correctness in a diverse and multicultural environment. (Valeria Fursova) ✓ Indian people tend to be multi-active: emotional, open-hearted, people-oriented, impulsive, collectivist. ✓ Englishmen tend to be linear-active: cool, reserved, factual, but polite, more introverted and individualist. → As these two cultures represent the opposite variations of cultural types, the behaviour and styles of communication differ a lot, which may lead to confusion and misunderstanding What incident made the narrator realize that he had a strong Punjabi accent as a child? Why did his mother behave this way? (Daria Sigaeva) ✓ The incident that made the narrator realize he had a strong Punjabi accent as a child was when he exclaimed, "Mummy, I want a banana," in the supermarket. His mother's response, panicking and swiftly completing their shopping, was likely influenced by social norms and potential reactions to her child's speech. ✓ In the context of political correctness and the concept of micro assaults, this reaction may stem from a recognition of societal biases or prejudices that could lead others to perceive her child's speech as unusual or "strange," as mentioned by the narrator. (Tatiana Bogomolova) ✓ (...) Because of possible misunderstanding from the society, because of possible ridicule and microaggressions, his mother unintentionally made it clear to him that a British child cannot speak with an Indian accent. → In this way, she contributed to the perpetuation of various stereotypes and also made it difficult for him to understand his own cultural identity What incident during a maths class led to the teacher's reprimand, and why did it bother the author? (Veronika Vitomskaya) ✓ The author sang a song inspired by their grandparents' mispronunciations, imitating accents. The teacher reprimanded the author for mocking the Indian accent, causing the author to feel weird, humiliated, and angry (Daria Sigaeva) ✓ The teacher's response to the author's “song” can be seen as a micro assault, as it undermined the author's sense of belonging and identity by dismissing their cultural expression. ✓ The teacher's reaction can also be viewed as a micro invalidation, as it denied the validity of the author's experience and heritage (Tatiana Bogomolova) ✓ It illustrates the complexity of identity and how one person’s attempt to celebrate cultural nuances through humour can be misunderstood or even perceived as offensive by others, even those from the same culture or ethnic group. → This incident reflects sensitivity to language and cultural representations, which fits with the concept of political correctness. In this case, the teacher considers the song offensive, perhaps because it may perpetuate stereotypes or mock the accent. → This reflects a wider societal emphasis on avoiding language and behaviour that may be considered disrespectful or offensive to certain groups What book made a big impression on Jassa Ahluwalia as a teenager? Why and how? (Daria Sigaeva) ✓ As a teenager, the book that made a big impression on Jassa Ahluwalia was Kipling's famous Mancub. The speaker, being a young boy caught between two worlds, read the book which resonated strongly with him. However, it was only later in his adult life that he realized the impact of identifying as "half Indian, half British." → This identification opened him up to accusations of not being enough, which can be seen as a form of micro invalidation. By identifying as "half," he was subjected to micro assaults and micro insults, which made him feel like he didn't fully belong to either culture. How did the realization that national identities are a construct impact the speaker's sense of being? How did Jassa’s understanding of national identities influence his perspective on his own sense of being? (Daria Sigaeva) ✓ He came to understand that national identities were not an essential truth, but rather a construct that he did not need. ✓ This realization may have led the speaker to feel a sense of liberation from the constraints of national identity, as well as a sense of empowerment in recognizing the artificial nature of such constructs. → This realization may have also made the speaker more attuned to micro assaults related to national identity, as he became more conscious of the constructed nature of these identities and the impact they have on individuals (Tatiana Bogomolova) ✓ His realisation that national identity is not an essential truth had a significant impact on his self-perception. → This realisation liberated him from the boundaries of predefined labels, challenging societal expectations of identity. ✓ It serves as a powerful antidote to potential micro-attacks or invalidations arising from societal pressures that force a person to conform to cultural or national norms. → He promotes inclusiveness by discouraging the micro-aggressions that can arise from rigid categorisation and facilitating a more nuanced and respectful discussion of individual identity, thereby encouraging political correctness construct = idea or a belief that is based on various pieces of evidence which are not always true; contrast between lived reality and the construct held in the mind attuned = familiar with sb/sth so that you can understand or recognize them or it and act in an appropriate way Why does he find the term “mixed race” problematic? What alternative term does he prefer? (Tatiana Bogomolova) ✓ He finds the term “mixed race” problematic, considering it a “linguistic hangover” of scientific racism with its fears of race mixing. → He uses the term “mixed heritage” because this term is, in his view, more inclusive and nuanced. ✓ The term is often used to embrace and recognise the complexity of one's cultural background and move away from narrower labels such as “mixed race”. The term “mixed heritage” emphasises the richness of diverse cultural influences that contribute to a person’s identity. → By favouring the term and considering oneself to be of one human race, it highlights the desire for a more inclusive and respectful discourse. What does the idea BothNotHalf mean? (Tatiana Bogomolova) ✓ BothNotHalf embodies a non-binary approach to life, rejecting easy distinctions and historical prejudices. → The idea emphasises that people, regardless of their background, ethnicity, nationality, gender, sexuality, social class, are whole entities whose different aspects cannot be separated. It challenges power structures and labels that promote separation and control by promoting a language of inclusion. ✓ This idea encourages us to move beyond oversimplified categories and recognise the many combinations and nuances in different aspects of life. = a call to reshape our minds and embrace the richness of diversity Why do power structures love labels? (Tatiana Bogomolova) ✓ Power structures use labels because they promote division and control. ✓ Labels simplify complex identities into convenient categories, fostering a sense of "us" and "them" that encourages further stereotyping. → This separation allows control through divide-and-rule tactics. → Thus, in cultures with a high level of power distance, power structures use labels to silence opposing viewpoints and preserve the existing system What could help us to change our view on the idea of national identity? [16:14-16:52] In what ways does he suggest individuals can take back control and power from divisive language and labels? (Valeria Fursova) ✓ By recognizing the language of division and rewriting it into the language of inclusion, we force the world to spot all the differences and diversities it has in it. → It’s all about being open to experience, being conscientious, agreeable = trying to control our eagerness to avoid uncertainty (Tatiana Bogomolova) ✓ He believes that people can regain control and power over divisive language and labels by rejecting easy distinctions based on ethnicity, nationality, gender, sexuality or social class. → The key is to recognise and challenge the language of division by rewriting it in the language of inclusion. ✓ By engaging with the details and recognising the complexity of individual identity, people can shift the focus from “us vs. them” to recognising a shared humanity. → In the end, he called for a restructuring of thinking, highlighting that: ✓ “none of us is half anything; all of us are both something” = emphasising the richness and uniqueness of their different components, experiences and identities 121 1 Freedom Writers - Line game active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How would you begin your first lesson in a difficult class of students with mixed abilities, ethnicities and social backgrounds? video Freedom Writers - The line game A dedicated teacher (Hilary Swank) in a racially divided Los Angeles school has a class of at-risk teenagers deemed incapable of learning. Instead of giving up, she inspires her students to take an interest in their education and planning their future. An inspirational drama set during the time of the 1992 race riots in Los Angeles. Based on real diaries of inner-city students. https://www.youtube.com/watch?v=QrTFJ5NlM1g → watch the video → answer the questions]]> freedom_writers_line_game_eYYf-mUmPqI.mp4 What is the purpose of the line game? ✓ get disparate people to overcome prejudices ✓ unify the split group by pointing out the fate they have in common How many ethnic groups can you recognise? ✓ Hispanic / Latin-American ✓ Afro American ✓ Asian ✓ Arab ✓ WASP (White Anglo Saxon Protestant) (...) What do you think the students are thinking when looking at each other while standing on the line? ✓ low uncertainty avoidance ✓ greater trust than distrust (because of shared experiences) ✓ potential empathy What is dramatic about the likely fate of this class? ✓ many may die due to gang violence Could you use this line game in your own class? (students' own answers) 120 skit (on sth) = short piece of humorous writing or a performance that makes fun of sb/sth by copying them WASP = White Anglo Saxon Protestant 119 20231209-36ach 10:30-11:50 2 active How languages shape our mind - Micro discrimination By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 118 3 A British or Indian accent - iRabbit nr4 active wip move_html5_video british_accent_or_indian_iRabbit_nr4_OwRvUCi2s1U.mp4 117 3 Micro assaults (common racial micro aggressions 1/2) pix/icons8-dictionary-100_white.png active wip xml_multi_dd_row xml_multi_dd_row xml_multi_dd Does micro racism exist, or is it just another controversial lack of political correctness? Are you com-FOR-TA-ble? What is this ve-GE-TA-ble? iRabbit Indian help desk Sir, did you just head wobble and do the Indian accent? (...) I sense micro racism & nano supremacy in your assertions. video British 🇬🇧or Indian 🇮🇳accent? | iRabbit #4 Moontajska Productions https://www.youtube.com/watch?v=OwRvUCi2s1U Why could this be considered a micro aggression? = remarks and behaviours which might be experienced occasionally and brushed off as ‘rude’ or ‘inconsiderate’ by white people, and are amplified by being a constant part of the affected person’s daily experience → match the micro assaults with the categories → give examples ]]> slur = unfair remark about sb/sth that may damage other people's opinion of them supremacy = position in which you have more power, authority or status than anyone else 30 12 left 1;2;3 4;5 6;7 https://www.ed.ac.uk/equality-diversity/students/microaggressions/racial-microaggressions/common-racial-micro-agressions ]]> 116 4 Micro insults & invalidations (common racial micro aggressions 2/2) pix/icons8-dictionary-100_white.png active wip xml_multi_dd_row xml_multi_dd_row xml_multi_dd Have you ever experienced micro insults, and / or suffered from micro invalidation? = variety of subtle snubs, conveying a hidden insult to the recipient. Perpetrators are usually unaware they are speaking from bias → micro invalidation = communications that negate or nullify the thoughts, feelings or experiential reality of a person of colour → match the micro insults & invalidations with the categories → give examples ]]> 40 20 left 1;2;3;4;5;6 7;8;9;10;11;12;13;14 https://www.ed.ac.uk/equality-diversity/students/microaggressions/racial-microaggressions/common-racial-micro-agressions ]]> 115 5 A Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU 20231209-36ach hw20231216-38ach-n1 active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? video Embracing Multilingualism and Eradicating Linguistic Bias | Karen Leung | TEDxWWU Karen Leung is currently (2018) in her second year in Woodring’s Early Childhood Education at Western Washington University. Through her involvement in this program, she has found that her passion lies in social justice and linguistics, and the overlap that exists between these two in bilingual education. Being in Woodring allows her to apply her passions to her teaching career, and gives her the opportunity to break down language barriers in education. Growing up as a native Cantonese speaker, Karen took ESL classes in school, all the while interpreting for her parents during teacher conferences at just seven years old. Through this experience, she realized that there is a need of increased awareness of the linguistic biases in our society and the need for more resources for immigrant families who are working in tandem with schools to provide the best possible education for their children. Karen also sees the potential of linguistic diversity in education, and believes that it is crucial for multicultural education. https://www.youtube.com/watch?v=S8QrGsxeEq8 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231213]]> embracing_multilingualism_and_eradicating_linguistic_bias_karen_leung_TEDxWWU_S8QrGsxeEq8.mp4 114 5 B Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh 20231209-36ach hw20231216-38ach-n2 active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Are some minorities more likely to suffer from discrimination because of the way they speak English? Why? Both Not Half: How language shapes identity | Jassa Ahluwalia | TEDxChandigarh Is he British? Is he a Punjabi? No, he is both. Listen to the powerful story of a man torn between two identities and how he overcame it all. Jassa Ahluwalia is an actor, writer and filmmaker. He came to prominence as loveable badboy Rocky in the hit BBC Three series ‘Some Girls’, followed by starring roles in ‘Ripper Street’ and the internationally acclaimed series ‘Peaky Blinders’. Jassa found further recognition in 2019 after his homemade comedy skits went viral on social media. His videos, in which he plays an old Punjabi uncle, were accompanied by his hashtag #BothNotHalf, the distillation of his ideas on mixed heritage experience. This led to Jassa being elected to the Equity Minority Ethnic Members Committee to help lead the fight for better representation in the performing arts. https://www.youtube.com/watch?v=SP0bAQ8J6C0 → watch the video → write (your own!) 8-10 questions & suggested answers → recycle terminology describing political correctness, micro assaults, micro insults & micro invalidations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231213]]> both_not_half_how_language_shapes_identity_jassa_ahluwalia_TEDxChandigarh_SP0bAQ8J6C0.mp4 113 2 Final project - rationale + assessment sheet + narrative breakdown 20231209-36ach hw20231216-38ach-n3 active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231202 brainstorming + team building + storyline(s) 20231209 rationale + assessment sheet + narrative breakdown 20231216 visuals + (audio) script 20231223 video recording 20231230 delivery & feedback Teams (almost confirmed) 1 Tatiana - Anastasia O - Ilmira 2 Nubar - Veronika S - Veronika V - Anastasia M 3 Valeria - Maria S - Anna - Anastasia S 4 Polina B - Olga - Ekaterina - Maria 5 Polina V - Daria - Alisa - Lera Today: → brainstorm ideas for a final project → draft a storyline ]]> FINAL PROJECT "Cultural Exchange in Language Education: Blog and Vlog Series for Effective Teaching Practices" - Natalia Vishnevetskaya Idea 1: Postgraduate teachers create a series of comparative analysis videos focusing on the Russian educational system through the lens of Hofstede's cultural dimensions and Lewis' cultural models. Each video will delve into specific cultural dimensions (e.g., individualism vs. collectivism, power distance, uncertainty avoidance, etc.) and discuss how these dimensions manifest in the Russian educational context. The aim is to help educators from different cultures understand how cultural values influence teaching and learning in Russia. Idea 2: Cultural Case Studies in Education: Develop video-based case studies showcasing real-life scenarios from Russian classrooms that highlight cultural differences and challenges based on Hofstede's and Lewis' models. These case studies aim to stimulate discussion and critical thinking among educators from diverse cultures regarding effective ways to handle similar situations in their respective educational contexts. Idea 3: Objective: The objective of this project is to foster cultural exchange and share best practices in language education among postgraduate teachers. This will involve creating a collaborative blog and vlog series targeting both language educators and a wider audience interested in language teaching methodologies and cultural understanding. Work in groups of 3-4. Create a blog about peculiarities of Russian Education aimed at students-to-be, their parents, foreign colleagues and wider audience. Record 3 vlogs aimed at 2(3?) different cultures. Possible topics (you can adapt them): A Teacher’s Dress Code Parent-Teacher Communication Mistakes That Young Teachers Often Make And How to Avoid Them Teacher-Student Communication Strategies for Handling Disciplinary Issues in Russian Classrooms Extracurriculum Activities Grading Systems in Russia Innovation in Language Education To prepare, watch vlogs of foreign teachers, e.g. (coming soon. Perhaps, you know some) Storyline(s)
• 3-5min sketch • 1-2min advert • mini-presentation (...)
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively • (...)
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language • (...)
Visuals + (audio) script
• • • (...)
Misc
• • • (...)
]]> 112 1 Concerning language (optional homework) wip active edit_ol_qa pix/icons8-collaboration-100_white.png Concerning language | A Bit Of Fry &Laurie | BBC Comedy Greats A Bit of Fry & Laurie is a British sketch comedy television series written by and starring former Cambridge Footlights members Stephen Fry and Hugh Laurie, broadcast on both BBC1 and BBC2 between 1989 and 1995. It ran for four series with 26 episodes, including a 36-minute pilot episode in 1987. As in The Two Ronnies, elaborate wordplay and innuendo were staples. It frequently broke the fourth wall; characters would revert to their real-life actors mid-sketch, or the camera would often pan off set into the studio. The show was punctuated with non sequitur vox pops in a similar style to those of Monty Python's Flying Circus, often making irrelevant statements and wordplay. Laurie was also seen playing piano and other instruments and singing comical numbers https://www.youtube.com/watch?v=3MWpHQQ-wQg → watch the video → answer the questions.]]> a_bit_of_fry_and_laurie_concerning_language_3MWpHQQ-wQg.mp4 111 to brush off = to bar from attention or consideration, to disregard slur = unfair remark about sb/sth that may damage other people's opinion of them supremacy = position in which you have more power, authority or status than anyone else Negro = (old-fashioned, often offensive) member of a race of people with dark skin who originally came from Africa swastika /ˈswɔstɪkə/ = ancient symbol in the form of a cross with its ends bent at an angle of 90 degrees, used in the 20th century as the symbol of the German Nazi party subjugation = forced submission to control by others; oppression micro insult = variety of subtle snubs, conveying a hidden insult to the recipient. Perpetrators are usually unaware they are speaking from bias micro invalidation = communications that negate or nullify the thoughts, feelings or experiential reality of a person of colour snub = action or a comment that is deliberately rude in order to show sb that you do not like or respect them 110 20231209-34ach 09:00-10:20 2 active Political correctness - How languages shape our mind By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 1 Political correctness works for no one - Jonathan Kay 20231202-32ach hw20231209-34ach active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Do you believe political correctness really makes things better? For whom? video Political Correctness Works For No One | Jonathan Kay | TEDxUTSC - 16 Sept 2019 Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers(HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. He tweets daily on the news at @jonkay. Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers (HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. https://www.youtube.com/watch?v=tPdMG3oFGac → watch the video → answer the questions → recycle cultural dimensions terminology & concepts to support Jonathan Kay's explanations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231206 ]]> 109 1 Political correctness works for no one - Jonathan Kay 20231202-32ach hw20231209-34ach active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Do you believe political correctness really makes things better? For whom? video Political Correctness Works For No One | Jonathan Kay | TEDxUTSC - 16 Sept 2019 Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers(HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. He tweets daily on the news at @jonkay. Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers (HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. https://www.youtube.com/watch?v=tPdMG3oFGac → watch the video → answer the questions → recycle cultural dimensions terminology & concepts to support Jonathan Kay's explanations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231206 ]]> political_correctness_works_for_no_one_jonathan_kay_TEDxUTSC_tPdMG3oFGac.mp4 Introduction my name is Jonathan Kaye I'm the Canadian editor for Colette comm a podcaster a book author many people in the Twitter community have described me as a professional shitty story one of the previous speakers she mentioned about her intersectional nature she talked about going to Starbucks and being the one who had the really really complicated latte I just warned you I'm the guy who goes to the gas station and gets the instant coffee in the microwave so my perspective is a little different but I do want to build bridges my subject is political correctness and I think when people look at someone like me they assume that I'm gonna start my presentation by going through a long angry list of recent episodes and controversies people who got shut up or were censored or were mobbed in some way but I don't want to recite that list of controversies because I think most people in this room already know the episodes I'm talking about they're pretty well covered in the news I also want to make sure that when people watch this video on YouTube which I hope they do in coming years they find it relevant in a way that goes past recent headlines because the problem of political correctness that I'm talking about is a problem that is ageless it's a problem that goes back in fact to ancient times since people have been using words they have been using those words to shut down people who are using words that they don't like some of the foundational and most violent disputes in Islam and Judaism and Christianity involve people trying to dictate what language other people use what languages they use for God or for prayer or for believers or for heretics and many of those discussions that were had many of those arguments and controversies essentially followed the same politically correct pattern that now dictates the arguments we have over land and hashtags and everything else that informs our arguments about this subject I also want to acknowledge the fact that political correctness is a bipartisan phenomenon we typically talk about it these days as problem on the left but you also see it on the right side of the political spectrum if you go on a right-wing Facebook group and you say something nasty about Donald Trump I can guarantee you you will see a politically correct reaction from your audience even if they don't call it political correctness I'd also like to acknowledge that even though political correctness has a negative connotation it starts out with good intentions we all want to live in a society that has less racism and less sexism and less homophobia and transphobia the problem isn't with bad intentions behind political correctness the problem is human nature human beings love power they love the power to shut up other people and they will leverage any rule any law any standard to attain that power and that's how political correctness affects our society it's not just that we can't say a limited range of things we can't resonate with other people on any subject we want to take the subject of today's event we become more passive aggressive we become more aggressive we become more passive aggressive because we are encouraged to feel more pain more emotional discomfort when other people say things that we disagree with then we become more aggressive because we weaponize that pain that we feel we mob people on social media we attack people now it used to be political correctness in the old days when I was younger when I was at college you had to use an intermediary you had to go through government or you had to go through a human rights tribunal to shut somebody down that's not the case anymore you can go directly to Facebook or to Twitter this is one of the ways that political correctness has changed you know when I was younger the dominant metaphor was big brother from Georgia where Orwell's novel 1984 Big Brother but that model doesn't exist anymore the idea of a single authoritarian power shutting people down these days people their censorship the telescreen that existed on the wall in the novel 1984 that telescreen is now in our hands that's how we censor people we don't depend on Big Brother we have become Big Brother now some people may say well that's fine you may call it Big Brother you may call it political correctness but it's about calling people out on racism and sexism online and surely that's a good thing the problem is that the people who suffer most are the smallest fish in the ocean they're the people who don't have any power they're the people who get called out the big players on the other hand someone like for instance Jordan Peterson he doesn't get called out or if he does he has the power to overcome it Jordan Peterson of course is a tenured University of Toronto professor at the school where we're having this event he says politically correct things all the time politically incorrect things all the time but he doesn't suffer much for it in fact his last book sold I think 2 million copies because he has the power to fight back political correctness targets people who can't fight back and this plays out institutionally as well I have experience in journalism on the left and on the right I worked for a progressive liberal magazine and I also worked for a conservative newspaper it was at the left-wing liberal magazine that I saw political correctness was the most acute that's because of the crowdsource nature of political correctness these days it's the people within your own networks who hurt you so if you're a conservative it actually doesn't hurt you that much if you're a conservative the people in your networks don't mind if you say politically incorrect things in fact they're cheerleading you when I worked at that conservative newspaper my most popular columns were the ones denouncing political correctness when I went to that left-wing magazine as I said despite the fact that the actual substance of what I was publishing what I was saying was progressive stuff the people I work with were terrified of saying the wrong thing that's because the people in their social networks were the enforcers of politically correct orthodoxy this is what's different from the old days in the old days you ran afoul of a central authority these days you run afoul of your friends your colleagues your relatives people who have the same opinions as you and who monitor everything you say closely some of the smartest people I worked with in my career were at that left-wing progressive magazine but they were people who were scared to say what they wanted to say because they thought that they were always one hashtag or one syllable one pronoun one mistake away from a career-ending utterance and so they kept their mouth shut whole weeks would go by when they wouldn't say anything on Twitter or Facebook or if they did they talk about their clothes or what they ate meanwhile my conservative friends are jabbering away they don't care that's why if you remember one thing from this presentation please remember this political correctness despite the fact that it's supposed to be a left-wing doctrine hurts people on the Left more than it hurts people on the right because of the crowdsourced nature of its implementation that's why I don't like to talk about scandals that you see in the news that much because the scandals don't tell the whole story you know do I think it's terrible that some conservative professor was shut down on a university campus or someone pulled a fire alarm or ben shapiro was prevented from speaking at berkeley or something like that yeah that's annoying it's not good but the real scandal isn't those isolated scandals the real scandal is everything you don't hear about because people don't speak their mind because they're scared and so no one notices because no one says anything and as I say that hurts people on the left more than hurts people on the right this very week I said I wasn't going to talk a lot about examples but something happened this very week that I thought was highly illustrative it was it involved the children's and young adult author named Ellen oh and I could not think of a more impeccably diverse multicultural ally and advocate and is known in the world of young adult fiction for her advocacy of diversity and even started an organization called we need more diverse books she went on Twitter earlier this week and started calling out peoples that people of color can be racist to which is true and we need people of color to to be more rigorous about their messaging because a lot of them are tone deaf mistake you can imagine how people responded they say tone deaf that's insulting a few hours later she gets back on Twitter and says I'm so sorry I'm so sorry I offended people by saying the word deaf and then at the end she apologizes she says thank you for pointing out my mistake and making me a better person or words to the effect by the way this is how you can always tell if you're in the midst of a politically correct cult if people end by thanking their tormentors for pointing out how horrible they are you know when when the witches thank the witch hunters that's when you know that during a cult and this is a serious problem and as I say it's limiting the range of opinions people hear and in fact it attacks the very premise of this event we're having the idea of resonance resonance works great when you're on the same wavelength with somebody when someone is on a different wavelength the concept of resonance both in physics and in society it becomes more complicated and you need a robust society a robust commitment to freedom of speech so that people who have different wavelengths can communicate with each other and don't shut each other down so what are the solutions I see three solutions oh I see more but I have a limited amount of time the first is we shouldn't be part of the problem it means if we disagree with somebody you hear something you disagree with try not to medicalize it try not to assign psychic pain or emotional discomfort to it without first saying maybe I just disagreed with that it doesn't mean I'm suffering some kind of medical reaction to it now there are some kinds of words and phrases that truly are medically painful in the way they they affect us we all know those those words and phrases I'm not gonna repeat them here in those cases it's fine to say those words hurt me because some words really do hurt I get that but in borderline cases ask yourself is the pain I'm feeling is the discomfort I'm feeling is it authentic or is it a political artifact of the environment in which we live where I am encouraged to experience different kinds of opinions different senses of humor different kinds of communication as authoring as a form of attack on me when it's not sometimes it's just at different wavelengths that happens - so ask yourself that cross examine yourself about your reaction to things the other thing is when somebody does force you to submit to political correctness try to resist but I'm not naive I know that especially for young people it's impossible sometimes sometimes to keep your job or to keep your place in school or to keep yourself you're placing a peer group it's necessary to submit to politically correct regimes but what I would ask is that if you do have to submit destroy the premise of the person who is trying to shut you up say to them look I get it I have to delete the tweet I have to apologize I have to do this I have to go to a diversity class or what not because of what I said fine you have more power than me that's why I'm doing what you want me to do not because I agree with the premise that I caused anybody psychological pain but because you have more power than me I also will tell you that if the roles are reversed in a few years and I have that power over you I will not be using that power in the same way because I want to live in a society where free speech is valued more than the feelings of people who may or may not be offended by what I have to say the third thing I would say my third solution voice your community regardless of whether or not you're offended I happen to be Jewish when I'm online and I see somebody getting called out for saying something that's allegedly anti-semitic bad joke stereotype if I don't think it's anti-semitic I will say so I will jump in and say I'm Jewish I don't find that offensive relax we've all seen Seinfeld we can tell the jokes I tried to use my moral capital as a Jew to say that something isn't anti-semitic if it's not and you can do the same thing with it whether you're gay trans black Jewish not Jewish it doesn't matter voice your community regardless of whether you're offended or not because if we leave the marketplace of ideas to people who are constantly offended and we don't speak up when we're not offending we have no one else to blame but ourselves if the marketplace of ideas is taken over by Big Brother's little minions thank you you He probably does it not to offend a person who works at a petrol station and makes this coffee by saying that the drink is cold. He doesn’t want to make any fuss about it and look like he’s nitpicking ]]> fastidiousness = trait of being meticulous about matters of taste or style Why is the problem of political correctness ageless? ✓ goes back in fact to ancient times since people have been using words ✓ they have been using those words to shut down people who are using words that they don't like ✓ some of the foundational and most violent disputes in Islam and Judaism and Christianity involve people trying to dictate what language other people use what languages they use for God or for prayer or for believers or for heretics (Alicia Petukhova) ✓ tension between individual expression and societal expectations (...) transcends time and cultures (Tatiana Bogomolova) ✓ arises from the human tendency to use language as a means of asserting power, expressing identity, and navigating social and cultural dynamics ✓ stems from clashes between different communication styles and cultural norms (Daria Sigaeva) ✓ using language to silence and control others (...) prevalent in major religions, where violent disputes have revolved around dictating the language used for God, prayer, believers, and heretics (...) From the viewpoint of Hofstede's cultural dimensions, the issue of political correctness can be connected to cultural values associated with power distance and uncertainty avoidance. In societies with high power distance, there may be a greater focus on language and communication as means of upholding social structure and hierarchy. Likewise, in cultures with high uncertainty avoidance, there may be a stronger inclination to control language and expression in order to reduce potential sources of conflict or confusion What does he mean by political correctness being a bipartisan phenomenon? ✓ problem is on the left but you also see it on the right side of the political spectrum → any political group can demonstrate tendencies to control language → any political group can conform to certain standards in ways that limit open discourse (Daria Sigaeva) ✓ In the context of the United States, for example, both Democrats and Republicans have debates and discussions around political correctness (Tatiana Bogomolova) ✓ tendency to enforce certain standards of language and behaviour exists not only on the left side of the political spectrum, where it is usually associated, but also on the right → emphasizes widespread occurrence of the phenomenon across different ideological groups → encourages listeners to recognize its existence across the political spectrum For example, the left side can show a politically correct behaviour because of their collectivist nature since they care about the minorities. On the other hand, in a conservative setting, individuals might be careful with language to maintain a sense of order and respect for authority (because of high power distance index), thus also behaving in a politically correct manner Why aren't good intentions just not enough? ✓ we all want to live in a society that has less racism and less sexism and less homophobia and transphobia ✓ the problem is human nature ✓ human beings love power ✓ they love the power to shut up other people ✓ they will leverage any rule any law any standard to attain that power (Tatiana Bogomolova) (...) political correctness can be used by those in positions of power to silence opposing viewpoints and maintain existing power structures. By labelling certain opinions or expressions as politically incorrect, those in positions of power can effectively limit the freedom of speech and discourage criticism (Daria Sigaeva) ✓ According to Edward T. Hall, in high-context cultures, much of the meaning is implied in the context or the relationship between the speakers. Therefore, individuals from high-context cultures may perceive political correctness as an obstacle to genuine communication, as it may restrict their ability to express themselves openly and honestly Why are we becoming more passive aggressive? ✓ we are encouraged to feel more pain, more emotional discomfort when other people say things that we disagree with ✓ we weaponise that pain (Tatiana Bogomolova) For example, reactive cultures tend to avoid confrontation and maintain harmony. As a result, people may adopt passive-aggressive behaviour as a way to express disagreement or discomfort without engaging in direct confrontation with others. This is particularly evident in the context of social media, where people can indirectly express their dissatisfaction and attack others while avoiding personal confrontation (Daria Sigaeva) Jonathan Kay says that when other people say things that we disagree with, then we become more aggressive because we weaponize that pain that we feel. For example, according to G. Hofstede in societies with high uncertainty avoidance, individuals may be more likely to avoid direct confrontation and instead resort to passive-aggressive tactics when faced with disagreement or emotional discomfort. Similarly, according to the Lewis model, individuals from multi-active cultures may be more inclined to express their pain and discomfort indirectly, leading to passive-aggressive behaviour as a means of coping with emotional distress How was political correctness in the old days, how has it changed now? ✓ the dominant metaphor was Big Brother from George Orwell's novel 1984 Big Brother = the idea of a single authoritarian power shutting people down ✓ we have become Big Brother → nowadays, we can call people out on racism and sexism online (Valerya Batova) ✓ attribute transformations in political correctness to cultural shifts e.g. changes in individualism-collectivism e.g. heightened awareness of social justice issues (Tatiana Bogomolova) (...) levels of uncertainty avoidance, restraint and power distance were high in earlier times. People were afraid of face-to-face confrontations and had to go through certain authorities to “shut the person up”. This all made them more restrained. Nowadays, the level of indulgence and uncertainty avoidance has become lower, so the majority of people are not afraid to take risks and express their opinions to others as soon as they feel discomfort. Moreover, people don't need to go through special instances, they can do it all on social media, which explains the low level of power distance mobbing = bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighbourhood, community, or online. When it occurs as physical and emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumour, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, non-sexual, non-racial/racial, general harassment What does Jonathan contest about political correctness? ✓ political correctness targets people who can't fight back (Valerya Batova) ✓ challenge the potential stifling of free expression or the imposition of rigid language norms ✓ frame contest within the context of individualism-collectivism, where an emphasis on personal expression clashes with societal expectations (Tatiana Bogomolova) ✓ nature of political correctness is crowd-driven ✓ varies based on the social and ideological networks individuals belong to e.g. if you're conservative, the people don't mind if you say politically incorrect things e.g. if you’re liberal, you may face backlash if you say something that goes against the progressive narrative Why are some people terrified of saying the wrong thing? What has changed? ✓ people in their social networks are the enforcers of politically correct orthodoxy = different from the old days → in the old days you ran afoul of a central authority → these days you run afoul of your friends, your colleagues, your relatives = people who have the same opinions as you but who monitor everything you say closely 〆always one hashtag, or one syllable, one pronoun, one mistake away from a career-ending utterance = increased awareness and scrutiny of language → unreported cases where individuals self-censor out of fear (Daria Sigaeva) ✓ In terms of cultural models, Edward T. Hall's high-context and low-context communication styles may play a role in this fear. e.g. high-context culture = where communication relies heavily on non-verbal cues and implicit understanding → individuals may be more afraid of being misunderstood or misinterpreted in an online environment where these signs are not as readily available ✓ Additionally, Lewis's model of linear-active, multi-active, and reactive communication styles may also contribute to this fear, as individuals from different cultural backgrounds may have different approaches to communication and may fear being perceived as insensitive or offensive enforcer = one whose job it is to execute unpleasant tasks for a superior Why does political correctness as a left-wing doctrine hurt actually people more on the left than on the right end of the spectrum? ✓ despite the fact that it's supposed to be a left-wing doctrine hurts people on the Left more than it hurts people on the right because of the crowdsourced nature of its implementation (Maria Shramko) ✓ The ideas of left-wing are progressive, and thus people on the left should be extremely conscious about every single hashtag/syllable/pronoun (using firefighter instead of fireman; house-maker instead of house-wife; chalkboard instead of blackboard and so on) (Veronika Strelnikova) ✓ often creates a hierarchy of victimhood, where certain groups are deemed more oppressed or marginalized than others (Tatiana Bogomolova) ✓ society expects people more on the left than on the right end of the spectrum to follow the politically correct norms because, first of all, they themselves have shown to everyone their intention to follow these norms ✓ since left-wingers always have to think about what they say, we can state that they have a high uncertainty avoidance level → political correctness can be seen as a set of rules to navigate uncertainty What is the real scandal about political correctness? ✓ you don't hear everything because people don't speak their mind ✓ refrain from self-expression = fear of facing backlash → opt to remain silent = self-censorship → no one notices → limiting the range of opinions people hear (Alicia Petukhova) ✓ undermines the principles of free speech and intellectual diversity (Anastasia Mesezhnikova) ✓ Ellen Oh apologized for her choice of words, expressing gratitude for being corrected and vowing to become a better person. → this pattern, where individuals thank their critics for pointing out their perceived mistakes, is indicative of a politically correct culture, likening it to a cult (Veronika Vitomskaya) ✓ recognise consent may be about power imbalances rather than agreement → undermines assumptions of those who promote political correctness (Valerya Batova) ✓ unintended consequences of limiting free expression in favour of adhering to strict language norms and societal expectations ✓ ultimately impact the depth of public discourse (Tatiana Bogomolova) ✓ constraint of individual expression in collectivist settings = opinion of the group is valued more highly than that of the individual member → in order not to become an outsider, she/he has to keep silent and follow the same opinion (Daria Sigaeva) ✓ In Hofstede's model, cultures with high individualism value personal freedom and expression. When political correctness prevents individuals from speaking out and voicing their opinions, it goes against the cultural value of individualism and the expression of diverse perspectives to undermine = to make sth, especially sb's confidence or authority, gradually weaker or less effective; to make sth weaker at the base, for example by digging under it backlash (~ against | from) = strong negative reaction by a large number of people, for example to sth that has recently changed in society What solutions does Jonathan recommend? if we disagree with somebody, or you hear something you disagree with → try not to medicalize it → try not to assign psychic pain or emotional discomfort to it (Alicia Petukhova) ✓ foster a culture that values open dialogue, humour, and the ability to engage in difficult conversations without fear of retribution (Daria Sigaeva) ✓ encourage individuals to speak out and voice their opinions, even if it means going against the grain (Tatiana Bogomolova) 1) We shouldn't be part of the problem. If we disagree with someone, we need to understand if what was said was truly hurtful and offensive, or if we disagree because of an existing necessity to maintain political correctness. 2) Try to resist when someone forces you to submit to political correctness. If you do have to submit, make it clear that you are doing so not because you want to, but because you are forced to obey these rules due to a lack of power. 3) Voice your community regardless of whether you’re offended or not to go against the grain = to be contrary to the natural inclination or feeling of someone or something What question(s) should one ask themselves? ✓ Is the pain or discomfort I'm feeling authentic or a political artefact of the environment in which we live, where I am encouraged to experience different kinds of opinions? (Alicia Petukhova) ✓ Does the pursuit of political correctness come at the expense of intellectual diversity and free expression? What conclusions are drawn? Do you agree with them? ✓ don't stifle free speech (Maria Shramko) ✓ If we allow the marketplace of ideas to be dominated by easily offended individuals and fail to defend our own viewpoints when they are not offensive, we are responsible for any consequences that arise (Daria Sigaeva) ✓ warns that if only those who are constantly offended speak out, then everyone else is to blame for not participating in the marketplace of ideas (Tatiana Bogomolova) ✓ we should always talk about our likes and dislikes ✓ if you don't talk about likes & dislikes → others will not know about your preferences → will be afraid to say anything in order not to offend you → will drive themselves into even more limits → will invent more rules in order not to accidentally hurt you with a word or phrase Most importantly, because of these unnecessary rules, these people themselves can suffer: e.g. they will be criticized by society by saying something they think is forbidden (which does not offend you, but no one knows about it) ✓ extremely important to talk about what's offensive and what's not to different minorities → make life easier not only for them but for everyone else → political correctness will be obvious and clear to absolutely everyone → everyone will understand why it is necessary to follow it to stifle = to prevent sth from happening; to prevent a feeling from being expressed 108 2 How language shapes the way we think | Lera Boroditsky active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png ✓ if that target language features concepts that don't exist in your mother tongue (...) ]]> How language shapes the way we think | Lera Boroditsky There are about 7,000 languages spoken around the world -- and they all have different sounds, vocabularies and structures. But do they shape the way we think? Cognitive scientist Lera Boroditsky shares examples of language -- from an Aboriginal community in Australia that uses cardinal directions instead of left and right to the multiple words for blue in Russian -- that suggest the answer is a resounding yes. "The beauty of linguistic diversity is that it reveals to us just how ingenious and how flexible the human mind is," Boroditsky says. "Human minds have invented not one cognitive universe, but 7,000. https://www.youtube.com/watch?v=RKK7wGAYP6k → watch the video → answer the questions]]> how_language_shapes_the_way_we_think_lera_boroditsky_TED_RKK7wGAYP6k.mp4 So, I'll be speaking to you using language ... because I can. This is one these magical abilities that we humans have. We can transmit really complicated thoughts to one another. So what I'm doing right now is, I'm making sounds with my mouth as I'm exhaling. I'm making tones and hisses and puffs, and those are creating air vibrations in the air. Those air vibrations are traveling to you, they're hitting your eardrums, and then your brain takes those vibrations from your eardrums and transforms them into thoughts. I hope. (Laughter) I hope that's happening. So because of this ability, we humans are able to transmit our ideas across vast reaches of space and time. We're able to transmit knowledge across minds. I can put a bizarre new idea in your mind right now. I could say, "Imagine a jellyfish waltzing in a library while thinking about quantum mechanics." (Laughter) Now, if everything has gone relatively well in your life so far, you probably haven't had that thought before. (Laughter) But now I've just made you think it, through language. Now of course, there isn't just one language in the world, there are about 7,000 languages spoken around the world. And all the languages differ from one another in all kinds of ways. Some languages have different sounds, they have different vocabularies, and they also have different structures -- very importantly, different structures. That begs the question: Does the language we speak shape the way we think? Now, this is an ancient question. People have been speculating about this question forever. Charlemagne, Holy Roman emperor, said, "To have a second language is to have a second soul" -- strong statement that language crafts reality. But on the other hand, Shakespeare has Juliet say, "What's in a name? A rose by any other name would smell as sweet." Well, that suggests that maybe language doesn't craft reality. These arguments have gone back and forth for thousands of years. But until recently, there hasn't been any data to help us decide either way. Recently, in my lab and other labs around the world, we've started doing research, and now we have actual scientific data to weigh in on this question. So let me tell you about some of my favorite examples. I'll start with an example from an Aboriginal community in Australia that I had the chance to work with. These are the Kuuk Thaayorre people. They live in Pormpuraaw at the very west edge of Cape York. What's cool about Kuuk Thaayorre is, in Kuuk Thaayorre, they don't use words like "left" and "right," and instead, everything is in cardinal directions: north, south, east and west. And when I say everything, I really mean everything. You would say something like, "Oh, there's an ant on your southwest leg." Or, "Move your cup to the north-northeast a little bit." In fact, the way that you say "hello" in Kuuk Thaayorre is you say, "Which way are you going?" And the answer should be, "North-northeast in the far distance. How about you?" So imagine as you're walking around your day, every person you greet, you have to report your heading direction. (Laughter) But that would actually get you oriented pretty fast, right? Because you literally couldn't get past "hello," if you didn't know which way you were going. In fact, people who speak languages like this stay oriented really well. They stay oriented better than we used to think humans could. We used to think that humans were worse than other creatures because of some biological excuse: "Oh, we don't have magnets in our beaks or in our scales." No; if your language and your culture trains you to do it, actually, you can do it. There are humans around the world who stay oriented really well. And just to get us in agreement about how different this is from the way we do it, I want you all to close your eyes for a second and point southeast. (Laughter) Keep your eyes closed. Point. OK, so you can open your eyes. I see you guys pointing there, there, there, there, there ... I don't know which way it is myself -- (Laughter) You have not been a lot of help. (Laughter) So let's just say the accuracy in this room was not very high. This is a big difference in cognitive ability across languages, right? Where one group -- very distinguished group like you guys -- doesn't know which way is which, but in another group, I could ask a five-year-old and they would know. (Laughter) There are also really big differences in how people think about time. So here I have pictures of my grandfather at different ages. And if I ask an English speaker to organize time, they might lay it out this way, from left to right. This has to do with writing direction. If you were a speaker of Hebrew or Arabic, you might do it going in the opposite direction, from right to left. But how would the Kuuk Thaayorre, this Aboriginal group I just told you about, do it? They don't use words like "left" and "right." Let me give you hint. When we sat people facing south, they organized time from left to right. When we sat them facing north, they organized time from right to left. When we sat them facing east, time came towards the body. What's the pattern? East to west, right? So for them, time doesn't actually get locked on the body at all, it gets locked on the landscape. So for me, if I'm facing this way, then time goes this way, and if I'm facing this way, then time goes this way. I'm facing this way, time goes this way -- very egocentric of me to have the direction of time chase me around every time I turn my body. For the Kuuk Thaayorre, time is locked on the landscape. It's a dramatically different way of thinking about time. Here's another really smart human trick. Suppose I ask you how many penguins are there. Well, I bet I know how you'd solve that problem if you solved it. You went, "One, two, three, four, five, six, seven, eight." You counted them. You named each one with a number, and the last number you said was the number of penguins. This is a little trick that you're taught to use as kids. You learn the number list and you learn how to apply it. A little linguistic trick. Well, some languages don't do this, because some languages don't have exact number words. They're languages that don't have a word like "seven" or a word like "eight." In fact, people who speak these languages don't count, and they have trouble keeping track of exact quantities. So, for example, if I ask you to match this number of penguins to the same number of ducks, you would be able to do that by counting. But folks who don't have that linguistic trick can't do that. Languages also differ in how they divide up the color spectrum -- the visual world. Some languages have lots of words for colors, some have only a couple words, "light" and "dark." And languages differ in where they put boundaries between colors. So, for example, in English, there's a word for blue that covers all of the colors that you can see on the screen, but in Russian, there isn't a single word. Instead, Russian speakers have to differentiate between light blue, "goluboy," and dark blue, "siniy." So Russians have this lifetime of experience of, in language, distinguishing these two colors. When we test people's ability to perceptually discriminate these colors, what we find is that Russian speakers are faster across this linguistic boundary. They're faster to be able to tell the difference between a light and dark blue. And when you look at people's brains as they're looking at colors -- say you have colors shifting slowly from light to dark blue -- the brains of people who use different words for light and dark blue will give a surprised reaction as the colors shift from light to dark, as if, "Ooh, something has categorically changed," whereas the brains of English speakers, for example, that don't make this categorical distinction, don't give that surprise, because nothing is categorically changing. Languages have all kinds of structural quirks. This is one of my favorites. Lots of languages have grammatical gender; every noun gets assigned a gender, often masculine or feminine. And these genders differ across languages. So, for example, the sun is feminine in German but masculine in Spanish, and the moon, the reverse. Could this actually have any consequence for how people think? Do German speakers think of the sun as somehow more female-like, and the moon somehow more male-like? Actually, it turns out that's the case. So if you ask German and Spanish speakers to, say, describe a bridge, like the one here -- "bridge" happens to be grammatically feminine in German, grammatically masculine in Spanish -- German speakers are more likely to say bridges are "beautiful," "elegant" and stereotypically feminine words. Whereas Spanish speakers will be more likely to say they're "strong" or "long," these masculine words. (Laughter) Languages also differ in how they describe events, right? You take an event like this, an accident. In English, it's fine to say, "He broke the vase." In a language like Spanish, you might be more likely to say, "The vase broke," or, "The vase broke itself." If it's an accident, you wouldn't say that someone did it. In English, quite weirdly, we can even say things like, "I broke my arm." Now, in lots of languages, you couldn't use that construction unless you are a lunatic and you went out looking to break your arm -- (Laughter) and you succeeded. If it was an accident, you would use a different construction. Now, this has consequences. So, people who speak different languages will pay attention to different things, depending on what their language usually requires them to do. So we show the same accident to English speakers and Spanish speakers, English speakers will remember who did it, because English requires you to say, "He did it; he broke the vase." Whereas Spanish speakers might be less likely to remember who did it if it's an accident, but they're more likely to remember that it was an accident. They're more likely to remember the intention. So, two people watch the same event, witness the same crime, but end up remembering different things about that event. This has implications, of course, for eyewitness testimony. It also has implications for blame and punishment. So if you take English speakers and I just show you someone breaking a vase, and I say, "He broke the vase," as opposed to "The vase broke," even though you can witness it yourself, you can watch the video, you can watch the crime against the vase, you will punish someone more, you will blame someone more if I just said, "He broke it," as opposed to, "It broke." The language guides our reasoning about events. Now, I've given you a few examples of how language can profoundly shape the way we think, and it does so in a variety of ways. So language can have big effects, like we saw with space and time, where people can lay out space and time in completely different coordinate frames from each other. Language can also have really deep effects -- that's what we saw with the case of number. Having count words in your language, having number words, opens up the whole world of mathematics. Of course, if you don't count, you can't do algebra, you can't do any of the things that would be required to build a room like this or make this broadcast, right? This little trick of number words gives you a stepping stone into a whole cognitive realm. Language can also have really early effects, what we saw in the case of color. These are really simple, basic, perceptual decisions. We make thousands of them all the time, and yet, language is getting in there and fussing even with these tiny little perceptual decisions that we make. Language can have really broad effects. So the case of grammatical gender may be a little silly, but at the same time, grammatical gender applies to all nouns. That means language can shape how you're thinking about anything that can be named by a noun. That's a lot of stuff. And finally, I gave you an example of how language can shape things that have personal weight to us -- ideas like blame and punishment or eyewitness memory. These are important things in our daily lives. Now, the beauty of linguistic diversity is that it reveals to us just how ingenious and how flexible the human mind is. Human minds have invented not one cognitive universe, but 7,000 -- there are 7,000 languages spoken around the world. And we can create many more -- languages, of course, are living things, things that we can hone and change to suit our needs. The tragic thing is that we're losing so much of this linguistic diversity all the time. We're losing about one language a week, and by some estimates, half of the world's languages will be gone in the next hundred years. And the even worse news is that right now, almost everything we know about the human mind and human brain is based on studies of usually American English-speaking undergraduates at universities. That excludes almost all humans. Right? So what we know about the human mind is actually incredibly narrow and biased, and our science has to do better. I want to leave you with this final thought. I've told you about how speakers of different languages think differently, but of course, that's not about how people elsewhere think. It's about how you think. It's how the language that you speak shapes the way that you think. And that gives you the opportunity to ask, "Why do I think the way that I do?" "How could I think differently?" And also, "What thoughts do I wish to create?" Thank you very much. (Applause) "Imagine a jellyfish waltzing in a library while thinking about quantum mechanics." [01:05-01:24] ]]> ✓ share new thoughts through language which you had perhaps even never envisaged → the more vocabulary you have the better equipped you are to communicate effectively to envisage = to imagine what will happen in the future "To have a second language is to have a second soul" [01:50-02:00] ]]> ✓ language crafts reality → you are another person when you speak a different language → the more vocabulary you have the more perspectives you may take advantage of to look at things "What's in a name? A rose by any other name would smell as sweet." [02:00-02:20] ]]> ✓ perhaps language doesn't craft reality → objective reality should be the same for every person but it is subjective = ageless contradiction What is unusual about the language used by an Aboriginal community in Australia, called Kuuk Thaayorre? [02:45-03:30] "Which way are you going?" answer: North - north east in the far distance ]]> What two conclusions can you draw from the cultural example of language spoken by Kuuk Thaayorre people [03:30-05:51]? (staying oriented [03:48]) (thinking about time [05:10]) ✓ if your language and your culture trains you to do it, you can do it e.g. stay oriented although we have no magnets in our beaks or in our scales ✓ they organize time from east to west = it gets locked on the landscape → no egocentric view (traditionally from left to right or vice versa) ✓ use a more organic approach to time management = less linear & target-oriented? → open to sharing more opportunities than just your own goals ✓ assess your position (as well as perhaps skills) in your environment in real time → anticipate possible obstacles better? What does the quantity of alternative words for different colours & shades suggest? [06:48-07:59] ✓ in English, there's a word for blue that covers all of the colours that you can see ✓ in Russian, there isn't a single word → Russian speakers have to differentiate between light blue, "goluboy," and dark blue, "siniy." → make a categorical distinction = ability to perceptually discriminate colours faster How can gender of nouns differ across cultures? How does this affect the way people think? [08:01-08:58] examples: ✓ the sun is feminine in German but masculine in Spanish ✓ the moon is masculine in German but feminine in Spanish → for German speakers bridges are "beautiful," "elegant" = stereotypically feminine words → for Spanish speakers bridges are "strong" or "long" = more masculine words What examples are given to suggest how differently languages can describe events? [09:02-09:40] ✓ in English: "He broke the vase" ✓ in Spanish: "The vase broke" in English: "I broke my arm." → in many languages = you did it intentionally How will different speakers interpret a same event in different ways? What conclusion can be drawn? [09:42-10:55] ✓ people remember different things about the same event → even eye-witnessing an event may be interpreted differently e.g. English speakers will remember who did it [09:56] → English requires you to say, "He did it; he broke the vase." e.g. Spanish speakers might be less likely to remember who did it if it's an accident → more likely to remember that it was an accident Conclusion [10:44] ✓ you will punish someone more, you will blame someone more if you just said "He broke it" (as opposed to "It broke.") ✓ language guides our reasoning about events What are the risks of losing linguistic diversity? [12:28-12:56] 〆about one language is lost every week 〆half of the world's languages will be gone in the next hundred years according to some estimates 〆almost everything we know about the human mind and human brain is based on studies of usually American English-speaking undergraduates at universities → what we know about the human mind is actually incredibly narrow and biased 107 fastidiousness = trait of being meticulous about matters of taste or style mobbing = bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighbourhood, community, or online. When it occurs as physical and emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumour, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, non-sexual, non-racial/racial, general harassment enforcer = one whose job it is to execute unpleasant tasks for a superior to undermine = to make sth, especially sb's confidence or authority, gradually weaker or less effective; to make sth weaker at the base, for example by digging under it backlash (~ against | from) = strong negative reaction by a large number of people, for example to sth that has recently changed in society to go against the grain = to be contrary to the natural inclination or feeling of someone or something to stifle = to prevent sth from happening; to prevent a feeling from being expressed 106 20231202-32ach 15:40-17:00 2 active Political correctness vs native speakers' dialect By the end of this session you will have studied warning NO LESSON 20231125 --> video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 105 8 It's all Greek to me active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png 'I don't know'?
Is it all right to lose face in your culture, or will you pretend you know something at any cost rather than admit you don't?]]> It's All Greek To Me | A Bit Of Fry &Laurie | BBC Comedy Greats A Bit of Fry & Laurie is a British sketch comedy television series written by and starring former Cambridge Footlights members Stephen Fry and Hugh Laurie, broadcast on both BBC1 and BBC2 between 1989 and 1995. It ran for four series with 26 episodes, including a 36-minute pilot episode in 1987. As in The Two Ronnies, elaborate wordplay and innuendo were staples. It frequently broke the fourth wall; characters would revert to their real-life actors mid-sketch, or the camera would often pan off set into the studio. The show was punctuated with non sequitur vox pops in a similar style to those of Monty Python's Flying Circus, often making irrelevant statements and wordplay. Laurie was also seen playing piano and other instruments and singing comical numbers https://www.youtube.com/watch?v=PqZZKwCPCj8 → watch the video → answer the questions.]]> This Octopus, what was it called? The Greek waiter: Where was it caught? What a question! In the sea. Hugh Laurie: Yeah... so, that should be OK, Gordon...]]> it_s_all_greek_to_me_a_bit_of_fry_and_laurie_BBC_comedy_greats_PqZZKwCPCj8.mp4 Why does the scene take place in a Greek restaurant (and not Indian for instance)? ✓ pun on words It's all Greek to me = way of saying that you do not understand something that is said or written but Hugh Laurie pretends to understand Greek well... That's a typical Londoner's reaction (...) You don't understand the Greek does things at his own tempo. You know, natural rhythms & cycles deep within them. The Yorkshireman in me respects that [00:06-00:13] Why does Hugh Laurie pretend he understands Greek culture? ]]> ✓ wants to show off how well-educated he is ✓ cultural awareness is well-thought of (= long-term orientation, uncertainty avoidance...) It's a bit forward, isn't? All that 'My lovely friends' don't (you think)? Hugh Laurie Ah well, you see, Gordon, he (the Greek waiter) spotted a kindred spirit (in me). [01:22-01:27] Why does Hugh Laurie carry on pretending he & the waiter share some same cultural values?]]> treated with respect - not the average walk-in, quick turn-over merchants [01:34] ]]> kindred spirit = person with similar ideas, opinions, etc Ah, I've had enough, Gordon. I'm gonna have an honest British kebab! [03:58] Why is this last reply amusing?]]> ✓ a kebab is by no means more British than a Greek meal = contradictory behaviour to long-term orientation & uncertainty avoidance observed earlier Can you think of any reasons why this comedy could be considered as not politically correct by today's standards? Why has it - or hasn't it - crossed the border? 〆stereotypical portrait of Greek waiters 〆British condescending approach ✓ collective tolerance towards witty, established comedians? ✓ British laughing at themselves = self-deprecating sense of humour (...) self-deprecating = done in a way that makes your own achievements or abilities seem unimportant; ~ humour can be used as a way to make complaints, express modesty, invoke optimal reactions. It may also be used as a way for individuals to appear more likeable and agreeable 104 9 Native speakers' dialect active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png Can a language be taught without being occasionally politically incorrect? ✓ if native speakers are considered politically neutral in their environment... = reminiscent of a dialect → make sure your register matches the cultural context video British 🇬🇧or Indian 🇮🇳accent? | iRabbit #4 Moontajska Productions https://www.youtube.com/watch?v=OwRvUCi2s1U → watch the video → imagine what viewers may write in the comments → read sample comments → answer the questions]]> british_accent_or_indian_iRabbit_nr4_OwRvUCi2s1U.mp4 What is the Englishman accused of? [01:42] The damn thing doesn't seem to work I'm speaking the Queen's English Don't need your damn course Don't you bloody hell... It's a bloody umbrella 〆wrong behaviour Indian accent nano-supremacy micro-racism The fool doth think he is wise, but the wise man knows himself to be a fool... Did you Shakespeare me? ]]> damn = swear word that people use to show that they are annoyed, disappointed, etc bloody = swear word that many people find offensive that is used to emphasize a comment or an angry statement Why do you think Maria has a Soviet Union like accent? [02:15] ✓ caricature of threatening, totalitarian regime "I beg your pardon?" Why does the Englishman ask if Maria is from another planet? [02:23] ]]> ✓ he is not sure he has understood her well & pretends to be very surprised by what she is suggesting ✓ she explains they don't tolerate any racist, sexist, homophobic, white supremacist, neocolonial insinuations on their platform → he thinks this is excessive because he probably doesn't consider himself using such language = fish can't see water Do you think British English will become a dialect one day? Why / why not? ✓ it may have already... ✓ more non native people speak English than natives → approximately 7.8 billion inhabitants ✓ 1.35 billion speak English ~ 360 million people speak English as a first language ! most common first language is Chinese, then Spanish (English = 3rd) ✓ English is by far the most commonly studied Should RP (received pronunciation, aka BBC English) still be the kind of language taught? The truth is this is now reality. I was teaching in a class in a British University (can't name it here, or I will get sued!). It was a post-graduate class, and almost all the students were international, including Chinese, Indians, many East Europeans, Italians, French, German etc. There were just a couple of English students in the class. Every class had a case or exercise, so there was lots of group discussion in the class. Most of the time, students spoke with their respective accents in the class, but everybody understood each other all the time. And then one day, one of the few English students (who were mostly silent) spoke and made his point. Suddenly there was a stunned silence in the class! And I quickly realized this was because not one of the students understood a word of what he spoke (except for the couple of other English students!). This student was from Liverpool. Then one of the international students politely requested him to repeat what he said. Again, none of the students understood him. Then he repeated himself a third time. And then out of sheer frustration, he just said 'oh well, forget it', and gave up! But by then I had picked up what he said, and interpreted what he said for the rest of the class. That scene was remarkable for me. This was a British University sitting in the heart of London, offering a British PG degree. And yet, all the international students could converse and understand each other perfectly in English, except when the actual native English student spoke! That to me suggested English had now truly become an international language, and was no more owned by England! (although England will always get full credit for having created the language). @stephenmani8495 https://www.youtube.com/watch?v=OwRvUCi2s1U ]]> RP (received pronunciation) = approved pronunciation of British English; originally based on the King's English as spoken at public schools and at Oxford and Cambridge Universities (and widely accepted elsewhere in Britain); until recently it was the pronunciation of English used in British broadcasting to converse = to have a conversation with sb stunned silence = silence resulting from such surprise or shock that nobody can think clearly or speak 103 active textbook I can't /kɑ:nt/ BrEn I can't /kənt/ AmEn You need to speak to your colleague on the phone asap. Your colleague is busy, what does he/she reply? 'I can('t) talk to you now' = example of connected speech Is this British or American? /kɑ:n(t) tɔ:k/ ✓ BrEn accent = negative form Is this British or American? /kən(t) tɔk/ ✓ AmEn accent = negative form Is this British or American? /kən tɔk/ ✓ AmEn accent = affirmative form → likely communication breakdown (for a British English ear) → need to identify speaker's accent to avoid confusion Functional language: Pronunciation similarities between British and American English and Russian T / Cl How do you pronounce 'coffee'? /kɔfɪ/ BrEn /kɔ:fɪ/ AmEn + Russian Where do you drink coffee? ✓ Coffeehouse ✓ Starbucks (...) How do you pronounce 'Starbucks'? /sta:bʌks/ or /sta:bɘks/ BrEn /sta:bɔːks/ AmEn + Russian How do you pronounce 'да'? 'a' like /a:/ or /æ/ ✓ /a:/ How do you pronounce 'вода' (with a Muscovite accent)? 'o' like /ɔ/ or /ɔ:/ ✓ /ɔ:/ How do you pronounce 'вода' (with a Muscovite accent)? 'a' like /æ/ or /ɔ:/ ✓ /æ/ How do pronounce the past participle of 'catch'? 1) caught with o like /ɔ/ like cost /kɔst/ or 2) caught with o like /ɔ:/ like court /kɔ:t/ → /ɔ:/ in British English (2) → /ɔ/ in American English (1) How do you pronounce 'water'? /wɔ:tə/ Brit En or /wa:tə/ US En or /wɔːtər/ according to the Free-dict En-RU dictionary or /wɘ:tɜ/ according to the Mueller En-RU dictionary Check Which of the following have a consistent pronunciation? 1) caught /kɔ:t/ bought /bɔ:t/ brought /brɔ:t/ thought /θɔ:t/ 2) caught /kɔt/ bought /bɔt/ brought /brɔt/ thought /θɔt/ 3) caught /kɔ:t/ bought /bɔt/ brought /brɔ:t/ thought /θɔt/ → AmEn (2) → inconsistent pronunciation = mistake (3) → BrEn (1) T / Cl Conclusion: → be consistent with your accent → speak either British English (BrEn) or American English (AmEn) ]]> 102 1 Final project - brainstorming active wip pix/icons8-soccer-100_white.png prep_2columns_2qa prep_ol_qa You need to prepare in groups of 3-4 people a final project to embody cultural differences for your pupils. Agenda 20231202 brainstorming + team building + storyline(s) 20231209 rationale + assessment sheet + narrative breakdown 20231216 visuals + (audio) script 20231223 video recording 20231230 delivery & feedback Teams - to be confirmed Tatiana - Anastasia O - Daria Nubar - Veronika S - Veronika V - Alisa Valeria - Anastasia S - Anna Polina B - Olga - Ekaterina Polina V - Ilmira - Maria Today: → brainstorm ideas for a final project → build your team ]]> Storyline(s)
• 3-5min sketch • 1-2min advert •
Rationale
• make use of cross-cultural communication techniques • use humour and/or any other relevant form to communicate (more) effectively •
Assessment sheet
• recycle cultural dimensions • show adequate use of politically (and less politically) correct language •
Visuals + (audio) script
• • •
Misc
• • •
]]> 101 1 Political correctness works for no one - Jonathan Kay 20231202-32ach hw20231209-34ach active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Do you believe political correctness really makes things better? For whom? video Political Correctness Works For No One | Jonathan Kay | TEDxUTSC - 16 Sept 2019 Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers(HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. He tweets daily on the news at @jonkay. Jonathan Kay is the Canadian editor for Quillette.com, a host of the Quillette and Wrongspeak podcasts, a book author and a columnist. His work has appeared recently in the National Post, Washington Post, The Atlantic, CBC.ca, Foreign Affairs and Maclean’s. His books include Among The Truthers (HarperCollins, 2011) and Legacy: How French Canadians Shaped North America (Signal, 2016). He is currently working on two book projects scheduled for publication in 2019. https://www.youtube.com/watch?v=tPdMG3oFGac → watch the video → answer the questions → recycle cultural dimensions terminology & concepts to support Jonathan Kay's explanations (use the same googledoc as previously) ~ 10-120 words / question → deadline: 20231206 ]]> political_correctness_works_for_no_one_jonathan_kay_TEDxUTSC_tPdMG3oFGac.mp4 Introduction my name is Jonathan Kaye I'm the Canadian editor for Colette comm a podcaster a book author many people in the Twitter community have described me as a professional shitty story one of the previous speakers she mentioned about her intersectional nature she talked about going to Starbucks and being the one who had the really really complicated latte I just warned you I'm the guy who goes to the gas station and gets the instant coffee in the microwave so my perspective is a little different but I do want to build bridges my subject is political correctness and I think when people look at someone like me they assume that I'm gonna start my presentation by going through a long angry list of recent episodes and controversies people who got shut up or were censored or were mobbed in some way but I don't want to recite that list of controversies because I think most people in this room already know the episodes I'm talking about they're pretty well covered in the news I also want to make sure that when people watch this video on YouTube which I hope they do in coming years they find it relevant in a way that goes past recent headlines because the problem of political correctness that I'm talking about is a problem that is ageless it's a problem that goes back in fact to ancient times since people have been using words they have been using those words to shut down people who are using words that they don't like some of the foundational and most violent disputes in Islam and Judaism and Christianity involve people trying to dictate what language other people use what languages they use for God or for prayer or for believers or for heretics and many of those discussions that were had many of those arguments and controversies essentially followed the same politically correct pattern that now dictates the arguments we have over land and hashtags and everything else that informs our arguments about this subject I also want to acknowledge the fact that political correctness is a bipartisan phenomenon we typically talk about it these days as problem on the left but you also see it on the right side of the political spectrum if you go on a right-wing Facebook group and you say something nasty about Donald Trump I can guarantee you you will see a politically correct reaction from your audience even if they don't call it political correctness I'd also like to acknowledge that even though political correctness has a negative connotation it starts out with good intentions we all want to live in a society that has less racism and less sexism and less homophobia and transphobia the problem isn't with bad intentions behind political correctness the problem is human nature human beings love power they love the power to shut up other people and they will leverage any rule any law any standard to attain that power and that's how political correctness affects our society it's not just that we can't say a limited range of things we can't resonate with other people on any subject we want to take the subject of today's event we become more passive aggressive we become more aggressive we become more passive aggressive because we are encouraged to feel more pain more emotional discomfort when other people say things that we disagree with then we become more aggressive because we weaponize that pain that we feel we mob people on social media we attack people now it used to be political correctness in the old days when I was younger when I was at college you had to use an intermediary you had to go through government or you had to go through a human rights tribunal to shut somebody down that's not the case anymore you can go directly to Facebook or to Twitter this is one of the ways that political correctness has changed you know when I was younger the dominant metaphor was big brother from Georgia where Orwell's novel 1984 Big Brother but that model doesn't exist anymore the idea of a single authoritarian power shutting people down these days people their censorship the telescreen that existed on the wall in the novel 1984 that telescreen is now in our hands that's how we censor people we don't depend on Big Brother we have become Big Brother now some people may say well that's fine you may call it Big Brother you may call it political correctness but it's about calling people out on racism and sexism online and surely that's a good thing the problem is that the people who suffer most are the smallest fish in the ocean they're the people who don't have any power they're the people who get called out the big players on the other hand someone like for instance Jordan Peterson he doesn't get called out or if he does he has the power to overcome it Jordan Peterson of course is a tenured University of Toronto professor at the school where we're having this event he says politically correct things all the time politically incorrect things all the time but he doesn't suffer much for it in fact his last book sold I think 2 million copies because he has the power to fight back political correctness targets people who can't fight back and this plays out institutionally as well I have experience in journalism on the left and on the right I worked for a progressive liberal magazine and I also worked for a conservative newspaper it was at the left-wing liberal magazine that I saw political correctness was the most acute that's because of the crowdsource nature of political correctness these days it's the people within your own networks who hurt you so if you're a conservative it actually doesn't hurt you that much if you're a conservative the people in your networks don't mind if you say politically incorrect things in fact they're cheerleading you when I worked at that conservative newspaper my most popular columns were the ones denouncing political correctness when I went to that left-wing magazine as I said despite the fact that the actual substance of what I was publishing what I was saying was progressive stuff the people I work with were terrified of saying the wrong thing that's because the people in their social networks were the enforcers of politically correct orthodoxy this is what's different from the old days in the old days you ran afoul of a central authority these days you run afoul of your friends your colleagues your relatives people who have the same opinions as you and who monitor everything you say closely some of the smartest people I worked with in my career were at that left-wing progressive magazine but they were people who were scared to say what they wanted to say because they thought that they were always one hashtag or one syllable one pronoun one mistake away from a career-ending utterance and so they kept their mouth shut whole weeks would go by when they wouldn't say anything on Twitter or Facebook or if they did they talk about their clothes or what they ate meanwhile my conservative friends are jabbering away they don't care that's why if you remember one thing from this presentation please remember this political correctness despite the fact that it's supposed to be a left-wing doctrine hurts people on the Left more than it hurts people on the right because of the crowdsourced nature of its implementation that's why I don't like to talk about scandals that you see in the news that much because the scandals don't tell the whole story you know do I think it's terrible that some conservative professor was shut down on a university campus or someone pulled a fire alarm or ben shapiro was prevented from speaking at berkeley or something like that yeah that's annoying it's not good but the real scandal isn't those isolated scandals the real scandal is everything you don't hear about because people don't speak their mind because they're scared and so no one notices because no one says anything and as I say that hurts people on the left more than hurts people on the right this very week I said I wasn't going to talk a lot about examples but something happened this very week that I thought was highly illustrative it was it involved the children's and young adult author named Ellen oh and I could not think of a more impeccably diverse multicultural ally and advocate and is known in the world of young adult fiction for her advocacy of diversity and even started an organization called we need more diverse books she went on Twitter earlier this week and started calling out peoples that people of color can be racist to which is true and we need people of color to to be more rigorous about their messaging because a lot of them are tone deaf mistake you can imagine how people responded they say tone deaf that's insulting a few hours later she gets back on Twitter and says I'm so sorry I'm so sorry I offended people by saying the word deaf and then at the end she apologizes she says thank you for pointing out my mistake and making me a better person or words to the effect by the way this is how you can always tell if you're in the midst of a politically correct cult if people end by thanking their tormentors for pointing out how horrible they are you know when when the witches thank the witch hunters that's when you know that during a cult and this is a serious problem and as I say it's limiting the range of opinions people hear and in fact it attacks the very premise of this event we're having the idea of resonance resonance works great when you're on the same wavelength with somebody when someone is on a different wavelength the concept of resonance both in physics and in society it becomes more complicated and you need a robust society a robust commitment to freedom of speech so that people who have different wavelengths can communicate with each other and don't shut each other down so what are the solutions I see three solutions oh I see more but I have a limited amount of time the first is we shouldn't be part of the problem it means if we disagree with somebody you hear something you disagree with try not to medicalize it try not to assign psychic pain or emotional discomfort to it without first saying maybe I just disagreed with that it doesn't mean I'm suffering some kind of medical reaction to it now there are some kinds of words and phrases that truly are medically painful in the way they they affect us we all know those those words and phrases I'm not gonna repeat them here in those cases it's fine to say those words hurt me because some words really do hurt I get that but in borderline cases ask yourself is the pain I'm feeling is the discomfort I'm feeling is it authentic or is it a political artifact of the environment in which we live where I am encouraged to experience different kinds of opinions different senses of humor different kinds of communication as authoring as a form of attack on me when it's not sometimes it's just at different wavelengths that happens - so ask yourself that cross examine yourself about your reaction to things the other thing is when somebody does force you to submit to political correctness try to resist but I'm not naive I know that especially for young people it's impossible sometimes sometimes to keep your job or to keep your place in school or to keep yourself you're placing a peer group it's necessary to submit to politically correct regimes but what I would ask is that if you do have to submit destroy the premise of the person who is trying to shut you up say to them look I get it I have to delete the tweet I have to apologize I have to do this I have to go to a diversity class or what not because of what I said fine you have more power than me that's why I'm doing what you want me to do not because I agree with the premise that I caused anybody psychological pain but because you have more power than me I also will tell you that if the roles are reversed in a few years and I have that power over you I will not be using that power in the same way because I want to live in a society where free speech is valued more than the feelings of people who may or may not be offended by what I have to say the third thing I would say my third solution voice your community regardless of whether or not you're offended I happen to be Jewish when I'm online and I see somebody getting called out for saying something that's allegedly anti-semitic bad joke stereotype if I don't think it's anti-semitic I will say so I will jump in and say I'm Jewish I don't find that offensive relax we've all seen Seinfeld we can tell the jokes I tried to use my moral capital as a Jew to say that something isn't anti-semitic if it's not and you can do the same thing with it whether you're gay trans black Jewish not Jewish it doesn't matter voice your community regardless of whether you're offended or not because if we leave the marketplace of ideas to people who are constantly offended and we don't speak up when we're not offending we have no one else to blame but ourselves if the marketplace of ideas is taken over by Big Brother's little minions thank you you What kind of person gets their coffee at a petrol station & warms it up in the microwave? Why does Jonathan introduce himself this way? [00:30] He probably does it not to offend a person who works at a petrol station and makes this coffee by saying that the drink is cold. He doesn’t want to make any fuss about it and look like he’s nitpicking (Tatiana Bogomolova) ✓ His action of getting coffee at a petrol station and warming it in the microwave may symbolize a practical, no-frills approach to life, which could be perceived as a low-context behavior. It also represents a pragmatic, down-to-earth mindset. His choice of coffee and method of preparation could align with a linear-active mindset, which values efficiency and straightforwardness. It may resonate with cultures that emphasize a focus on indulgence versus restraint, favoring simplicity over extravagance ]]> fastidiousness = trait of being meticulous about matters of taste or style Why is the problem of political correctness ageless? ✓ goes back in fact to ancient times since people have been using words ✓ they have been using those words to shut down people who are using words that they don't like ✓ some of the foundational and most violent disputes in Islam and Judaism and Christianity involve people trying to dictate what language other people use what languages they use for God or for prayer or for believers or for heretics (Alicia Petukhova) ✓ tension between individual expression and societal expectations (...) transcends time and cultures (Tatiana Bogomolova) ✓ arises from the human tendency to use language as a means of asserting power, expressing identity, and navigating social and cultural dynamics ✓ stems from clashes between different communication styles and cultural norms (Daria Sigaeva) ✓ using language to silence and control others (...) prevalent in major religions, where violent disputes have revolved around dictating the language used for God, prayer, believers, and heretics (...) From the viewpoint of Hofstede's cultural dimensions, the issue of political correctness can be connected to cultural values associated with power distance and uncertainty avoidance. In societies with high power distance, there may be a greater focus on language and communication as means of upholding social structure and hierarchy. Likewise, in cultures with high uncertainty avoidance, there may be a stronger inclination to control language and expression in order to reduce potential sources of conflict or confusion What does he mean by political correctness being a bipartisan phenomenon? ✓ problem is on the left but you also see it on the right side of the political spectrum → any political group can demonstrate tendencies to control language → any political group can conform to certain standards in ways that limit open discourse (Daria Sigaeva) ✓ In the context of the United States, for example, both Democrats and Republicans have debates and discussions around political correctness (Tatiana Bogomolova) ✓ tendency to enforce certain standards of language and behaviour exists not only on the left side of the political spectrum, where it is usually associated, but also on the right → emphasizes widespread occurrence of the phenomenon across different ideological groups → encourages listeners to recognize its existence across the political spectrum For example, the left side can show a politically correct behaviour because of their collectivist nature since they care about the minorities. On the other hand, in a conservative setting, individuals might be careful with language to maintain a sense of order and respect for authority (because of high power distance index), thus also behaving in a politically correct manner Why aren't good intentions just not enough? ✓ we all want to live in a society that has less racism and less sexism and less homophobia and transphobia ✓ the problem is human nature ✓ human beings love power ✓ they love the power to shut up other people ✓ they will leverage any rule any law any standard to attain that power (Tatiana Bogomolova) (...) political correctness can be used by those in positions of power to silence opposing viewpoints and maintain existing power structures. By labelling certain opinions or expressions as politically incorrect, those in positions of power can effectively limit the freedom of speech and discourage criticism (Daria Sigaeva) ✓ According to Edward T. Hall, in high-context cultures, much of the meaning is implied in the context or the relationship between the speakers. Therefore, individuals from high-context cultures may perceive political correctness as an obstacle to genuine communication, as it may restrict their ability to express themselves openly and honestly Why are we becoming more passive aggressive? ✓ we are encouraged to feel more pain, more emotional discomfort when other people say things that we disagree with ✓ we weaponise that pain (Tatiana Bogomolova) For example, reactive cultures tend to avoid confrontation and maintain harmony. As a result, people may adopt passive-aggressive behaviour as a way to express disagreement or discomfort without engaging in direct confrontation with others. This is particularly evident in the context of social media, where people can indirectly express their dissatisfaction and attack others while avoiding personal confrontation (Daria Sigaeva) Jonathan Kay says that when other people say things that we disagree with, then we become more aggressive because we weaponize that pain that we feel. For example, according to G. Hofstede in societies with high uncertainty avoidance, individuals may be more likely to avoid direct confrontation and instead resort to passive-aggressive tactics when faced with disagreement or emotional discomfort. Similarly, according to the Lewis model, individuals from multi-active cultures may be more inclined to express their pain and discomfort indirectly, leading to passive-aggressive behaviour as a means of coping with emotional distress How was political correctness in the old days, how has it changed now? ✓ the dominant metaphor was Big Brother from George Orwell's novel 1984 Big Brother = the idea of a single authoritarian power shutting people down ✓ we have become Big Brother → nowadays, we can call people out on racism and sexism online (Valerya Batova) ✓ attribute transformations in political correctness to cultural shifts e.g. changes in individualism-collectivism e.g. heightened awareness of social justice issues (Tatiana Bogomolova) (...) levels of uncertainty avoidance, restraint and power distance were high in earlier times. People were afraid of face-to-face confrontations and had to go through certain authorities to “shut the person up”. This all made them more restrained. Nowadays, the level of indulgence and uncertainty avoidance has become lower, so the majority of people are not afraid to take risks and express their opinions to others as soon as they feel discomfort. Moreover, people don't need to go through special instances, they can do it all on social media, which explains the low level of power distance mobbing = bullying of an individual by a group, in any context, such as a family, peer group, school, workplace, neighbourhood, community, or online. When it occurs as physical and emotional abuse in the workplace, such as "ganging up" by co-workers, subordinates or superiors, to force someone out of the workplace through rumour, innuendo, intimidation, humiliation, discrediting, and isolation, it is also referred to as malicious, non-sexual, non-racial/racial, general harassment What does Jonathan contest about political correctness? ✓ political correctness targets people who can't fight back (Valerya Batova) ✓ challenge the potential stifling of free expression or the imposition of rigid language norms ✓ frame contest within the context of individualism-collectivism, where an emphasis on personal expression clashes with societal expectations (Tatiana Bogomolova) ✓ nature of political correctness is crowd-driven ✓ varies based on the social and ideological networks individuals belong to e.g. if you're conservative, the people don't mind if you say politically incorrect things e.g. if you’re liberal, you may face backlash if you say something that goes against the progressive narrative Why are some people terrified of saying the wrong thing? What has changed? ✓ people in their social networks are the enforcers of politically correct orthodoxy = different from the old days → in the old days you ran afoul of a central authority → these days you run afoul of your friends, your colleagues, your relatives = people who have the same opinions as you but who monitor everything you say closely 〆always one hashtag, or one syllable, one pronoun, one mistake away from a career-ending utterance = increased awareness and scrutiny of language → unreported cases where individuals self-censor out of fear (Daria Sigaeva) ✓ In terms of cultural models, Edward T. Hall's high-context and low-context communication styles may play a role in this fear. e.g. high-context culture = where communication relies heavily on non-verbal cues and implicit understanding → individuals may be more afraid of being misunderstood or misinterpreted in an online environment where these signs are not as readily available ✓ Additionally, Lewis's model of linear-active, multi-active, and reactive communication styles may also contribute to this fear, as individuals from different cultural backgrounds may have different approaches to communication and may fear being perceived as insensitive or offensive enforcer = one whose job it is to execute unpleasant tasks for a superior Why does political correctness as a left-wing doctrine hurt actually people more on the left than on the right end of the spectrum? ✓ despite the fact that it's supposed to be a left-wing doctrine hurts people on the Left more than it hurts people on the right because of the crowdsourced nature of its implementation (Maria Shramko) ✓ The ideas of left-wing are progressive, and thus people on the left should be extremely conscious about every single hashtag/syllable/pronoun (using firefighter instead of fireman; house-maker instead of house-wife; chalkboard instead of blackboard and so on) (Veronika Strelnikova) ✓ often creates a hierarchy of victimhood, where certain groups are deemed more oppressed or marginalized than others (Tatiana Bogomolova) ✓ society expects people more on the left than on the right end of the spectrum to follow the politically correct norms because, first of all, they themselves have shown to everyone their intention to follow these norms ✓ since left-wingers always have to think about what they say, we can state that they have a high uncertainty avoidance level → political correctness can be seen as a set of rules to navigate uncertainty What is the real scandal about political correctness? ✓ you don't hear everything because people don't speak their mind ✓ refrain from self-expression = fear of facing backlash → opt to remain silent = self-censorship → no one notices → limiting the range of opinions people hear (Alicia Petukhova) ✓ undermines the principles of free speech and intellectual diversity (Anastasia Mesezhnikova) ✓ Ellen Oh apologized for her choice of words, expressing gratitude for being corrected and vowing to become a better person. → this pattern, where individuals thank their critics for pointing out their perceived mistakes, is indicative of a politically correct culture, likening it to a cult (Veronika Vitomskaya) ✓ recognise consent may be about power imbalances rather than agreement → undermines assumptions of those who promote political correctness (Valerya Batova) ✓ unintended consequences of limiting free expression in favour of adhering to strict language norms and societal expectations ✓ ultimately impact the depth of public discourse (Tatiana Bogomolova) ✓ constraint of individual expression in collectivist settings = opinion of the group is valued more highly than that of the individual member → in order not to become an outsider, she/he has to keep silent and follow the same opinion (Daria Sigaeva) ✓ In Hofstede's model, cultures with high individualism value personal freedom and expression. When political correctness prevents individuals from speaking out and voicing their opinions, it goes against the cultural value of individualism and the expression of diverse perspectives to undermine = to make sth, especially sb's confidence or authority, gradually weaker or less effective; to make sth weaker at the base, for example by digging under it backlash (~ against | from) = strong negative reaction by a large number of people, for example to sth that has recently changed in society What solutions does Jonathan recommend? if we disagree with somebody, or you hear something you disagree with → try not to medicalize it → try not to assign psychic pain or emotional discomfort to it (Alicia Petukhova) ✓ foster a culture that values open dialogue, humour, and the ability to engage in difficult conversations without fear of retribution (Daria Sigaeva) ✓ encourage individuals to speak out and voice their opinions, even if it means going against the grain (Tatiana Bogomolova) 1) We shouldn't be part of the problem. If we disagree with someone, we need to understand if what was said was truly hurtful and offensive, or if we disagree because of an existing necessity to maintain political correctness. 2) Try to resist when someone forces you to submit to political correctness. If you do have to submit, make it clear that you are doing so not because you want to, but because you are forced to obey these rules due to a lack of power. 3) Voice your community regardless of whether you’re offended or not to go against the grain = to be contrary to the natural inclination or feeling of someone or something What question(s) should one ask themselves? ✓ Is the pain or discomfort I'm feeling authentic or a political artefact of the environment in which we live, where I am encouraged to experience different kinds of opinions? (Alicia Petukhova) ✓ Does the pursuit of political correctness come at the expense of intellectual diversity and free expression? What conclusions are drawn? Do you agree with them? ✓ don't stifle free speech (Maria Shramko) ✓ If we allow the marketplace of ideas to be dominated by easily offended individuals and fail to defend our own viewpoints when they are not offensive, we are responsible for any consequences that arise (Daria Sigaeva) ✓ warns that if only those who are constantly offended speak out, then everyone else is to blame for not participating in the marketplace of ideas (Tatiana Bogomolova) ✓ we should always talk about our likes and dislikes ✓ if you don't talk about likes & dislikes → others will not know about your preferences → will be afraid to say anything in order not to offend you → will drive themselves into even more limits → will invent more rules in order not to accidentally hurt you with a word or phrase Most importantly, because of these unnecessary rules, these people themselves can suffer: e.g. they will be criticized by society by saying something they think is forbidden (which does not offend you, but no one knows about it) ✓ extremely important to talk about what's offensive and what's not to different minorities → make life easier not only for them but for everyone else → political correctness will be obvious and clear to absolutely everyone → everyone will understand why it is necessary to follow it to stifle = to prevent sth from happening; to prevent a feeling from being expressed 100 1 Concerning language (optional homework) wip active edit_ol_qa pix/icons8-collaboration-100_white.png Concerning language | A Bit Of Fry &Laurie | BBC Comedy Greats A Bit of Fry & Laurie is a British sketch comedy television series written by and starring former Cambridge Footlights members Stephen Fry and Hugh Laurie, broadcast on both BBC1 and BBC2 between 1989 and 1995. It ran for four series with 26 episodes, including a 36-minute pilot episode in 1987. As in The Two Ronnies, elaborate wordplay and innuendo were staples. It frequently broke the fourth wall; characters would revert to their real-life actors mid-sketch, or the camera would often pan off set into the studio. The show was punctuated with non sequitur vox pops in a similar style to those of Monty Python's Flying Circus, often making irrelevant statements and wordplay. Laurie was also seen playing piano and other instruments and singing comical numbers https://www.youtube.com/watch?v=3MWpHQQ-wQg → watch the video → answer the questions.]]> a_bit_of_fry_and_laurie_concerning_language_3MWpHQQ-wQg.mp4 99 damn = swear word that people use to show that they are annoyed, disappointed, etc bloody = swear word that many people find offensive that is used to emphasize a comment or an angry statement stunned silence = silence resulting from such surprise or shock that nobody can think clearly or speak RP (received pronunciation) = approved pronunciation of British English; originally based on the King's English as spoken at public schools and at Oxford and Cambridge Universities (and widely accepted elsewhere in Britain); until recently it was the pronunciation of English used in British broadcasting to converse = to have a conversation with sb stunned silence = silence resulting from such surprise or shock that nobody can think clearly or speak 98 20231202-30ach 10:30-11:50 2 active Political correctness in comedies By the end of this session you will have studied warning NO LESSON 20231125 --> video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 97 5 Politically correct language 1/2 pix/icons8-dictionary-100_white.png active wip xml_multi_dd_row xml_multi_dd_row xml_multi_dd In the European heaven... ✓ policemen are English Why is this politically incorrect? → should be 'police officers are British' Some expressions introduced for political correctness have become part of standard English now. Which do you think is the more politically correct expression? → match the expressions with the categories → look at the key: which expressions do you think sound unnatural or far-fetched? ]]> 40 20 left 1;2;3;4;5;6;7;8;9 10;11;12;13;14;15;16;17;18 unmarried mother blacklisted housewife Third World countries bald fireman Black American blackboard deaf single parent banned home-maker developing countries follically challenged firefighter African-American chalkboard hearing-impaired https://purlandtraining.com/2020/08/01/politically-correct-euphemisms/
able-bodied > non-disabled actress > actor Australian Aborigine > Native Australian bald > follically challenged barman > bar attendant bin man > cleanliness technician black bag > bin bag black person > Person of Colour black sheep > pariah blackboard > chalk board blacklisted > banned blind > sight impaired blind drunk > very drunk boring > differently interesting broken home > dysfunctional family brother / sister > sibling chairman > chair Christian name > first name Christmas > Winter Festival / Winterval cleaner > facility manager clumsy > uniquely coordinated confined to a wheelchair > wheelchair user dead > passed away / terminally unavailable deaf > hearing impaired deforestation > forest management diabetic > person with diabetes dinner lady > mealtime supervisor disease > disorder drug addict > person with a chemical dependency drug habit > substance use disorder English > British / UK citizen Eskimo > Inuit fat > overweight / big-boned fireman > firefighter forefathers > ancestors / forebears Frenchman > French person get the sack > be part of a restructuring guys > folks hairdresser > stylist headmaster / headmistress > director homeless > residentially flexible homosexual > same-sex housewife > homemaker / stay-at-home mum husband / wife > spouse / significant other idiot / class clown > behaviourally challenged illegal alien / illegal > undocumented worker Indians > Native Americans job losses > restructuring junkie > person with a drug dependency
juvenile delinquents > children at risk ladies and gentlemen > everybody lost > geographically disorientated male nurse > nurse man in the street > average person man up > be brave manhole > maintenance hole mankind > humankind man-made > synthetic manpower > workforce men / women > people Merry Christmas > Happy Holidays midget / dwarf > little person minority group > numerically challenged group Miss / Mrs > Ms nut > person with a mental health condition Oriental > Asian plastic surgery > cosmetic surgery policeman > police officer poor > marginalised postman / mailman > postal worker / mail carrier prison cell > custody suite problem > opportunity / challenge promiscuous > sexually liberated prostitute > sex worker salesman > salesperson secretary > administrative assistant sex change > sex reassignment surgery (SRS) short > vertically challenged single > flying solo skinny / thin > (very) slim slum > economically deprived area spokesman > spokesperson sportsmanship > fairness steward / stewardess > flight attendant suffers from / victim of… > has… [condition] tax man > tax officer the disabled > disabled people the elderly / old people > senior citizens Third World > Developing Nations to lie > to misspeak / be economical with the truth to man sth > to operate / crew / run sth ugly > unconventional-looking unemployed > involuntarily leisured used (goods) > pre-owned / pre-loved waiter / waitress > server / waiting staff warehouse worker > warehouse operative white European > Caucasian woman priest > priest workman > worker wrong > differently logical
]]> 96 6 Comedy as a cultural gauge active wip edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png To what extent can comedy be representative of a culture?
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Monty Python were a British comedy troupe formed in 1969 consisting of Graham Chapman, John Cleese, Terry Gilliam, Eric Idle, Terry Jones, and Michael Palin. Their work included live shows, films, albums, books, and musicals; their influence on comedy has been compared to the Beatles' influence on music. Their sketch show has been called "an important moment in the evolution of television comedy". Monty Python's Flying Circus was loosely structured as a sketch show, but its innovative stream-of-consciousness approach and Gilliam's animation skills pushed the boundaries of what was acceptable in style and content. Monty Python received the BAFTA Award for Outstanding British Contribution to Cinema in 1988. In 1998, they were awarded the AFI Star Award by the American Film Institute. Holy Grail and Life of Brian are frequently ranked on lists of the greatest comedy films. video Monty Python - International Hairdressers Expedition on Everest https://www.youtube.com/watch?v=0F2SJS6B1wQ → watch the video → answer the questions]]> monty_python_hairdressers_expedition_on_everest_0F2SJS6B1wQ.mp4 What minorities are mocked? ✓ homosexual communities to mock = to laugh at sb/sth in an unkind way, especially by copying what they say or do What kind of people might feel ridiculed by such stereotypical description? ✓ (Italian) hairdressers ← Mario's salon ✓ active, and yet dandy, men ✓ Alpinists ✓ sports people ✓ outdoor enthusiasts to ridicule = to make sb/sth look silly by laughing at them or it in an unkind way dandy = man who cares a lot about his clothes and appearance What cultural dimensions can be elicited from this video? ✓ joy > restraint ✓ short term orientation ✓ femininity > masculinity ✓ little power distance ✓ individualism > collectivism ✓ low uncertainty avoidance to elicit = to draw forth, make evident (what is latent) Could this video be considered offensive by today's standards? Why / why not? ✓ perhaps questioned by LGBTQ+ LGBTQ+ = lesbian, gay, bisexual, transgender, and questioning (or queer) Why is the term 'hairdresser' offensive? ✓ not politically correct... → use 'stylist' instead political correctness = (sometimes disapproving) the principle of avoiding language and behaviour that may offend particular groups of people 95 7 Politically correct language 2/2 pix/icons8-hand-with-pen-100_white.png active wip edit_ol_qa_writing prep_ol_qa_writing edit_ol_qa pix/icons8-collaboration-100_white.png Early to bed and early to rise makes a man healthy, wealthy and wise. man → people He who cannot obey cannot command. He → A person A man's home is his castle. A person's home is their castle. Every man has his hobby horse. Everyone has their hobby horse. hobby horse = (sometimes disapproving) subject that sb feels strongly about and likes to talk about He is happy that thinks himself so. They are happy that think themselves so. 94 8 It's all Greek to me active wip prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png 'I don't know'?
Is it all right to lose face in your culture, or will you pretend you know something at any cost rather than admit you don't?]]> It's All Greek To Me | A Bit Of Fry &Laurie | BBC Comedy Greats A Bit of Fry & Laurie is a British sketch comedy television series written by and starring former Cambridge Footlights members Stephen Fry and Hugh Laurie, broadcast on both BBC1 and BBC2 between 1989 and 1995. It ran for four series with 26 episodes, including a 36-minute pilot episode in 1987. As in The Two Ronnies, elaborate wordplay and innuendo were staples. It frequently broke the fourth wall; characters would revert to their real-life actors mid-sketch, or the camera would often pan off set into the studio. The show was punctuated with non sequitur vox pops in a similar style to those of Monty Python's Flying Circus, often making irrelevant statements and wordplay. Laurie was also seen playing piano and other instruments and singing comical numbers https://www.youtube.com/watch?v=PqZZKwCPCj8 → watch the video → answer the questions.]]> This Octopus, what was it called? The Greek waiter: Where was it caught? What a question! In the sea. Hugh Laurie: Yeah... so, that should be OK, Gordon...]]> it_s_all_greek_to_me_a_bit_of_fry_and_laurie_BBC_comedy_greats_PqZZKwCPCj8.mp4 Why does the scene take place in a Greek restaurant (and not Indian for instance)? ✓ pun on words It's all Greek to me = way of saying that you do not understand something that is said or written but Hugh Laurie pretends to understand Greek well... That's a typical Londoner's reaction (...) You don't understand the Greek does things at his own tempo. You know, natural rhythms & cycles deep within them. The Yorkshireman in me respects that [00:06-00:13] Why does Hugh Laurie pretend he understands Greek culture? ]]> ✓ wants to show off how well-educated he is ✓ cultural awareness is well-thought of (= long-term orientation, uncertainty avoidance...) It's a bit forward, isn't? All that 'My lovely friends' don't (you think)? Hugh Laurie Ah well, you see, Gordon, he (the Greek waiter) spotted a kindred spirit (in me). [01:22-01:27] Why does Hugh Laurie carry on pretending he & the waiter share some same cultural values?]]> treated with respect - not the average walk-in, quick turn-over merchants [01:34] ]]> kindred spirit = person with similar ideas, opinions, etc Ah, I've had enough, Gordon. I'm gonna have an honest British kebab! [03:58] Why is this last reply amusing?]]> ✓ a kebab is by no means more British than a Greek meal = contradictory behaviour to long-term orientation & uncertainty avoidance observed earlier Can you think of any reasons why this comedy could be considered as not politically correct by today's standards? Why has it - or hasn't it - crossed the border? 〆stereotypical portrait of Greek waiters 〆British condescending approach ✓ collective tolerance towards witty, established comedians? ✓ British laughing at themselves = self-deprecating sense of humour (...) self-deprecating = done in a way that makes your own achievements or abilities seem unimportant; ~ humour can be used as a way to make complaints, express modesty, invoke optimal reactions. It may also be used as a way for individuals to appear more likeable and agreeable 93 hobby horse = (sometimes disapproving) subject that sb feels strongly about and likes to talk about fourth wall (the ~) = performance convention in which an invisible, imaginary wall separates actors from the audience. While the audience can see through this "wall", the convention assumes the actors act as if they cannot. From the 16th century onward, the rise of illusionism in staging practices, which culminated in the realism and naturalism of the theatre of the 19th century, led to the development of the fourth wall concept. innuendo = indirect remark about sb/sth, usually suggesting sth bad or rude non sequitur = statement that does not seem to follow what has just been said in any natural or logical way vox pops (vox populi) = belief or sentiment shared by most people; the voice of the people It's all Greek to me = way of saying that you do not understand something that is said or written kindred spirit = person with similar ideas, opinions, etc self-deprecating = done in a way that makes your own achievements or abilities seem unimportant; ~ humour can be used as a way to make complaints, express modesty, invoke optimal reactions. It may also be used as a way for individuals to appear more likeable and agreeable follicle = one of the very small holes in the skin which hair grows from euphemism = word or phrase that replaces part of a sentence which is considered offensive or taboo – i.e. that cannot be talked about in “polite” conversation, e.g. 'to spend a penny' means 'to go to the toilet' gauge /ɡeɪdʒ/ = instrument for measuring the amount or level of sth to mock = to laugh at sb/sth in an unkind way, especially by copying what they say or do to ridicule = to make sb/sth look silly by laughing at them or it in an unkind way to elicit = to draw forth, make evident (what is latent) LGBTQ+ = lesbian, gay, bisexual, transgender, and questioning (or queer) - In use since the late 1980s, the initialism, as well as some of its common variants, functions as an umbrella term for marginalized sexualities and gender identities ableism | disablism (British English) | anapirophobia | anapirism | disability discrimination = discrimination and social prejudice against people with physical or mental disabilities. Ableism characterizes people as they are defined by their disabilities and it also classifies disabled people as people who are inferior to non-disabled people. On this basis, people are assigned or denied certain perceived abilities, skills, or character orientations queerphobic = LGBT erasure (also known as queer erasure) refers to the tendency to remove lesbian, gay, bisexual, transgender, asexual and queer groups or people (i.e. the LGBT community) intentionally or unintentionally from record, or to dismiss or downplay their significance 92 20231202-28ach 09:00-10:20 2 active Political correctness across cultures By the end of this session you will have studied warning NO LESSON 20231125 --> video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 2/2 Kvas advertising plan 20231118-26ach 20231125-28ach visual aid --> You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> 91 3/2 Kvas advertising plan - Feedback 20231202-28ach hw20231202-28ach active pix/icons8-hand-with-pen-100_white.png edit_ol_qa prep_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 〆In addition to providing comfort, kvas also has health effects, such as enhancing immunity, improving gastrointestinal function, and preventing specific diseases. Have you ever seen an advert that talks in such linear active manner about gastrointestinal functions?... 〆We can show families sitting around the table during traditional holidays and focus on the closeness and time together that symbolizes Russian culture. 〆|✓ good - but perhaps you could develop → what do closeness and time together look like? 90 1 Portrait of teachers: truth or caricature? active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
video Benny Hill - Girls, Girls, Girls (1977) Alfred Hawthorne "Benny" Hill was an English comedian, actor, singer and writer. He is remembered for his television programme The Benny Hill Show, an amalgam of slapstick, burlesque and double entendre in a format that included live comedy and filmed segments, with Hill at the focus of almost every segment. (src: wikipedia) https://www.youtube.com/watch?v=7hFHDg7jTmQ → watch the video [06:30-08:26] → imagine what teachers and parents may think → answer the questions]]> I think this is just a slapstick comedy! In our culture there is too much power distance to think this is even funny... It's actually disgraceful the way the teacher is portrayed because... ]]> benny_hill_girls_girls_girls_1977_7hFHDg7jTmQ.mp4 〆no preferential treatment 〆no particular student is allowed to do things that other students are not allowed to do = no teacher's pet 〆you don't make use of corporal punishment = not acceptable practice nowadays teacher's pet = pupil who has won the teacher's special favour; person who is treated as a favourite by one in authority Have you ever been called a teacher's pet? ✓ just tried to be helpful and smart How would you react if your pupils behaved this way? 〆don't encourage any particular student in a way that other students are not encouraged Are you not shocked as a teacher? 〆corporeal punishment 〆sexual harassment 〆lack of respect (for teacher & adults in general) How would parents react then, and nowadays, to this scene? Would you watch the Benny Hill Show? visual aid
Benny Hill remains one of British television’s most successful ever exports. His insanely long-running ‘The Benny Hill Show’ was shown in over 140 countries between 1955 and 1991, a staggering achievement. For context, even with today’s savvy sales team and hundreds more territories to target, the BBC sold 'Top Gear’ to 214 countries. More, yes, but not substantially so given the vastly smaller worldwide landscape at the time. It was no more loved than in the USA, where, despite some of the more risqué material being edited out, it was watched by audiences in their tens of millions, where he became an unexpected household name. (src: https://uk.movies.yahoo.com/why-does-britain-hate-benny-hill-152912606.html?guccounter=1&guce_referrer=aHR0cHM6Ly93d3cuZ29vZ2xlLmNvbS8&guce_referrer_sig=AQAAAFNRcCZ4_UDJgpZ1OS9SXcqaT23Zzo-Ci8jFFDGbdWB_R92yMsYwhBqXSlttNYwgjYzAI5kBUG6AV1-G2DyjoPq1k1T5zsU33wO1P9lzbQAKyPM77ebvRBNpQAvngGVVZywQhO5puhoJ-SwPxXabaHlTMWY2aWyd06MbkvACB1Ng) ]]> 89 2 Politically correct minstrels? active wip pix/icons8-microscope-100_white.png prep_2columns_2qa prep_ol_qa Can today's minstrels be politically correct?
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A minstrel was an entertainer, initially in medieval Europe. It originally described any type of entertainer such as a musician, juggler, acrobat, singer or fool; later, from the sixteenth century, it came to mean a specialist entertainer who sang songs and played musical instruments. Minstrels performed songs which told stories of distant places or of existing or imaginary historical events. Although minstrels created their own tales, often they would memorize and embellish the works of others. Frequently they were retained by royalty and high society. As the courts became more sophisticated, minstrels were eventually replaced at court by the troubadours, and many became wandering minstrels, performing in the streets; a decline in their popularity began in the late 15th century. Minstrels fed into later traditions of travelling entertainers, which continued to be moderately strong into the early 20th century, and which has some continuity in the form of today's buskers or street musicians.
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Did you know that many sketches can't be found on the internet any more? The one in which Benny Hill plays Uganda dictator Idi Amin is a good example. What change(s) in cultural values does this suggest? Equity in the name of collectivism or individualism? Long-term orientation? ]]> 88 3 Political correctness - Blackface minstrelsy active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Is blackface minstrelsy truly offensive? Is political correctness an indicator of joy or restraint? video Benny Hill - Hot Gossamer (1979) https://www.youtube.com/watch?v=zXHTYsAJ91w → watch the video [01:28-5:14] → imagine what viewers may write in the comments → read sample comments → answer the questions]]> As an African American who adored Benny Hill this doesn't offend me at all this was hilarious to me i still crack up at this sketch 😂😂😂 @byronbenguche I watched Benny Hill, growing up, and nobody even remotely thought that this kind of thing was racist! It was the furthest from our minds! @Mortthemoose ]]> benny_hill_hot_gossamer_1979_zXHTYsAJ91w.mp4 ✓ racism ✓ sexism ✓ shortism = unfair treatment of people who are short (i.e. not tall) sexism = unfair treatment of people, especially women, because of their sex In his career Benny Hill poked fun at a lot of people, professions, and places, himself most of all. I think most of us enjoyed the comedy without giving the social implications people would come up with years later a thought. @donaldmaxie9742 (...) Because, back then, Britain was far less educated, and far more racist, than it became from the ’90s onwards. Racism was still institutionalised and systemic back then. People from all sorts of minority cultures had a fight on their hands just to get recognition. And the face of that racism was the media’s popular entertainment - movies, radio, print media, comics, shows. You would not believe how racist, sexist, ableist and queerphobic the media was, back in the day. And where the media led, the public followed. Benny Hill was not the monster. He was just following the curve. The monster was the TV station which didn’t think twice about blackfacing, or making jokes about gay people, or mothers-in-law or women drivers Alex Greene https://www.quora.com/How-come-Benny-Hill-got-a-pass-for-wearing-blackface-He-possibly-played-all-the-minority-characters-on-his-show]]> ✓ people who grew up with Benny Hill are like fish that don't see water → a caricature depends on its high context environment ✓ today, most viewers will just see people of colour dancing In the 60's, Afro Americans were often considered the best disco dancers & musicians → could be interpreted as paying tribute to their talent Fish can't see water... Do you think this performance could still be broadcast on national Tv nowadays? Why / why not? 〆probably not because politically incorrect blackface minstrelsy = indigenous American theatrical form that constituted a subgenre of the minstrel show. Intended as comic entertainment, blackface minstrelsy was performed by a group of white minstrels (travelling musicians) with black-painted faces, whose material caricatured the singing and dancing of slaves. The form reached the pinnacle of its popularity between 1850 and 1870, when it enjoyed sizeable audiences in both the United States and Britain. (src: https://www.britannica.com/art/blackface-minstrelsy) What cultural dimension(s) may have changed since this show was recorded? ✓ shift from restraint to joy / indulgence, or the opposite? ✓ shift from masculinity to femininity (...) 87 4 pix/icons8-collaboration-100_white.png Cultural heaven and hell active wip deck_shuffled_lines_halign prep_deck_shuffled_lines_halign
In the European heaven cooks policemen lovers everything
In the European hell cooks policemen lovers everything
]]> masculinity ✓ low level of uncertainty avoidance = more tolerant → lovers are Italian ✓ indulgence ✓ multi-active → everything is organized by Germans ✓ high level of uncertainty avoidance ✓ linear-active approach however, in the European hell: → cooks are English ✓ individualism > collectivism → policemen are French ✓ high level of uncertainty avoidance = bureaucratic → lovers are German ✓ restraint → everything is organized by Italians ✓ multi-active ]]> 86 slapstick = type of humour that is based on simple actions, for example people hitting each other, falling down, etc double entendre = word or phrase that can be understood in two different ways, one of which usually refers to sex teacher's pet = pupil who has won the teacher's special favour; person who is treated as a favourite by one in authority political correctness = (sometimes disapproving) the principle of avoiding language and behaviour that may offend particular groups of people politically correct = term used to describe language, policies, or measures that are intended to avoid offence or disadvantage to members of particular groups in society. Since the late 1980s, the term has been used to describe a preference for inclusive language and avoidance of language or behaviour that can be seen as excluding, marginalizing, or insulting to groups of people disadvantaged or discriminated against, particularly groups defined by ethnicity, sex, gender, or sexual orientation. In public discourse and the media, the term is generally used as a pejorative with an implication that these policies are excessive or unwarranted person of colour = primarily used to describe any person who is not considered "white". In its current meaning, the term originated in, and is primarily associated with, the United States; however, since the 2010s, it has been adopted elsewhere in the Anglosphere (often as person of colour), including relatively limited usage in the United Kingdom, Canada, Australia, Ireland, South Africa, and Singapore (src: Wikipedia) blackface = practice of non-Black performers using burnt cork or theatrical make-up to portray a caricature of Black people on stage or in entertainment minstrel = entertainer, initially in medieval Europe. It originally described any type of entertainer such as a musician, juggler, acrobat, singer or fool; later, from the sixteenth century, it came to mean a specialist entertainer who sang songs and played musical instruments blackface minstrelsy = indigenous American theatrical form that constituted a subgenre of the minstrel show. Intended as comic entertainment, blackface minstrelsy was performed by a group of white minstrels (travelling musicians) with black-painted faces, whose material caricatured the singing and dancing of slaves. The form reached the pinnacle of its popularity between 1850 and 1870, when it enjoyed sizeable audiences in both the United States and Britain. Although blackface minstrelsy gradually disappeared from the professional theatres and became purely a vehicle for amateurs, its influence endured in later entertainment genres and media, including vaudeville theatre, radio and television programs, and the world-music and motion-picture industries of the 20th and 21st centuries (src: https://www.britannica.com/art/blackface-minstrelsy) gossamer = something super fine and delicate — like a spider web or the material of a wedding veil. The original gossamer, from which these meanings come from, is the fine, filmy substance spiders excrete to weave their webs. A dress can be gossamer-like, if its fabric is so sheer as to be see-through, or almost sexism = unfair treatment of people, especially women, because of their sex shortism = unfair treatment of people who are short (i.e. not tall) 85 20231118-26ach 15:40-17:00 2 active Facilitating cultural changes By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 84 1 Facilitating changes with power distance, individualism & uncertainty avoidance active wip edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
]]> Why could Chinese people face difficulty when making changes? How would they react in the three scenarios? ✓ combination of high uncertainty avoidance and low individualism index = collectivist culture → cultural resistance to change suggested answers: ✓ government could pass laws without reaction from the population 〆individual entrepreneurs, visionary leaders may lack social support & initial interest from the public opinion without state endorsement ✓ university students probably wouldn't mind distance learning, the faculty could be more traditional but have little choice but to accept Why are Americans less resistant to transformations? How would they react in the three scenarios? ✓ combination of low uncertainty avoidance and high individualism index = individualist culture → cultural predisposition to change → American dream, self-made man suggested answers: 〆government could struggle with lobbies to pass laws ✓ business tycoons would have to convince linear active lawyers that their platforms observes consumer rights ✓ universities would be swift to propose their own (creative) initiatives tycoon = person who is successful in business or industry and has become rich and powerful to impede = to delay or stop the progress of sth swift = happening or done quickly and immediately What conclusions can you draw from data which distinguish Americans from the French? How would the latter react in the three scenarios? ✓ both feature high individualism indexes 〆uncertainty avoidance is stronger in France → long-term benefits of changes would need to be well-explained to gain French support Note: In individualistic cultures, universal institutions of the welfare state (like universal health care) create a generalized form of solidarity that frees people from family obligations. This is the reason why generalized interpersonal trust, impartial governance, rule of law and formal institutions only work in individualistic cultures suggested answers: 〆French government would (vainly?) quash strikes from trade unions 〆business tycoons would probably need to satisfy a myriad of bureaucratic procedures to launch their platform in France 〆both students & faculty would waste time trying to design academic solutions in line with their syllabuses vainly = without success myriad = extremely large number of sth to gain = to obtain or win sth, especially sth that you need or want to quash = to take action to stop sth from continuing Why can a developing economy like India face difficulty in implementing changes? How would they react in the three scenarios? 〆despite low uncertainty avoidance, Indians are 'crippled' by significant power distance & weak individualism index → would need a much lesser collectivist environment to break through → role of their family could be decreased by promoting housing for young couples suggested answers: ✓ government could pass laws without much reaction from the population, but may expect political resistance from small activist groups ✓ business tycoons might attract many Indian followers very quickly ✓ university students would be keen to propose their own (creative) initiatives (thanks to low uncertainty avoidance) but might be ignored by the establishment (due to power distance) crippled = deprived of, limited 83 6 Human Empowerment Framework wip active edit_ol_qa pix/icons8-collaboration-100_white.png Inglehart and Welzel (2005) find that people in countries in which existential hardship prevails cling to protective orientations that support authoritarian institutions. By contrast, in countries with thriving existential conditions people adopt emancipatory orientations that support liberal institutions. pg 6 "Evolution, Empowerment and Emancipation: How Societies Ascend the Utility Ladder of Freedoms", Series: Sociology, WP BRP 29/SOC/2013 Look at the chart → answer the questions]]> visual aid
Christian Welzel Centre for the Study of Democracy, Leuphana University Lueneburg, Germany Ronald Inglehart University of Michigan and Higher School of Economics https://www.academia.edu/28721883/Christian_Welzel_Ronald_Inglehart_Evolution_Empowerment_and_Emancipation_How_Societies_Ascend_the_Utility_Ladder_of_Freedoms_Series_Sociology_WP_BRP_29_SOC_2013 ]]> What existential conditions were lacking in the Soviet Union? 〆material resources What emancipative values can learning foreign languages bring? How could power distance and uncertainty avoidance slow down the development of political participation rights? 82 2 McDonald’s advertisements in different countries active wip edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png McDonald’s advertisements in different countries Watch the video https://www.youtube.com/watch?v=pMLrVP_E-jA → answer the questions ]]> mcdonald_s_ads_different_countries_pMLrVP_E-jA.mp4 What lifestyle (in terms of joy / restraint) is depicted in the USA? ✓ multicultural environment → linear-active communication → low uncertainty avoidance → low power distance ✓ spending time with friends (rather than with family) → individualist culture ✓ active, outdoor lifestyle → short-term orientation → joy (= indulgence) What forms of power distance & uncertainty avoidance are challenged in Taiwan? ✓ almost no dialogue → reactive culture ✓ fear of sexual orientation disclosure + respect for father → high power distance → uncertainty avoidance clash between generations ✓ tolerance to homosexuality → generational shift from distrust to trust → joy (= indulgence) How does McDonald comply with the local power distance & restraint of Arabic cultures? ✓ follow modern life styles → joy (= indulgence) ✓ observe traditions of elder eating first → high power distance → uncertainty avoidance ✓ family gathering → collectivist culture What message (in terms of joy & masculinity - femininity) is conveyed in Denmark? ✓ McDrive as a convenient life style → joy (= indulgence) ✓ unisex because absence of gender related clues → inclusion ✓ broken arm, (too) short arm... → equity → femininity (i.e. no masculine dominance) How are the collectivist & indulgence cultural dimensions suggested in the Indian version? ✓ sharing feelings with family & friends → collectivist culture ✓ (very) emotional display of feelings (when eating spicy McDonald burgers) → multi active ✓ McDonalds observes spicy, Indian eating habits → joy (= indulgence) ✓ musicality → femininity (i.e. no masculine dominance) How would you market & prepare an advert for a Russian audience? ✓ birthday party → collectivist culture ✓ children & families → long-term orientation ✓ happy moment → joy (= indulgence) ← generational shift from restraint cultural habits 81 1/2 Kvas advertising plan 20231118-26ach 20231125-26ach_role_play active role_play visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. ]]> Marketing consultant → convince the board of directors to export Kvass → find arguments to support its cross-cultural appeal → explain how you will adapt the advertising campaign to (a selection of) target markets e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) It's a great opportunity for people to spend time together in a market featuring such strong indulgent / joy indexes! Individualist culture is dominant in that region. (...) that's why we believe generations Y and Z will enjoy spending time together away from their families. Just look at Hofstede's masculinity-femininity dimension in this region: it shows emphasis on building relationships (femininity → person-oriented) rather than being task-oriented. (...) that's why we need an advertisement which shows people going out together with friends rather than their extended family. Member of the board of directors → partly disagree with the marketing consultant → brain-storm possible obstacles to sales in target markets I'm afraid power-distance is just too omnipresent in this country! Such a drink without alcohol will never bring people from a collectivist culture together... even if it's about keeping traditions by drinking a natural drink like Kvass. Look at the changes of cultural values between your target cohorts of generations in this part of the world! (...) this means the elder generation will be more restrained & less likely to change their taste. There's too much uncertainty avoidance in your target markets: they'll never want to try our Kvass when they've had Coca-Cola for so many years! 80 2/2 Kvas advertising plan 20231118-26ach 20231125-28ach active pix/icons8-hand-with-pen-100_white.png prep_ol_qa edit_ol_qa visual aid You work as a (cross-cultural) marketing consultant for a soft drinks company that wants to export to new markets. → write an advertising plan to export Kvass → support its cross-cultural appeal with relevant cultural dimensions (= recycle terminology) → describe a single, short advert for 2-3 target countries (1 paragraph only) e.g. China, Kazakhstan, Serbia (or any country / region relevant to you) → explain how you will adapt the advertising campaign to the selected target markets (with examples) (use the same googledoc as previously) ~ 350 words → deadline: 20231122 ]]> We believe generations Y and Z will enjoy spending time together drinking Kvass because... → examples of cross-cultural appeal (...) Our advertising plan is cost effective because we will be shooting basically the same story in different countries. In order to understand why our plan is effective, I'll explain the minor and major differences between the different versions. Indeed... → cultural characteristic of target country 1 Therefore... → scenario version 1 Indeed... → cultural characteristic of target country 2 Therefore... → scenario version 2 (...) 79 tycoon = person who is successful in business or industry and has become rich and powerful to impede = to delay or stop the progress of sth swift = happening or done quickly and immediately vainly = without success myriad = extremely large number of sth to gain = to obtain or win sth, especially sth that you need or want to quash = to take action to stop sth from continuing crippled = deprived of, limited cohort /ˈkəuhɔ:t/ = group of people who share a common feature or aspect of behaviour 78 20231118-24ach 10:30-11:50 2 active Hofstede cultural models, Inglehart, Welzel utility ladder of freedoms By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 77 3 Dimensions and dynamics of national culture: synthesizing Hofstede with Inglehart's utility ladder of freedoms (2 / 2) active Synthesizing Hofstede with Inglehart with 3 dimensions edit_short_reading_floating prep_short_reading_floating The “revised theory of modernization” predicts that national cultures change, but that relative country rankings do not... (...) https://journals.sagepub.com/doi/10.1177/0022022118798505 Acknowledgements The authors thank Costas Katsikeas, Neil Morgan, Robbert Maseland, Loek Halman, the reviewers, and the editor for their useful suggestions and comments Christian Welzel ORCID iD https://orcid.org/0000-0002-1562-3580 Read the excerpt from Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart by Christian Welzel, published online October 2, 2018 in Sage Journals → answer the questions ]]> What are the three dimensions collapsed by Welzel from the initial Hofstede cultural dimensions? Collectivism–Individualism Duty–Joy Distrust–Trust What happens when socio-economic development improves objective living conditions? ✓ orientations are shifting over the generations (a) from Collectivism toward Individualism (b) from Duty toward Joy Does socio-economic development affect a culture's trust or distrust indexes? 〆no clear shift from Distrust toward Trust or vice versa What values are required in an industrial society? ✓ industrial structures require rational, hierarchical forms of organization and deferential attitudes toward authority deferential = polite and showing respect What values does a post-industrial economy need? ✓ in a service-dominated, post-industrial economy, information processing and communication become more important. → values such as self-expression and autonomy begin to replace self-restraint and obedience obedience = submission to another's rule or authority, compliance with a law or command Why do moral reasoning capacity and empathy expand in a post-industrial society? ✓ people are used to handle complex situations ✓ deal with abstract constructs ✓ cope with social diversity → emphasis on individual self-determination → emphasis on equal opportunities → gives rise to emancipative (AmEn) (emancipating BrEn) values → supports universal freedoms emancipative(AmEn) (emancipating BrEn) = permitting or conducive to the reduction of restraints on behaviour; freeing, liberating Although national cultures change, why do countries seem to remain at a rather stable cultural distance from each other? ✓ similar socio-economic transformations change values in the same direction ✓ (but) countries continue to move along separate trajectories → reflects the lasting impact of remote, country-specific historic drivers Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Christian Welzel 20181002 https://journals.sagepub.com/doi/10.1177/0022022118798505
utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure revised theory of modernization = evolutionary theory of emancipation =
76 4 Evolutionary theory of emancipation 20231118-24ach_ref_evolutionary_theory_of_emancipation active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png visual aid
source: https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> visual aid
source: https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> visual aid
source: https://journals.sagepub.com/doi/10.1177/0022022118798505]]> https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> What conclusions can you draw? (...) Our analysis collapses Hofstede’s six-dimensional framework to a three-dimensional framework. The (first) Collectivism–Individualism dimension mimics Hofstede’s Individualism dimension. It also correlates with Power Distance, which is not surprising because just as in Hofstede’s original case Individualism and Power Distance form one factor. The second dimension, Duty–Joy, captures Hofstede’s Restraint-Indulgence. The third dimension, Distrust–Trust, is statistically closely related to Hofstede’s Uncertainty Avoidance dimension (...) 1.Cultural change is substantial. Societies have become more individualistic and more joyous. We also observe a change in the direction of less trust and more distrust, but these changes are relatively small compared with the cultural change observed for Individualism and Joy. 2. Cultural differences can be explained by three factors: (a) economic development, (b) generational effects, and (c) a country’s unique geographic location and (political) history. Economic development and generational shifts account for approximately half of the variation in cultural change. As the level of economic development increases, and people experience higher levels of existential security and lives filled with more opportunities, both Individualism and Joy increase. Our analysis suggests that approximately the other half of national cultural differences can be related to each country’s unique geography and history. 3. Collectively, our findings imply that national cultural differences are quite persistent over time. Cultural change seems of absolute nature, and relative country rankings tend to be rather stable. source: https://journals.sagepub.com/doi/10.1177/0022022118798505 ]]> 75 deferential = polite and showing respect obedience = submission to another's rule or authority, compliance with a law or command emancipative(AmEn) (emancipating BrEn) = permitting or conducive to the reduction of restraints on behaviour; freeing, liberating 74 20231118-22ach 09:00-10:20 2 active Revised theory of modernization by Inglehart and Welzel By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 3/3 Academic coordinator in Baku 20231111-20ach hw20231118-22ach_n1 pix/icons8-hand-with-pen-100_white.png deadline: 20231115 → write skills & qualities expected from the ideal candidate to the panel of professors → justify your choice ]]> 73 4/3 Academic coordinator in Baku - Feedback active pix/icons8-hand-with-pen-100_white.png edit_ol_qa prep_2columns_2qa prep_ol_qa visual aid → write skills & qualities expected from the ideal candidate to the panel of professors → justify your choice ]]> Striking a balance between local UAI (uncertainty avoidance index) and Russian LTO (long term orientation vs short term normative orientation) is essential, indeed (...) → example situation 〆(...) Russia has one of the best formations in the whole world. Russia ranks 23rd in the education ranking for 2022. At the same time, Azerbaijan is in the 65th position. It should be concluded that the introduction of Russian experts into the education system of Azerbaijan would be a good opportunity for Baku to succeed in the education process ✓ interesting idea... 〆but dangerous introduction because you could be suggesting a condescending attitude 〆The ideal candidate for the Faculty Council will have a number of skills and qualities that will help him/her successfully perform the duties of an academic coordinator in Baku → you haven't described these skills & qualities by recycling cultural dimension tools covered during the lesson (...) 〆while all this is true (though rather general), there is no explanation how skills should match the needs of the cultural dimensions involved 〆The ability to work in a team helps you integrate more successfully into a new environment → how can you express this ability in terms of power distance? 〆(...) and establish contacts with colleagues → how can you express this ability in terms of masculinity - femininity? 〆Flexibility and adaptability help you successfully cope with new tasks → how can you express this ability in terms of uncertainty avoidance & linear active vs multi active approaches? 〆/✓ For example, if students from Azerbaijan and Russia were offered to prepare a joint project, according to which each of the representatives of cultures has different views on it. In this case, the coordinator can resolve the problem by offering a rational solution that will suit both sides. Could you explain how you achieve a solution by taking into consideration the masculinity - femininity, or power distance cultural dimension? 〆/✓ (...) you should not forget about their right to speak their national language which is convenient for them. Neither side should adapt to the other when it comes to comfort. To this issue, we can recall the recent meetings of some heads of state, at which the President of Kazakhstan, who speaks excellent Russian, suddenly began to speak in his native language, forcing members of the congress from Russia to look for their headphones What does this (rather confusing) example suggest? power distance? self indulgence vs restraint?  〆In the realm of international collaborations, an understanding and appreciation of both Russian and Azerbaijani cultures are imperative. This cultural proficiency serves as the bedrock for effective communication, positive relationship building, and the creation of a harmonious academic exchange environment that fosters mutual understanding and respect (...) The ideal candidate should demonstrate a proven track record in project management, capable of overseeing the minutiae of scheduling, logistics, and implementation (...) This individual will serve as the linchpin, fostering educational collaboration and cultural understanding between the two nations, and steering the academic exchange program towards unprecedented success. The careful consideration of these attributes in the selection process is paramount, promising a future of enriched educational partnerships and international camaraderie 〆too emphatic, pompous → very posh (academic) language but - unfortunately - rather little recycling of cultural dimensions covered in class (Nubar Bunyatova) ✓ This ability will reduce cultural problems that may arise, such as differences in power distance, individualism versus collectivism, masculinity versus femininity, or uncertainty avoidance. For example, the attitude of the employer to the employee may differ depending on gender in Azerbaijan. At the workplace, the employer's requirements for a female employee may be less than for a male employee, even if the wages of both sexes are the same, while in Russia there are no such differences. ✓ tangible facts () ✓ As Azerbaijan is a country where large power distance predominates, the candidate is to be respectful, delicate and compromising. For example, talking to older colleagues one should show respect, patience and be a good listener ✓ simple (almost too simple?) example (Daria Sigaeva) ✓ (...) a similar trait between people in these two countries is high perception of uncertainty avoidance. This means that the candidate should constantly analyze possible work options or problem solutions, not make hasty decisions and be confident in the results of their actions. "A bird in the hand is worth two in the bush" is a clear example of it ✓ use of a proverb to support argumentation () ✓ One of the most important qualities to look for in them are assertiveness and leadership. This goes somewhat contrary to what I said earlier about collectivism. However, Azerbaijan is a country with a high perception of masculinity ✓ critical thinking (Nubar Bunyatova) ✓ (...) good at communication, adapting their style to accommodate Azerbaijan's multi-active culture, which emphasizes fluid and expressive communication ✓ academic terminology + plain English explanation (Olga Medvedeva) ✓ the candidate should be flexible. For example, he/she has to understand that most people and organizations in this country are short-term oriented. It means that long-term planning is not common practice for this region ✓ simple example (Olga Medvedeva) ✓ People from Russia, due to their multi-active culture, can sometimes be very emotional and open. People from Azerbaijan are more reactive. It means that they do not talk about their personal life, feelings and problems at work. It is better not to trouble them with the personal questions and not be very emotional with fellow workers ✓ simple, well-justified piece of advice You put the group's priorities higher than your own It’s important because you will be working with professors and students from Azerbaijan, which is a collectivist culture.  → Loyalty to your colleagues, trustworthiness and harmony with other staff members are among the most crucial responsibilities expected of you. You are a caring and helpful employee Azerbaijanis have feminine values, so relations between colleagues in organizations are more sincere and warm, and conflicts are solved through mutual consent. → For example, if an Azerbaijani student did something wrong (e.g., filled out a document incorrectly, didn’t bring a document), you should solve this situation in a polite and friendly manner, without aggression and direct conflict (offer help in filling out a document, give another copy of the document). You are perceptive: you understand both verbal and non-verbal communication Since Azerbaijanis belong to a high-context culture, they tend to communicate implicitly using different gestures.  → For example, you should point to an object not with one finger, but with your whole hand, otherwise it may seem rude (e.g., when showing a presentation, a document). You are patient, respectful, considerate and humble Azerbaijanis are reactive, meaning they don't interrupt you, they listen attentively, and they probably won't ask unnecessary questions in case of a misunderstanding so as not to lose face.  → For instance, they may not complete their duties on time because they may not have fully understood them, which could lead to missing deadlines. In this case, you should not only notice it and realize the reason for it, but also help them in a very indirect and polite way so that they don't think they are incompetent. You know how to behave in a hierarchical system Azerbaijan, like Russia, shows a significantly high score of power distance. You will be told what to do and you will have to report your tasks to your superiors.  It also means that older people need to be respected.  → To show respect for older people in Azerbaijan you should initiate greetings first and address them by their first name, followed by the appropriate title. You are cautious and careful when it comes to risk Since both Russia and Azerbaijan have a high uncertainty avoidance score, you must be prepared to work and behave in a rigorous manner, thinking through every innovation.  → If you, for example, want to propose something new and innovative, you need to examine every detail of this plan and only then present your idea. You respect traditions, but also prepare for the future Since Russia values long-term orientation and Azerbaijan values short-term orientation, you need to find a balance between the two. You have to be able to focus on the current moment, but also look to the future and plan ahead.  → For example, you have organized an exchange of Russian and Azerbaijani students. At the moment you have to think about their accommodation in the dormitories, as they will be arriving soon. But in the future, you will need to help them with their studies, insurance, etc., which you should think about now to avoid problems. You can interact with both Russians and Azerbaijanis, understand their cultural peculiarities, and be a "bridge" between these two cultures in order to maintain successful communication. → For example, during a meeting, Russian and Azerbaijani professors start discussing the peculiarities of their exchange studying programs, and a misunderstanding of some type occurs. Russia and Azerbaijan both communicate using the full range of communicative capabilities (gestures, body language, verbal or non-verbal messages). But these gestures and non-verbal messages can be misunderstood or misinterpreted, leading to confusion and even negative outcomes. You should help them understand each other in a very polite way so that they don't feel embarrassed.  → Also, Azeris are reactive people, while Russians are multi-active. That’s why at the end of the meeting, it is better to check whether they have understood the main ideas and explain some points that may seem questionable or complicated. ]]> https://pjms.zim.pcz.pl/resources/html/article/details?id=611272&language=en ]]> 72 1 Dimensions and dynamics of national culture: synthesizing Hofstede with Inglehart's utility ladder of freedoms (1 / 2) active Synthesizing Hofstede with Inglehart edit_short_reading_floating prep_short_reading_floating monochronic, polychronic by Edward T.Hall linear-active, multi-active, reactive by R.Lewis OCEAN by McCrae 6 cultural dimensions by Hofstede How can they take into consideration changes due to globalisation?
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Every day, another 45 publications worldwide cite the cross-cultural work of Geert Hofstede (1980, 2001) and Ronald Inglehart (1971, 1990, 1997). Together, Hofstede and Inglehart have received over 200,000 citations, making them two of the world’s most frequently quoted social scientists (Google Scholar). While Hofstede is known for identifying several dimensions of cross-cultural variation, Inglehart’s key contribution consists in a dynamic theory of cultural change. (...) https://journals.sagepub.com/doi/10.1177/0022022118798505 Acknowledgements The authors thank Costas Katsikeas, Neil Morgan, Robbert Maseland, Loek Halman, the reviewers, and the editor for their useful suggestions and comments Christian Welzel ORCID iD https://orcid.org/0000-0002-1562-3580 Read the excerpt from Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart by Christian Welzel, published online October 2, 2018 in Sage Journals → are the statements true or false? ]]> [ T / F] Older generations have become more individualistic and more joyous [ F ] younger generations [ T / F ]Variation in national cultural orientations is the same in each country, due to lasting intercept differences in developmental trajectories that trace back to remote historic drivers [ F ] Variation in national cultural orientations is unique to each country [ T / F ] There was a massive generational shift in cultural orientations among the public of affluent Western democracies, from a priority on existential security (i.e., “materialist” values) toward a priority on expressive freedom (i.e., “postmaterialist” values) [ T ] [ T / F ] When people feel safe, they begin to prioritize freedom because it allows creativity and recreational pleasure [ T ] [ T / F ] Socio-economic transformations that turn the nature of life from a source of opportunities into a source of threats nurture a generational shift in priorities from “survival” to “emancipative” values [ F ] Socio-economic transformations that turn the nature of life from a source of threats into a source of opportunities nurture a generational shift in priorities from “survival” to “emancipative” values [ T / F ] Welzel's evolutionary theory of emancipation suggests emancipatory value change is a self-driven automatism, it is not culture-specific [ T ] [ T / F ] The utility-value link helps adjust our subjective values to life’s objective utilities, to keep our goals in touch with reality but it doesn't makes moral progress possible [ F ] The utility-value link helps making moral progress possible too [ T / F ] According to the utility ladder of freedoms, we climb the ladder as soon as opportunity allows for this ascension [ T ] We are evolutionary hard-wired to stay on the lower rungs only to prioritize security [ T / F ] Adaptive value changes happen mostly within generations [ F ] Changes usually proceed much more profoundly between generations because people tend to stick more strongly to their once-adopted values as they get older Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Dimensions and Dynamics of National Culture: Synthesizing Hofstede With Inglehart Christian Welzel 20181002 https://journals.sagepub.com/doi/10.1177/0022022118798505
utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure rung = one of the bars that forms a step in a ladder revised theory of modernization = evolutionary theory of emancipation =
71 2 Blessed with Masculinity, Dasa Hink active move_html5_video dasa_hink_blessed_with_masculinity_pWWuwllhBL4.mp4 70 2 pix/icons8-collaboration-100_white.png Women in culture across centuries active deck_shuffled_lines_halign deck_shuffled_lines_valign How has the role of women changed over the centuries? How representative is it of a country's culture? → watch the video → use the following cultural characteristics to describe the pictures → answer the following questions 1) How do you think these women feel? To what extent are they emancipated in their cultural environment? 2) What is the relationship between the woman posing and the painter / viewer? 3) How has this relationship changed over the centuries (in terms of cultural dimensions)? 4) Whose role would you like to play if you were an actress? Why? ]]>
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Mona Lisa, 1503 half-length portrait painting by Italian artist Leonardo da Vinci. Considered an archetypal masterpiece of the Italian Renaissance, it has been described as "the best known, the most visited, the most written about, the most sung about, [and] the most parodied work of art in the world."
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Grande Odalisque, aka Une Odalisque or La Grande Odalisque, 1814 oil painting by Jean-Auguste-Dominique Ingres depicting an odalisque, or concubine. Ingres' contemporaries considered the work to signify Ingres' break from Neoclassicism, indicating a shift toward exotic Romanticism
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Blessed with Masculinity, Dasa Hink It tells stories from the last couple of years, of failing in life and love and of falling in love. This song was written just before I actually got pregnant. It was the first step towards admitting to myself that this is what I want, which was a hard thing to do. A kind of love song to my partner, and a kind of spiritual hymn. https://www.youtube.com/watch?v=pWWuwllhBL4&t=11s https://www.thetemporaldimension.com/dasahink
]]> 69 utility ladder of freedoms = demonstrates a universal principle in the functioning of the human mind: when both security and freedom are in short supply, people prioritize security because security is a necessity to survive. But as soon as people feel safe, they begin to prioritize freedom because freedom is essential to thrive, in allowing ingenuity, creativity, and recreational pleasure; term coined by Welzel, inspired by Maslow’s (1954) “hierarchy of human needs,” the findings of Inglehart and his co-authors (Inglehart & Norris, 2003; Inglehart & Welzel, 2005) 68 20231111-20ach 15:40-17:00 2 active Case study - Practice with Hofstede cultural dimensions By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 67 active textbook tmp_pdf/F00010763-WVS__Results_By_Country_2017-2022_v5.0.0.pdf tmp_pdf/F00010738-WVS-7_Master_Questionnaire_2017-2020_English.pdf F00010738-WVS-7_Master_Questionnaire_2017-2020_English.pdf











]]> 66 3 Research active prep_ol_qa edit_ol_qa pix/icons8-collaboration-100_white.png Are your personal values representative of your national ones? 2017 -2021 WORLD VALUES SURVEY WAVE 7 MASTER SURVEY QUESTIONNAIRE Similar to the previous waves, WVS-7 questionnaire is an extensive research tool comprising 290 questions and measuring cultural values, attitudes and beliefs towards gender, family, and religion, attitudes and experience of poverty, education, health, and security, social tolerance and trust, attitudes towards multilateral institutions, cultural differences and similarities between regions and societies. In addition, the WVS-7 questionnaire has been elaborated with the inclusion of such new topics as the issues of justice, moral principles, corruption, accountability and risk, migration, national security and global governance https://www.worldvaluessurvey.org/WVSContents.jsp → answer a (brief) selection of questions from the WVS → check average sample answers from Russian surveys → compare dominant & less frequent answers with your own → discuss how representative they are of Russian culture in comparison with 2-3 other countries of your choice]]> Q2- For each of the following aspects, indicate how important it is in your life. Would you say it is very important, rather important, not very important or not important at all pg 151 Friends pg 153 Leisure time pg 155 politics pg 157 work pg 159 religion Q7- Here is a list of qualities that children can be encouraged to learn at home. Which, if any, do you consider to be especially important? Please choose up to five. pg 161 Good manners pg 163 independence pg 165 hard work pg 167 feeling of responsibility pg 169 imagination pg 171 tolerance and respect for other people pg 173 thrift saving money and things pg 175 determination, perseverance pg 177 religious faith pg 179 not being selfish (unselfishness) pg 181 obedience Q18- On this list are various groups of people. Could you please mention any that you would not like to have as neighbours? Q22- On this list are various groups of people. Could you please mention any that you would not like to have as neighbors? pg 191 Homosexuals pg 197 Unmarried couples living together Q36- Do you agree, disagree or neither agree nor disagree with the following statements?: pg 225 Homosexual couples are as good parents as other couples Q107- Now I'd like you to tell me your views on various issues. How would you place your views on this scale? 1 means you agree completely with the statement on the left; 10 means you agree completely with the statement on the right; and if your views fall somewhere in between, you can choose any number in between. pg 377 Private vs state ownership of business pg 379 Government responsibility Q142- To what degree are you worried about the following situations? pg 446 Losing my job or not finding a job Q147- To what degree are you worried about the following situations? pg 456 A terrorist attack Q149- Most people consider both freedom and equality to be important, but if you had to choose between them, which one would you consider more important? pg 460 Russia Q150- Most people consider both freedom and security to be important, but if you had to choose between them, which one would you consider more important? pg 462 Russia Q152- People sometimes talk about what the aims of this country should be for the next ten years. On this card are listed some of the goals which different people would give top priority. Would you please say which one of these you consider the most important? pg 466 Russia Q184- Please tell me for each of the following statements whether you think it can always be justified, never be justified, or something in between, using this card. pg 530 Abortion pg 538 euthanasia Q250- How important is it for you to live in a country that is governed democratically? On this scale where 1 means it is “not at all important” and 10 means “absolutely important” what position would you choose? pg 681 65 1/3 Academic coordinator in Baku active role_play visual aid You are a consultant of Russian ethnicity born in Baku in the Soviet Union with local experience in teaching. → brain-storm possible hurdles you may face with the local faculty e.g. power-distance, masculinity-femininity... ]]> Consultant of Russian ethnicity born in Baku You believe one female director of studies has more potential than others for succeeding in this position although you are aware they have never had a female manager before. Haven't you heard of the country's recent efforts to rejuvenate its traditional image? e.g. Baku hosted the 57th Eurovision Song Contest in 2012, the 2015 European Games, 4th Islamic Solidarity Games, the European Grand Prix in 2016, the final of the 2018–19 UEFA Europa League I really don't think choosing a female director of studies would be a bad choice if she's competent! Colleague teacher → disagree with the colleague consultant → brain-storm possible hurdles a female director of studies may face with the local faculty I'm afraid power-distance is just too omnipresent in this country! Think about Hofstede's masculinity-femininity... 64 2/3 Academic coordinator in Baku active pix/icons8-lecturer-100_white.png prep_2columns_2qa prep_ol_qa visual aid → prepare a 5min presentation to the panel to explain your choice → make sure you answer at least the questions below ]]> Why may a person-orientated approach be a better choice? How can high-context awareness help a female coordinator in this position between Moscow and Baku? What steps should the academic coordinator take to counterbalance uncertainty avoidance? (...) 63 3/3 Academic coordinator in Baku 20231111-20ach hw20231118-22ach_n1 active pix/icons8-hand-with-pen-100_white.png prep_2columns_2qa prep_ol_qa visual aid → write skills & qualities expected from the ideal candidate to the panel of professors → justify your choice ]]> Striking a balance between local UAI (uncertainty avoidance index) and Russian LTO (long term orientation vs short term normative orientation) is essential, indeed (...) → example situation 62 61 20231111-18ach 10:30-11:50 2 active Power distance vs individualism vs long term orientation World values survey - cultural map By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 60 3 Power distance - Follow-up active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png visual aid
]]> A teenager gives his/her teacher some lip. 〆unacceptable in cultures with high power distance & restraint 〆reprimanded in multi-active cultures 〆even in low power distance teachers wouldn't treat as equals ✓ in more indulgent cultures a teacher would perhaps seek some psychological reason(s) for such behaviour → teacher reaction will vary perhaps only very little regardless of the culture e.g. some form of punishment (perhaps a formal warning) seems inevitable to lip someone | to give someone some lip = to give someone some lip means to speak to someone in a way which is rude and doesn't show respect A young recruit remains silent although he/she is expected to participate in a meeting. 〆if a recruit is expected to participate it probably isn't in a high power distance meeting ✓ in low power distance situations senior staff would offer mentoring & coaching which could make the recruit feel embarrassed → agree in advance on a protocol / format for brainstorming, reporting, etc e.g. senior members should give their opinion last so as to encourage junior staff to share their ideas A training course is designed by a faculty before admitting students. ✓ common practice in long term orientation cultures & higher power distance = teacher centred ✓ in Western universities, students may choose what courses they want to attend = student centred → faculty of professors should strive to be more open to uncertainty avoidance without contradicting their (need for) power distance e.g. be more flexible when demanding which units/credits to be completed A new female mentee employee refuses to be mentored by a 50-year old male manager. 〆possibly a younger employee from a low power distance background who doesn't fit into a team of higher power distance professionals (perhaps in some more traditional, industrial sector - e.g. steel industry, coal mining...) 〆perhaps more collectivist corporate culture → adhere to a mentoring agreement that addresses possible uncertainty avoidance & short term vs long term orientation e.g. ensure both parties are interested in the objectives set mentoring = mutual self-development based on sharing of personal experiences mentee = person who is given help and advice by a more experienced and often older person to adhere = to behave according to a particular law, rule, set of instructions, etc The nephew of the director has been given a job without a skills interview. ✓ common in high power distance cultures 〆might not even be perceived as nepotism, but just the accepted norm in certain collectivist countries (e.g. India) → insist that there are no bad cultures → focus on building long term oriented relationships (in so-called 'corporate tribes') e.g. make sure every employee feels like a member of the 'family' under the auspices of a high power distance manager e.g. outsourced HR officer could conduct (both job & exit) interviews to ensure an optimal match with the corporate culture nepotism = (disapproving) giving unfair advantages to your own family if you are in a position of power, especially by giving them jobs 59 4 Power distance vs individualism vs long term orientation active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png visual aid
]]> Where would you enjoy greater freedom in planning your career? ✓ Switzerland ✓ Denmark In which country are your decisions more difficult to change (because they have a longer term impact)? 〆China 〆Russia 〆Switzerland Where will you be struggling more to get help and climb the professional ladder? 〆Russia 〆Serbia What country would you like to relocate to if you wanted to start your own business (for example a language school)? ✓ Denmark ✓ Sweden → more in control of your own success & lesser dependence on others → fewer obstacles to hierarchical progress → more flexibility with planning objectives & perhaps changing jobs 58 1 Recent discoveries about cultural differences active edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png There are millions of people in each and every culture. Aren't there cultural differences between individuals? How do the Hofstede cultural dimensions cope with disparities? Watch the video [13:12-18:37]. → answer the questions video Geert Hofstede - Recent Discoveries about Cultural Differences https://www.youtube.com/watch?app=desktop&v=LBv1wLuY3Ko ]]> geert_hofstede_recent_discoveries_about_cultural_differences_LBv1wLuY3Ko.mp4 Why did McCrae (author of the Big Five - Ocean) contact G.Hofstede? What did he discover? [13:40-14:15] ✓ McCrae had data on personality ✓ discovered that Big Five differences between countries were correlated with Hofstede's national cultural dimensions [13:38] ✓ found a link between national culture dimensions personality dimensions [13:50] What are the Big Five (Ocean) or Big Six? How do they correspond to the Hofstede cultural dimensions and/or Lewis model? [14:16-15:28] 1. Openness to experience 2. Conscientiousness 3. Extraversion 4. Agreeableness 5. Neuroticism 6. Dependence on others Openness to experience ↔ intelligence → uncertainty avoidance Conscientiousness ↔ precise or sloppy → linear active or multi-active → long-term orientation → masculinity (task-oriented) vs femininity (person-oriented) Extraversion ↔ intro or extra directed (introvert vs extrovert) → low-context vs high-context → masculinity (task-oriented) vs femininity (person-oriented) → indulgence / restraint Agreeableness ↔ nice or nasty → power distance → masculinity (task-oriented) vs femininity (person-oriented) Neuroticism ↔ stable or unstable → linear active / reactive vs multi-active → indulgence / restraint Dependence on others ↔ collectivist or individualistic → individualism-collectivism Does the Hofstede national dimension take into account cultural variations among regions? [15:38-16:17] ✓ yes, you acquire values of the region you are born in [16:17] What is evidenced by the survey of Brazil [16:32-18:37]? ✓ Brazil consists of 27 states southern population immigrated from European countries north western population features African origins northern people are of native Indian origin → all are always closer to each other than to their neighbours 57 2 WFS - World Values Survey active edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png Is national culture more powerful than regions? Watch the video [18:46-21:25]. → answer the questions video Geert Hofstede - Recent Discoveries about Cultural Differences https://www.youtube.com/watch?app=desktop&v=LBv1wLuY3Ko ]]> geert_hofstede_recent_discoveries_about_cultural_differences_LBv1wLuY3Ko.mp4 What has WVS (World Values Survey) demonstrated [18:46]? ✓ despite differences among regions, regions always tended to look for other regions from the same country [20:32] How do Indonesia & Malaysia confirm the reliability of the cultural model? [20:53-21:25] ✓ same language ✓ similar histories (of colonisation) → Indonesian regions cluster with other Indonesian ones → national culture is more powerful 56 55 20231111-16ach 09:00-10:20 2 active Hofstede cultural dimensions - How to use power distance, restraint & indulgence By the end of this session you will have studied (optional homework) video 10 minutes with Geert Hofstede Listen to Geert explain his work and provide context. In 2015, together with Marcel Siegmund and Iekje Smit, and adopted by the Geert Hofstede consortium, Geert created a series of tutorial 10-minute videos with PowerPoint slides. You can find the videos below and the slides on the right-hand side or further down. There is an introduction video plus one of each per dimension of national culture. https://geerthofstede.com/training-consulting/online-lectures/ video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 3/3 Whiz-kid at Blue Bermitz - Writing 20231021-12ach hw20231028-14ach-n2 pix/icons8-hand-with-pen-100_white.png deadline: 20231108 → remember: you don't know how well his parents speak English! (Chang, however, spent 3 years in San Francisco before moving to Russia with his parents) → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> 5 Hofstede's Six Dimensions of Organizational Culture 20231028-14ach hw20231111-16ach_n2 Hofstede's Six Dimensions of Organizational Culture https://www.youtube.com/watch?app=desktop&v=yKKruTRQ_2A ]]> 54 4/3 Whiz-kid at Blue Bermitz - Feedback 20231021-12ach hw20231028-14ach-n2 active edit_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> Language notes functional language > academic discourse plain English > pedagogical terminology concrete examples > concepts & theories e.g. writing an email to parents should be easier than writing an academic essay... → focus on real-world, communicative skills but as you did not show up for our meeting which I organized due to your son's problems with homework, I believe there is no other way for me to contact you. For the past three weeks, your son Chang has been systematically neglecting his home assignments, and this affects his rating in a bad way. As you know, homework plays a crucial role in the learning process as it helps students consolidate the knowledge they were given in school and use it further. Homework also helps to build regular study habits and self-discipline, which are an integral part of successful learning. (...) Our teachers work individually and patiently with each student to help them reach their potential. However, without the support and participation of parents, this process becomes much more difficult. I am disappointed that although I invited you to a meeting to discuss this issue, you did not show up. Your reluctance to attend the meeting left unresolved questions about how we can work together to support your child's academic success. I insist on you taking this issue seriously and contact me immediately so that we can develop a plan on how to improve your son's academic performance. I am always willing to listen to your views and suggestions as our communication and collaboration is important to your child's success. Looking forward to your reply. Best regards,]]> 〆problem disclosure is expressed in a direct manner too early in the e-mail → give more context → don't put unjustified pressure on parents or question their role & responsibilities → use more diplomatic language never came to it and did not warn me about it ]]> 〆why use 'never' and not simply 'you haven't come'? → sounds rather negative tell me the reason why Chang didn't pass his homework ]]> 〆too linear active | blunt | direct draw your attention to a problem that arose with one of my students - your son Chang. Over the last three lessons he has not completed his homework even once and I consider it necessary to report his behavior ]]> 〆feels rather formal & almost threatening → perhaps not a good strategy right from the beginning (although acceptable after some more diplomatic, high-context introduction) inform remind you that we had a scheduled meeting today to discuss Chang's recent academic progress and his repeated failure to submit his homework. Unfortunately, no one showed up for the meeting, and I was not given any notice of its cancellation or any reasons for your absence. ]]> 〆too linear active | direct our discontent and puzzlement was the fact that your son's homework was missing ]]> 〆too strong once again, we will be forced to raise the issue of the expulsion of your son, Chang ]]> 〆too direct & threatening After all, you don't know anything yet about the reasons for their absence or his failed h/w I have the right to say that if Chang refuses to do his homework, ]]> 〆too direct & redundant you should support your son and approach the teacher with him ]]> 〆confusing: the opposite would be surprising → Are you suggesting his parents are doing sth wrong? your involvement as parents is severely important in addressing this issue together ]]> 〆too much pressure on parents writing on behalf of Blue Bermitz School to clarify the situation we encountered with your son’s studies. As I am Chang’s teacher, I am highly interested in his involvement and progress at school, that is why it is important that his family is informed about the current situation. (2) I have no intention to interfere in your family’s private life, but I would be grateful if you could talk to Chang and try to find out the reason for his behaviour. If you find it possible to share, it would be of great help for me as Chang’s teacher, who is truly interested in his comfort and progress at school. ]]> ✓ (1) good example of providing context before addressing the issue at stake ✓ (2) good example of not putting pressure on parents I hope you understand English,. We had a meeting scheduled with you at school, but you didn't come and did not warn me about it (...) (2) I understand that you have lived in San Francisco for a long time. And, perhaps, the move was really difficult for Chang. It's hard to adapt to another country with a different mentality, with a different language. (...) (3) It's probably hard for him to adjust to another format of education at school: the length of the school day (4-6 hours in Russia instead of the 6-hour one that Chang is used to), a large number of students in the classroom, an accent on traditional subjects like mathematics, rather than on critical thinking. ]]> ✓ (1) good attempt - but perhaps too direct, would need to develop this idea... e.g. I hope writing to you in English does not pose any problem to you.  Please tell me if you need help. OR Kindly let me know if you need assistance. ✓ (2) showing empathy but keeping (power) distance ✓ (3) simple, concrete examples By the way, he has not handed in his homework for the 3rd consecutive time. That is what I wanted to talk with you about. (...) (2) I want to emphasize that our school greatly values the diligence and effort of each of our students, and therefore we always inform parents when such problems arise (...) (3) Therefore, your input and support are invaluable in helping us understand and address this matter appropriately ]]> ✓ (1) confusing OR v. smart from you... Do you want to suggest it's just a minor point, or the main reason (see R.Lewis' table - What the Brits say, think & what foreigners understand)? I take it you mean 'let them know so they would understand' ✓ (2) should come early in the letter/e-mail ✓ (3) good - but you should make sure 'you have let them know so that they could see it if they wanted it' 53 1 Hofstede's Six Dimensions of Organizational Culture 20231028-14ach hw20231111-16ach_n2 active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Hofstede's Six Dimensions of Organizational Culture https://www.youtube.com/watch?app=desktop&v=yKKruTRQ_2A ]]> hofstede_s_six_dimensions_of_organizational_culture_yKKruTRQ_2A.mp4 What is power distance? → give an example → ask a question to assess the dominant cultural dimension Named generations in the Western world (Wikipedia) Who takes decisions: the boss or the team?]]> Millennials = aka Generation Y, described as the first global generation and the first generation that grew up in the Internet age. The generation is generally marked by elevated usage of and familiarity with the Internet, mobile devices, and social media, which is why they are sometimes termed digital natives What is meant by individualism-collectivism? → give an example → ask a question to assess the dominant cultural dimension Are there individual incentives or bonuses for the whole team? Is your success also your company's success? How do you contribute to the development of your town, ecology, country?]]> incentive = something that encourages you to do sth What is meant by masculinity-femininity? → give an example → ask a question to assess the dominant cultural dimension What is the percentage of women in managerial positions? Are your products & services the same for both men and women?]]> gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes Explain uncertainty avoidance → give an example → ask a question to assess the dominant cultural dimension Are you ready to take out a loan? Is management open to new technologies & telework?]]> telework = work from home, remotely What is meant by short vs long-term orientation? → give an example → ask a question to assess the dominant cultural dimension Where do you see yourself in 5-10 years? Do you choose a product rather because it is fashionable or of durable quality?]]> frugality = prudence in avoiding waste perseverance = quality of continuing to try to achieve a particular aim in spite of difficulties How do you explain indulgence vs restraint? → give an example → ask a question to assess the dominant cultural dimension Do you believe in 'Carpe Diem'? How do you retain talents? How do you achieve happiness? Can you discipline yourself?]]> indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want; something that you allow yourself to have even though it is not essential gratification = state of feeling pleasure when sth goes well for you or when your desires are satisfied; sth that gives you pleasure Carpe diem = Latin aphorism, usually translated "seize the day", "pluck the day [as it is ripe]", that is 'Enjoy the moment' 52 2 pix/icons8-microscope-100_white.png Power distance active xml_multi_dd_column visual aid]]> 100 40 22 bottom 1;2;3;4;5;6;7;8;9;10 11;12;13;14;15;16;17;18;19 51 Millennials = also known as Generation Y or Gen Y, are the demographic cohort following Generation X and preceding Generation Z. Researchers and popular media use the early 1980s as starting birth years and the mid-1990s to early 2000s as ending birth years, with the generation typically being defined as people born from 1981 to 1996. Most millennials are the children of baby boomers and early Gen Xers; millennials are often the parents of Generation Alpha; described as the first global generation and the first generation that grew up in the Internet age. The generation is generally marked by elevated usage of and familiarity with the Internet, mobile devices, and social media, which is why they are sometimes termed digital natives incentive = something that encourages you to do sth gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes telework = work from home, remotely frugality = prudence in avoiding waste perseverance = quality of continuing to try to achieve a particular aim in spite of difficulties indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want; something that you allow yourself to have even though it is not essential gratification = state of feeling pleasure when sth goes well for you or when your desires are satisfied; sth that gives you pleasure Carpe diem = Latin aphorism, usually translated "seize the day", "pluck the day [as it is ripe]", that is 'Enjoy the moment' legitimate = lawful, proper, regular, conforming to the standard type; logically admissible to lip someone | to give someone some lip = to give someone some lip means to speak to someone in a way which is rude and doesn't show respect mentoring = mutual self-development based on sharing of personal experiences mentee = person who is given help and advice by a more experienced and often older person nepotism = (disapproving) giving unfair advantages to your own family if you are in a position of power, especially by giving them jobs 50 20231028-14ach 15:40-17:00 2 active Hofstede cultural dimensions By the end of this session you will have studied Understanding differences in culture across countries (how to deal with inequality, uncertainty, relationship of the individual with their primary group, emotional implications of having been born as a girl or a boy) Defining key dimensions (power distance, uncertainty avoidance, individualism-collectivism, masculinity-femininity, and short vs long-term orientation) Effects of a society's culture on the values of members (national cultural preferences vs individual cultural preferences) Positive and negative correlations Possible obstacles in teaching a language due to power distance (e.g. in role plays) Communicating engaging goals (task-orientation versus person-orientation | masculinity-femininity) Differences with Theory of dimensions and High & low context culture approach - Limitations of the Lewis model Support material Culture's Consequences, Geert Hofstede Please, kindly add all your written assignments into the same googledoc you used previously video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 4 Pros and cons of the Lewis model (Richard D.Lewis) 20231021-8ach hw20231028-14ach-n1 pix/icons8-hand-with-pen-100_white.png deadline: 20231025 → search the internet if relevant]]> 3/3 Whiz-kid at Blue Bermitz - Writing 20231021-12ach hw20231028-14ach-n2 pix/icons8-hand-with-pen-100_white.png deadline: 20231108 → remember: you don't know how well his parents speak English! (Chang, however, spent 3 years in San Francisco before moving to Russia with his parents) → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> 49 4 Pros and cons of the Lewis model (Richard D.Lewis) - Feedback 20231021-8ach hw20231028-14ach-n1 active edit_ol_qa prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png What are the pros of this model? dominant behaviours, communication styles, and decision-making approaches in different cultures ✓ model born in an era of rampant globalisation of business → particularly appropriate for assessing an individual’s likely performance in a commercial role → design of the questionnaire is based on business situations ✓ simple & succinct nomenclature of the typologies: Linear-active, Multi-active, Reactive e.g. a training officer, on being told that “Candidate A is basically monochronic and low-context but high on uncertainty avoidance, has a tendency towards collectivism and femininity and is past-oriented,” may well ask, “What shall I do with him?” If the description is Linear-active, Multi-active or Reactive, the answer is clear and succinct: → The location of each individual shows how close he or she is in behaviour or affinity to different cultures. How does this information help training officers, headhunters or others engaged in the placement of new recruits in the company structure? After assessment, the individual’s cultural profile is pinpointed inside the triangle, showing how close or how far it is to the world’s major cultural groups. It indicates not only how much affinity their behaviour has to that of other countries but also shows their similarity to or deviation from their own national norm, as well as their compatibility with other people tested. This is particularly useful if members of a proposed team are tested simultaneously.
visual aid
]]> What are the cons of this model? 〆while the three types are distinctive, each possesses behavioural elements from the other two categories. It is a question of which one is dominant e.g. many individuals deviate from the national type in a work situation e.g. engineers and accountants tend to be Linear, sales people Multi-active, lawyers and doctors Reactive e.g. when a person was born in a multi-active family, but studied in another country where the reactive type prevails → he/she got used to the behavioural patterns of the reactive type but couldn't be described as a multi-active type 〆risk of generalizing and stereotyping potential differences in decision-making processes or professional etiquette 〆tends to provide a snapshot of cultural behaviours 〆may overlook changes occurring within these cultures over time The Lewis model has its limitations and criticisms, such as oversimplifying or stereotyping cultures, disregarding individual differences and personal preferences, not reflecting the dynamic and evolving nature of cultures and communication, and not accounting for other factors such as power, gender, age, education, religion, etc. It is important to use the Lewis model as a starting point for cross-cultural communication but not as an end point. You should always be open-minded, curious, and respectful of other perspectives and experiences; furthermore, you should seek feedback and clarification when in doubt. 48 1 Hofstede's definition of culture: collective programming active edit_ol_qa prep_ol_qa pix/icons8-microscope-100_white.png Culture is the collective programming of the mind - G.Hostede video Geert Hofstede on Culture Watch the video [00:44-03:12] https://www.youtube.com/watch?app=desktop&v=wdh40kgyYOY (homework) video 10 minutes with Geert Hofstede Listen to Geert explain his work and provide context. In 2015, together with Marcel Siegmund and Iekje Smit, and adopted by the Geert Hofstede consortium, Geert created a series of tutorial 10-minute videos with PowerPoint slides. You can find the videos below and the slides on the right-hand side or further down. There is an introduction video plus one of each per dimension of national culture. https://geerthofstede.com/training-consulting/online-lectures/ ]]> geert_hofstede_on_culture_wdh40kgyYOY.mp4 What is Geert Hofstede's definition of culture? ✓ collective programming of the mind e.g. people are born into this world with a given operating system then, they acquire some behaviour (in the same way as software is installed) What does his approach consist in? ✓ focus on how culture is acquired e.g. people are born into this world with a given operating system then, they acquire some behaviour (in the same way as software is installed) What does he mean by 'collective'? ✓ growing in the same forest How can you measure culture? ✓ collective phenomena → how do they behave in particular situation → take an average = what is the dominant behaviour? 47 2 Hofstede's Six Dimensions of Organizational Culture active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Hofstede's Six Dimensions of Organizational Culture https://www.youtube.com/watch?app=desktop&v=yKKruTRQ_2A ]]> hofstede_s_six_dimensions_of_organizational_culture_yKKruTRQ_2A.mp4 What are the 6 dimensions mentioned? 1 power distance 2 individualism-collectivism 3 masculinity-femininity 4 uncertainty avoidance 5 short vs long-term orientation 6 indulgence vs restraint 46 3 pix/icons8-collaboration-100_white.png citKey dimensions of Hofstede’s theory How to understand & use key dimensions of Hofstede’s theory active xml_multi_dd_row deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 70 3 left 1 2 3 4 5 6 45 4 pix/icons8-collaboration-100_white.png citKey dimensions of Hofstede’s theory How to understand & use key dimensions of Hofstede’s theory active xml_multi_dd_row deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign 30 3 left 1;2;3;4 5;6 7;8;9 44 5 Hofstede's Six Dimensions of Organizational Culture 20231028 hw20231111-16ach_n2 active prep_ol_qa edit_ol_qa pix/icons8-cafe-100_white.png Hofstede's Six Dimensions of Organizational Culture https://www.youtube.com/watch?app=desktop&v=yKKruTRQ_2A ]]> hofstede_s_six_dimensions_of_organizational_culture_yKKruTRQ_2A.mp4 What is power distance? → give an example → ask a question to assess the dominant cultural dimension Named generations in the Western world (Wikipedia) Who takes decisions: the boss or the team?]]> Millennials = aka Generation Y, described as the first global generation and the first generation that grew up in the Internet age. The generation is generally marked by elevated usage of and familiarity with the Internet, mobile devices, and social media, which is why they are sometimes termed digital natives What is meant by individualism-collectivism? → give an example → ask a question to assess the dominant cultural dimension Are there individual incentives or bonuses for the whole team? Is your success also your company's success? How do you contribute to the development of your town, ecology, country?]]> incentive = something that encourages you to do sth What is meant by masculinity-femininity? → give an example → ask a question to assess the dominant cultural dimension What is the percentage of women in managerial positions? Are your products & services the same for both men and women?]]> gender gap = difference in opinions or attitudes between men and women concerning a variety of public and private issues, including political candidates, parties, or programmes Explain uncertainty avoidance → give an example → ask a question to assess the dominant cultural dimension Are you ready to take out a loan? Is management open to new technologies & telework?]]> telework = work from home, remotely What is meant by short vs long-term orientation? → give an example → ask a question to assess the dominant cultural dimension Where do you see yourself in 5-10 years? Do you choose a product rather because it is fashionable or of durable quality?]]> frugality = prudence in avoiding waste perseverance = quality of continuing to try to achieve a particular aim in spite of difficulties How do you explain indulgence vs restraint? → give an example → ask a question to assess the dominant cultural dimension Do you believe in 'Carpe Diem'? How do you retain talents? How do you achieve happiness? Can you discipline yourself?]]> indulgence = (usually disapproving) the state or act of having or doing whatever you want; the state of allowing sb to have or do whatever they want; something that you allow yourself to have even though it is not essential gratification = state of feeling pleasure when sth goes well for you or when your desires are satisfied; sth that gives you pleasure Carpe diem = Latin aphorism, usually translated "seize the day", "pluck the day [as it is ripe]", that is 'Enjoy the moment' 43 Hofstede's Cultural Dimensions Theory = created in 1980 by Dutch management researcher Geert Hofstede who carried out an extensive survey during the 1960s and 1970s, investigating variations in values within different sectors of IBM, a global computer manufacturing company power distance = strength of social hierarchy; has been defined as the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. This represents inequality (more versus less), but defined from below, not from above. It suggests that a society's level of inequality is endorsed by the followers as much as by the leaders. Power and inequality, of course, are extremely fundamental facts of any society. All societies are unequal, but some are more unequal than others (https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc pg 8) masculinity-femininity = task-orientation versus person-orientation IDV (individualism-collectivism) = measures the extent to which people look out for each other as a team or look out for themselves as an individual; In individualistic cultures, people choose their affiliations voluntarily; in collectivistic cultures, they are imposed on them: people cannot escape obligations to their lineage UAI (uncertainty avoidance index) = indicates to what extent nations avoid the unknown; is not the same as risk avoidance: it deals with a society's tolerance for ambiguity. It indicates to what extent a culture programs its members to feel either uncomfortable or comfortable in unstructured situations. Unstructured situations are novel, unknown, surprising, and different from usual. Uncertainty avoiding cultures try to minimize the possibility of such situations by strict behavioural codes, laws and rules, disapproval of deviant opinions, and a belief in absolute Truth; 'there can only be one Truth and we have it' (https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1014&context=orpc pg 10) LTO (long-term orientation) = expresses how societies either prioritize traditions or seek for the modern in their dealings with the present and the future IVR (indulgence vs restraint) = comparison between a country's willingness to wait for long-term benefits by holding off on instant gratification, or preferences to no restraints on enjoying life at the present 42 20231021-12ach 15:40-17:00 2 active Case study - Practice with the Lewis model By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 41 1/3 Whiz-kid at Blue Bermitz active role_play Blue Bermitz is one of the first international schools in Russia accredited by the UK Government inspection scheme with the highest score across all criteria. It remains true to the traditions of a classical British education. Fees are high. Bi-lingual education in its prestigious district of Moscow is synonymous of a high social status, which is why it has attracted many expats from around the world. One of the pupils, a Chinese whiz-kid, has not handed in his homework for the 3rd consecutive time. You are aware that - according to Lewis' theory of cultural differences - Chinese react badly to time pressure. This pupil, Chang, had spent 3 years in San Francisco before moving to Russia with his parents. You want to speak to his parents. Chang's teacher → discuss with other teachers → use Lewis' approach with horizons (what have they got in common, what are their blind spots?) → pre-empt obstacles you may encounter when meeting Chang's parents I'm quietly confident he is familiar with a linear-active cultural approach! I'd want a more reactive touch with his parents, though... Other teachers → use the Lewis horizon to anticipate their vision You shouldn't come across as blunt or impatient! 40 2/3 Whiz-kid at Blue Bermitz active role_play Blue Bermitz is one of the first international schools in Russia accredited by the UK Government inspection scheme with the highest score across all criteria. It remains true to the traditions of a classical British education. Fees are high. Bi-lingual education in its prestigious district of Moscow is synonymous of a high social status, which is why it has attracted many expats from around the world. Chang's teacher → discuss with Chang's parents → be relationship-oriented, respectful, and indirect → you don't know how well his parents speak English Thank you for finding time to come. I hope you have managed to settle in Moscow. I realise you are rather busy. I suppose this must have been quite a culture shock for all of you... Chang's parents (Feel free to improvise very different characters if you wish) Thank you. Perhaps. Maybe. That's possible. 39 3/3 Whiz-kid at Blue Bermitz - Writing 20231021-12ach hw20231028-14ach-n2 active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png → use Richard T.Lewis' 'What the British say and mean and what foreigners understand' table to grade your language in an unambiguous way]]> 38 4 How to be Late for Work - Foil Arms and Hog active edit_ol_qa prep_ol_qa pix/icons8-collaboration-100_white.png How to be Late for Work - Foil Arms and Hog https://www.youtube.com/watch?v=5vA_6GP9gjM&vl=en]]> how_to_be_late_for_work_-_foil_arms_and_hog-5va_6gp9gjm.mp4 How do you feel when you are late at work? ✓ embarrassed ✓ perhaps upset because you'll have to leave later Are you always guilty? 〆don't feel guilty because it's not always your fault What are common reasons for being late? ✓ traffic jams ✓ car accident ✓ oversleep Who can you blame for being late? ✓ pets ✓ children ✓ your wife (...) What are the best excuses for being late? ✓ those that can help you be forgiven Which way(s) do you think is the most / least effective if you arrive late at work? the Blamer the Gifter the Daylight Saver the Judas the Character Witness the Reverse Psychologist the Sudden Injury the Disbeliever the Funeral Attire the Quick Change the Full Disclosure Is there anything you ought to do to avoid arriving late? ✓ had better share your agenda with colleagues ✓ needn't describe what time slots are dedicated to 37 whiz kid = wunderkind; child prodigy who produces meaningful output in some domain at the level of an adult expert; also, someone whose career progresses rapidly to pre-empt = to prevent sth from happening by taking action to stop it embarrassed = shy, awkward or ashamed, especially in a social situation to foil = to stop sth from happening, especially sth illegal; to prevent sb from doing sth Foil Arms and Hogs = group's name evolved from nicknames each of the members had for each other, Foil (Sean Finegan) being the comedy foil, Arms (Conor McKenna) was 'All arms and Legs' and Hog (Sean Flanagan) because he ostensibly hogged the limelight foil = in films, TV shows, and books, a foil character is someone who contrasts with another character – usually the main character – to highlight their qualities judas /'dʒu:dəs/ = person who betrays a friend; traitor attire /əˈtaɪə/ = clothes 36 20231021-10ach 10:30-11:50 2 active Lewis model horizons By the end of this session you will have studied Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 35 1 USA vs French horizons active pix/icons8-microscope-100_white.png edit_ol_qa prep_ol_qa prep_2columns_2qa edit_2columns_2qa edit_1qa visual aid
]]> Explain what could go wrong on both sides. 〆egghead attitude of Americans could put off French academia who traditionally focus more on theoretically knowledge 〆streetwise approach of Americans with real world case studies may contradict rational studying progress & patterns Suggest how they could avoid misunderstandings. 〆Americans may not understand why the French need approval from a senior manager to sign a contract → French should remind their American partners of the importance of their hierarchical decision-making process & ask them to be patient 34 2 German vs Japanese horizons active pix/icons8-microscope-100_white.png edit_ol_qa prep_ol_qa prep_2columns_2qa edit_2columns_2qa edit_1qa visual aid
]]> Explain what could go wrong on both sides. ✓ use of many adjectives will help low-culture, implicit Germans to describe the big picture that high context, reactive Japanese are more responsive to ✓ use past tense rather than reported speech to communicate on results Suggest how they could avoid misunderstandings. 33 3 pix/icons8-collaboration-100_white.png Russian vs German horizons wip 20231108 hw20231113_n2 deck_shuffled_lines_halign visual aid ]]> shared knowledge & values engineering WW2 football bureaucratic old-fashioned Soviet Union values Russian water ice hockey romantic, nostalgic literature & music German water lack of sense of humour Ordnung must sein beer ]]> 32 4 pix/icons8-collaboration-100_white.png Russian vs Chinese horizons wip 20231108 hw20231113_n3 deck_shuffled_lines_halign visual aid ]]> shared knowledge & values non verbal clues centralised administration Russian water ice hockey romantic, nostalgic literature & music WW2 Chinese water non verbal clues importance of traditions decision making via consensus ]]> 31 3 Avoiding communication breakdown active prep_ol_qa edit_ol_qa pix/icons8-cafe-100_white.png visual aid ]]> I hear what you say. ✓ I'm afraid I can't agree & would rather not continue this discussion. With the greatest respect. ✓ It doesn't seem to be a very reasonable | sensible idea. That's not bad. ✓ Thumbs up! That is a very brave proposal. ✓ It doesn't sound like a good idea at all. Quite good. ✓ (Perhaps) you should try harder. I would suggest ✓ Please do so, unless you can provide a better solution. Oh, incidentally / By the way ✓ What is important is that... (cleft sentence) I was a bit disappointed that ✓ I'm sorry to say I'm annoyed with... Very interesting. ✓ I don't think it makes sense. ✓ I think you've lost me. I'll bear it in mind. ✓ We probably needn't spend too much time on that. I'm sure it's my fault. ✓ A mistake has been made. ✓ There's a mistake in your solution. ✓ It seems you have omitted some important facts. You must come for dinner. ✓ It's been a pleasure to meet you. I almost agree. ✓ Let's agree to disagree (on that one). I only have a few minor comments. ✓ You'll probably need to rewrite after reading my comments. Could we consider some other options? ✓ I don't think we should stop at that - we must do better. ✓ We should find some alternatives. 30 egghead = (informal, disapproving or humorous) a person who is very intelligent and is only interested in studying streetwise = (informal) having the knowledge and experience that is needed to deal with the difficulties and dangers of life in a big city hunch = feeling that sth is true even though you do not have any evidence to prove it 29 waited expected to achieve ]]> 20231021-8ach 09:00-10:20 2 active When cultures collide - Lewis model By the end of this session you will have studied Increasing awareness of your own communication style and how it may differ from others Anticipating potential challenges and opportunities Finding practical tips and strategies to bridge gaps and leverage strengths of each cultural type Using the concept of horizons (i.e. example characteristics of areas in common) Differences with Theory of dimensions and High & low context culture approach - Limitations of the Lewis model Reasons for considerations as the most practical and easiest to use model in everyday communication today Support material When Cultures Collide: Leading Across Cultures, Richard Lewis see screenshots https://en.empowerment-coaching.com/post/cultural-types-the-lewis-model see screenshot https://en.empowerment-coaching.com/post/cultural-types-the-lewis-model What the British say | What the British mean | What foreigners understand → examples of linguistic communication breakdowns Please, kindly submit all your written assignments in the same google doc (i.e. a single, on-line file per person) → deadline: 20231018 → send the url (in edit mode!) by e-mail at the address below: duncanpotter@yandex.ru video Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 1 Pros and cons of high context and low context culture model (Edward T.Hall) 20231014-6ach hw20231021-8ach-n2 pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png 3/3 Innopolis University Seminar - Writing 20231014-6ach hw20231021-8ach-n3 pix/icons8-hand-with-pen-100_white.png 28 4/3 Innopolis University Seminar - Writing feedback 20231014-6ach hw20231021-8ach-n3 active edit_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png Think also about what you don't need to write because you will tell them in a more implicit manner when meeting them! ]]> You  may want to hint at some more implicit rules that will be communicated later. e.g. At your discretion, you may occasionally discuss current issues and/or share your political views with colleagues who wish to do so. e.g. Any actions contributing to the creation of a conflict situation are prohibited. → Why would anyone want to do take such action? Don't you trust your keynote speakers? → tell people what you're going to tell them → tell them → tell them what you've told them What are mentoring expectations? → egalitarian and/or hierarchical? → condescending? What is your policy regarding punctuality? Can lectures overrun? ✓ tolerate changes of plan? Your ideas Task response https://docs.google.com/document/d/1igNd9MS8wwpKxce9TZdTSR_KRiUBdzJ96_SgvUB9fSI/edit https://docs.google.com/document/d/1w5YYF3W7PWn7UZxVEez8GAybCQ0uHaul1Z_-hTQzUqs/edit --> ]]> Communicativeness ✓ can your target readers understand your message? → provide simple, concrete examples how to behave with people from different cultures e.g. We encourage peer-to-peer learning and collaboration. While there may be experts in specific areas, the goal is to create a supportive and collaborative atmosphere rather than a hierarchical one e.g. If during a discussion with students you realise that the student is wrong or he/she is drifting off topic, try to gently hint to him/her with leading questions. Do not directly say that he/she is wrong. Relevant practice ✓ can you show you have attended the lesson & are able to recycle material? → give strong evidence of cultural awareness e.g. «when interacting with someone from another culture, try to watch more, listen more, and speak less. Listen before you speak and learn before you act» (Erin Meyer). e.g. During lunch time we will provide guests with cuisine of numerous countries. Learning by discovery / critical thinking First of all, when a guest visits, the Tatars traditionally spread a festive tablecloth dastarkhan and serve the best treats. Custom requires you to feed the newcomer. Therefore, do not refuse treats, otherwise it will be regarded as an uncultured gesture.  • Secondly, since Islam is one of the two religions in Tatarstan, make sure that your clothes are acceptable for this community, try to avoid short shorts or skirts, too open blouses, and shirts. ]]> 27 1 Fish can't see water active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Management and the board are often, if not always, blind to their own culture – fish can’t see water – and may not realise derailing cultural dynamics, in time leading to under-performance or, in the worst case, financial disaster. The message of this book is simple: national culture, through its influence on corporate culture, has a powerful but often invisible impact on the success of global companies. Fish Can't See Water: How National Culture can Make or Break Your Corporate Strategy, by Richard D.Lewis & Kai Hammerich - 2013 Watch the video to find out more about the Lewis model. video The Lewis Model https://www.youtube.com/watch?v=_T98wFx73V0 Answer the questions.]]> visual aid
]]> Fish can't see water in the same way as you can't see your own culture. It is your natural environment that's why we don’t know we are in water, and as a consequence we don’t understand our surroundings. ]]> the_lewis_model_fish_cant_see_water.mp4 the looser model differs from older models in that most cross-cultural misfortune oh the monochromic people who did one thing at a time the pollak like people who tried to do many things at a time and that was about it I felt that one category had been forgotten and that's the Asians who are neither monotonic are polychronic the Lewis model shows three different types of human being we call them linear active multi active and reactive linear active people are Germans and Americans they do one thing at a time they're quite definite they go forward they plan well ahead the job oriented you know multi active people they're people oriented emotional try to do many things at once get excited where he see me it's aliens are a good example and then of course the reactive people are the Asians Chinese Japanese Koreans Vietnamese what do they do they try to make you speak first to establish what your aims and intentions are and that enables them to modify the reply so they don't sound you know too worried about it they accept certain things and and that way and they can create a slightly harmonious response and a harmonious attitude from the beginning when we're doing business with different countries we should ascertain to which cultural category the country belongs you have to study the the category and then respond to that category by adapting to it so your own behavior will have to correspond in a suitable manner to the people you're doing business with How does the Lewis model differ from most cross-cultural models? 〆older models focus mostly on the distinction between monotonic & polychronic cultures 〆omit people from Asian cultures who are neither monotonic, nor polychronic Lewis considered that previous cross-culturalists, in accumulating the multiplicity of dimensions listed in the preceding paragraph, ran the risk of creating confusion for those who sought clarity and succinctness. Moreover, he pointed out that the experts’ preoccupation with north/south, mono-chronic/poly-chronic dichotomies, had caused them to overlook or ignore the powerful Asian mindset (comprising, in fact, half of humanity). He named this behavioural category Reactive, thereby creating a model that is essentially tripartite and cites the following characteristics: What are the three types defined in the Lewis model? linear-active multi-active reactive What nationalities are typically linear active? What are their characteristics? Germans, Americans(...) Linear-Actives are task-oriented, highly-organized planners, who complete action chains by doing one thing at a time, preferably in accordance with a linear agenda. loquacious = talkative What nationalities are typically multi active? What are their characteristics? Italians Multi-Actives are emotional, loquacious and impulsive people who attach great importance to family, feelings, relationships, people in general. They like to do many things at the same time and are poor followers of agendas. What nationalities are typically reactive? What are their characteristics? Chinese, Japanese, Koreans(...) Reactives are good listeners, who rarely initiate action or discussion, preferring first to listen to and establish the other’s position, then react to it and form their own opinion. 26 2 pix/icons8-collaboration-100_white.png Traits of the 3 Lewis typologies (linear-active, multi-active, reactive) active xml_multi_dd_row 25 20 left visual aid visual aid ]]> 1 2 3 25 3 pix/icons8-collaboration-100_white.png Adapting your communication style according to the Lewis model active xml_multi_dd_row visual aid
]]> 30 20 left 1;2;3 4;5;6 7;8;9 be concise, precise, and factual avoid interruptions and distractions follow a clear agenda and timeline be friendly, enthusiastic, and empathetic allow for some flexibility and improvisation use stories and examples to illustrate your points be polite, respectful, and humble listen attentively and patiently use indirect and subtle cues to convey your messages 24 4 Pros and cons of the Lewis model (Richard D.Lewis) 20231021-8ach hw20231028-14ach-n1 active prep_ol_qa edit_ol_qa pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png What are the pros of this model? The Lewis Model, born in an era of rampant globalisation of business, is particularly appropriate for assessing an individual’s likely performance in a commercial role. The design of the questionnaire is based on business situations. The nomenclature of the typologies is succinct: Linear-active, Multi-active, Reactive. While the three types are distinctive, each possesses behavioural elements from the other two categories. It is a question of which one is dominant. Many individuals deviate from the national type in a work situation e.g. engineers and accountants tend to be Linear, sales people Multi-active, lawyers and doctors Reactive. A Training Officer, on being told that “Candidate A is basically monochronic and low-context but high on uncertainty avoidance, has a tendency towards collectivism and femininity and is past-oriented,” may well ask, “What shall I do with him?” If the description is Linear-active, Multi-active or Reactive, the answer is clear and succinct: The location of each individual shows how close he or she is in behaviour or affinity to different cultures. How does this information help training officers, headhunters or others engaged in the placement of new recruits in the company structure? After assessment, the individual’s cultural profile is pinpointed inside the triangle, showing how close or how far it is to the world’s major cultural groups. It indicates not only how much affinity their behaviour has to that of other countries but also shows their similarity to or deviation from their own national norm, as well as their compatibility with other people tested. This is particularly useful if members of a proposed team are tested simultaneously. What are the cons of this model? The Lewis model has its limitations and criticisms, such as oversimplifying or stereotyping cultures, disregarding individual differences and personal preferences, not reflecting the dynamic and evolving nature of cultures and communication, and not accounting for other factors such as power, gender, age, education, religion, etc. It is important to use the Lewis model as a starting point for cross-cultural communication but not as an end point. You should always be open-minded, curious, and respectful of other perspectives and experiences; furthermore, you should seek feedback and clarification when in doubt. 23 monochronic = culture which schedules one event at a time in an orderly fashion polychronic = culture where employees can work on several tasks simultaneously. Individuals thrive on carrying out more than one task at the same time as long as they can be executed together with a natural rhythm Lewis model = born in an era of rampant globalisation of business, is particularly appropriate for assessing an individual’s likely performance in a commercial role. The design of the questionnaire is based on business situations. The nomenclature of the typologies is succinct: Linear-active, Multi-active, Reactive. While the three types are distinctive, each possesses behavioural elements from the other two categories. It is a question of which one is dominant. Many individuals deviate from the national type in a work situation e.g. engineers and accountants tend to be Linear, sales people Multi-active, lawyers and doctors Reactive linear-active culture = culture where you may want to be concise, precise, and factual, avoid interruptions and distractions, and follow a clear agenda and timeline multi-active culture = culture where you may want to be friendly, enthusiastic, and empathetic, allow for some flexibility and improvisation, and use stories and examples to illustrate your points reactive culture = culture where you may want to be polite, respectful, and humble, listen attentively and patiently, and use indirect and subtle cues to convey your messages loquacious = talkative officialdom = people who are in positions of authority in large organizations when they seem to be more interested in following rules than in being helpful 22 20231014-6ach 15:40-17:00 2 active Case study - Practice with the cultural iceberg, high vs low context cultures models By the end of this session you will have studied Case study A group of scientists from the USA, Europe and Asia are invited to Innopolis University to run a workshop in robotics. Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 21 4 pix/icons8-collaboration-100_white.png High context and low context countries active xml_multi_dd_row 20 16 left 1;2;3;4;5 6;7;8;9 10;11;12;13;14;15;16 17;18;19;20;21;22;23 USA Canada Australia Netherlands Germany Poland Finland Denmark UK Argentina Brazil Spain Italy France Russia Singapore Kenya India Iran Saudi Arabia China Korea Japan visual aid ]]> 20 5 Communication breakdown How to avoid and/or mitigate communication breakdowns using the low context and high context culture approaches active pix/icons8-microscope-100_white.png edit_2columns_2qa prep_2columns_2qa edit_1qa Explain what went wrong on both sides. Díaz was quite certain Mr Chen had said he was coming. Mr Chen was quite certain he had communicated that he absolutely could not come because he was going to be celebrating his daughter’s birthday with his family. Suggest how the manager could have avoided this misunderstanding. 19 1 Pros and cons of high context and low context culture model (Edward T.Hall) 20231014-6ach hw20231021-8ach-n2 active edit_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png pix/icons8-collaboration-100_white.png . → find examples → search the internet if relevant]]> What are the pros of this model? ✓ popular framework in intercultural-communication studies ✓ help inform and educate individuals on how to better facilitate communication between individuals of different cultural backgrounds ✓ anticipate if a given group is likely to be inclusive enough for outsiders or additional team building is required → more inclusive in low-context ✓ predict how long the decision making process may last & when you still have time to change something → faster in low-context ✓ schedule negotiations with informal meetings before negotiating rather than after (to celebrate) → priority is given to building strong, long-term relationships in high context culture inclusive = including a wide range of people, things, ideas, etc What are the cons of this model? 〆lacks (or has been criticised for lacking) empirical validation 〆cultural context can also shift and evolve e.g. a study has argued that both Japan and Finland (high-context cultures) are becoming lower-context with the increased influence of Western Europe and United States culture 〆might oversimplify cultural differences and ignore other factors that contribute to communication styles, such as individual characteristics and personal experiences of team members 〆could run the risk of prioritizing task-oriented communication or under-estimating the value of relationship-building when dealing with partners from a low-context culture 〆can lead to ethnocentric views that place one communication style above another. Some people may perceive the communication style in their own culture as superior or more effective (ethnocentrism) 〆may emphasise the role of traditions and consequently hinder innovation 〆could underestimate a group's abilities to adapt to change = risk of stereotyping or making assumptions 〆According to Zaidman, Edward T.Halls' model doesn’t explain variations within a culture or variations among cultures. e.g. it fails to distinguish between the high-context communication of a Japanese businessman and the high-context communication of an Indian → see also Stephen B. Ryan criticism for the creation of harmful stereotypes leading to an increase in misunderstandings and miscommunication Common sense is the collection of prejudices acquired by age eighteen. Albert Einstein 18 1/3 Innopolis University Seminar - Role play active role_play visual aid A group of scientists from the USA, Europe and Asia are invited to Innopolis University to run a workshop in robotics. They will work with local professors to deliver lectures. You are staff members responsible for organising the event. ]]> staff member A → anticipate possible misunderstandings among keynote speakers (guests and Russian professors) 〆how to break the ice? 〆how to facilitate flow & framework for collaborative work? 〆drinking policy (...) staff member B → suggest solutions ✓ explain 1st meeting protocols build relationships? ← high context approach get straight down to business? ← low context approach ✓ distinguish individual contribution & brainstorming from general consensus ✓ team building activities? (...) 17 2/3 Innopolis University Seminar - Speech active pix/icons8-lecturer-100_white.png prep_2columns_2qa pix/icons8-collaboration-100_white.png role A (speaker) → how to ask for further explanations? → when to ask questions (interruptions and/or Q&A sessions)? → can you come in even if you are a little late? (...) → how to ask for further explanations? ✓ to the point and/or with high-context background → raise your hand → when to ask questions ✓ interruptions and/or Q&A sessions (...) role B (students) → ask easy, then more challenging, questions → etiquette? 16 3/3 Innopolis University Seminar - Writing 20231014-6ach hw20231021-8ach-n3 active prep_ol_qa prep_ol_qa pix/icons8-hand-with-pen-100_white.png Think also about what you don't need to write because you will tell them in a more implicit manner when meeting them! ]]> → tell people what you're going to tell them → tell them → tell them what you've told them What are mentoring expectations? → egalitarian and/or hierarchical? → condescending? What is your policy regarding punctuality? Can lectures overrun? ✓ tolerate changes of plan? Your ideas https://docs.google.com/document/d/1igNd9MS8wwpKxce9TZdTSR_KRiUBdzJ96_SgvUB9fSI/edit https://docs.google.com/document/d/1w5YYF3W7PWn7UZxVEez8GAybCQ0uHaul1Z_-hTQzUqs/edit I have a feeling you could have written these guidelines w/o attending our lesson. You'd need to show more cultural awareness & give hints / examples how to behave with people from different cultures You haven't explained how the seminar will run, how to behave with people from different cultures, what is expected from them... As for mentoring expectations, they might be egalitarian or hierarchical, it depends on the country the scientists are from. The speakers will provide constructive feedback on your work, help during the workshop and give valuable advice for your future researches. Do you think your readers will know of the differences? We value the expertise of all participants, and you can expect an egalitarian environment where knowledge sharing is encouraged → How can you make sure your readers understand this concept? We encourage peer-to-peer learning and collaboration. While there may be experts in specific areas, the goal is to create a supportive and collaborative atmosphere rather than a hierarchical one During the lunch time we are to provide all the guests with the dishes of cuisines of numerous countries. Please, make sure you take the right seat next to your name card. if during a discussion with students you realise that the student is wrong or he/she is drifting off topic, try to gently hint to him/her with leading questions. Do not directly say that he/she is wrong. «when interacting with someone from another culture, try to watch more, listen more, and speak less. Listen before you speak and learn before you act» (Erin Meyer). Medvedeva Olga Do not say “maybe” or “that could be difficult” if the answer is actually “no.” Try to speak directly. Try to warn the professor if you can't do something on time 15 ethnocentrism = views that place one communication style above another. Some people may perceive the communication style in their own culture as superior or more effective; Generally considered a human universal, it is evident in the widespread practice of labelling outsiders as "savages" or "barbarians" simply because their societies differ from those of the dominant culture. Early anthropologists often reflected this tendency, as did Sir John Lubbock, who characterized all nonliterate peoples as being without religion, and Lucien Lévy-Bruhl, who found them to have a "prelogical mentality" because their world view was unlike that of western Europe. The opposite of ethnocentrism is cultural relativism, the understanding of cultural phenomena within the context in which they occur inclusive = including a wide range of people, things, ideas, etc to break the ice = to make people who have not met before feel more relaxed with each other keynote speech | ~ speaker = very important speech or person, introducing a meeting or its subject 14 20231014-4ach 10:30-11:50 2 active Melting the cultural iceberg | Low vs high-context cultures By the end of this session you will have studied Strategies to communicate effectively among high and low context groups Possible limitations and/or disadvantages of high and low context approach Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 13 1 Lead in Understanding the differences between low context and high context cultures active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png visual aid
Erin Meyer is a professor at INSEAD, where she directs the executive education programme Leading Across Borders and Cultures. She is also the co-author (with Reed Hastings) of No Rules Rules: Netflix and the Culture of Reinvention (Penguin, 2020). Watch the video to find out why. video Leadership Speaker Erin Meyer: Low Context vs. High Context Societies https://www.youtube.com/watch?v=9oYfhTC9lIQ Are the statements below true or false?]]> erin_meyer_low_context_vs_high_context_societies_9oYfhTC9lIQ.mp4 Audio transcript in a low context society while we are communicating we assume that we have a low level of shared context what does that mean it means that we don't have the same reference points or the same body of knowledge or relationships that we have a low level of shared context so in a low context society we believe that good effective professional communication is a communication that's very explicit it's very simple and very clear in a low conduct society we're trained that if I want you to understand blue then I have to say blue literally we're trained in a low context culture that if I give a presentation I should tell you what I'm going to tell you and then I should tell you and then I should tell you what I've told you why do I tell you the same thing three times because we're focused overall on making sure that the message was passed simply and clearly in a high context society while we're communicating we assume or consider that we have a larger body of shared context that we have the same reference points body of knowledge information and because we assume all of this shared context in a high context society we believe good effective communication is a communication that's more implicit or layered or nuanced I had a German individual who said to me you know Aaron in Germany at the end of a meeting we almost always do a recap first we do a verbal recap and then we do a written recap that's low context right clarification clarification clarification he said now that I've been working frequently with the French I often find that at the end of a meeting I'll get ready to do a recap and my French colleagues will just stand up and someone will say eh voila there it is and I'll think to myself but voila what and then I'll be very surprised to see that it just seems that people know what's been sited that they know what's supposed to happen next without going through all of those levels of clarification that I'm so used to in my own culture I had a second example I was doing some work a while ago in Istanbul and I had a Turkish client who was telling me about all of these issues that he was having with his new American boss and I said when your boss was here did you tell him what you're telling me now and he said well you know Aaron I made it known so that he could see it if he wanted to see it and I thought to myself he probably didn't see it right I'll give you a third example from China I was giving a presentation at a conference in China last year and all the people in the room worked for the same multinational American company before I worked within the Chairman who was this American from New York City gave a presentation that went very well and then he left afterwards when I was working with the group we were talking about this and I had the Chinese human resource director raise his hand and he said you know Aaron this concept is very interesting to me because the whole time the chairman was talking I was trying to make sure that I was listening with all of my senses that I was picking up all of the levels of meaning that he might be trying to pass now that I look at this I'm asking myself the question is it possible that there was no meaning beyond that you know first those simple words that he was saying and I thought to myself that that chairman would have been really surprised to note think that anyone was trying to understand his message beyond the first degree When you give a presentation in a low context culture you should tell people what you're going to tell them, then you should tell them, and then you should tell them what you've told them. ✓ true → you tell the same thing three times because you are focused overall on making sure that the message was passed simply and clearly In a low context culture you are focused overall on making sure that the message was passed simply and clearly because while you are communicating you assume you have a large body of shared context. 〆false → you assume you haven't got a large body of shared context In a high context society people believe good effective communication is more explicit. 〆false → it is more implicit Germany has low context culture because (for example) at the end of a meeting they almost always do a recap first, then do a verbal recap, and then do a written recap . ✓ true → low context clarification In Istanbul, a Turkish client had problems with his new American boss, so he made it known so that his boss could see it if he wanted to see it. His American boss probably got the message. 〆false → the American boss is probably not used to reading implicit, high context clues 12 3 pix/icons8-collaboration-100_white.png Traits of high context and low context cultures 20231014-4ach hw20231021-8ach active xml_multi_dd_row harmony and the well-being of the group are preferred over individual achievement is more typical of a high context culture. → For example, when a person has succeeded in a project, they tend to remain modest. → Therefore, they may not feel comfortable with direct, verbal praise from a low context person (i.e. how they interact) because it would distinguish them from others.]]> 45 20 left 1;2;3;4;5;6;7 8;9;10;11;12;13;14 relies heavily on explicit verbal skills members' communication must be more explicit, direct, and elaborate individuals are not expected to have knowledge of each other's histories or backgrounds communication is not necessarily shaped by long-standing relationships between speakers meaning of messages is more dependent on the words being spoken than on the interpretation of more subtle or unspoken cues individualism prefer the uncompromising and dominating communication style often exhibit less-direct verbal and non-verbal communication utilize small communication gestures read more meaning into less-direct messages harmony and the well-being of the group are preferred over individual achievement relational, collectivist, intuitive, and contemplative close-knit community prefer the avoiding and obliging conflict styles 11 high-context culture and low-context culture = ends of a continuum of how explicit the messages exchanged in a culture are and how important the context is in communication. The continuum pictures how people communicate with others through their range of communication abilities: utilizing gestures, relations, body language, verbal messages, or non-verbal messages. Typically refer to language groups, nationalities, or regional communities. However, the concept may also apply to corporations, professions, and other cultural groups, as well as to settings such as online and offline communication. autocracy = system of government in which absolute power is held by the ruler, known as an autocrat. It includes most forms of monarchy and dictatorship, while it is contrasted with democracy and feudalism. Various definitions of autocracy exist. They may restrict autocracy to a single individual, or they may also apply autocracy to a group of rulers who wield absolute power. The autocrat has total control over the exercise of civil liberties within the autocracy, choosing under what circumstances they may be exercised, if at all. Governments may also blend elements of autocracy and democracy, forming an anocracy subtle = (often approving) not very noticeable or obvious, using indirect methods, in order to achieve sth contemplative /kən'templətiv/ = thinking quietly and seriously about sth; meditative, reflective 10 another other question? I'm not sure as well either Well, what about me as far as I am concerned We remember quite good well about... ]]> 20231014-2ach 09:00-10:20 2 active CROSS-CULTURAL COMMUNICATION | Breaking the cultural iceberg By the end of this session you will have studied Uses of the cultural iceberg metaphor Defining high and low context cultures Recognising high and low context groups to avoid a communication breakdown due to non-verbal communication To understand the concept of culture To become aware of one’s own culture and recognize its influence on one’s behaviour and attitude To learn and understand about the institutions, customs, traditions, practices and current issues in a specific country To be able to discuss cultures without stereotyping or making judgemental statements http://intercultural-learning.eu/Portfolio-Item/the-iceberg-of-culture/ Support material The Silent Language, Edward T.Hall Zoom session video recordings Please note: → video files will be available for ~ 2 weeks after each completed lesson → if some recordings are missing in one group (due to Zoom crashing or simply forgetting), you may find them in the other group → you may find the 'ach count' (academic hours) a more reliable way to identify files than by just looking at the date e.g. cmt231mz-20231014-6ach ↔ cmt232mz-20231021-6ach → watching video files on-line may result in poor audio quality, you may want to download the files first https://drive.google.com/drive/folders/14JmqcpZZ1LiX_1jdbB16oapiJBhM66IW?usp=drive_link attendance sheet Attendance sheet with marks https://docs.google.com/spreadsheets/d/1ueRfJv3OLulkyNkqR9m8_mDyfiNxcHSH8mZsr18EM_k/edit?usp=sharing zoom_meeting.png Zoom meeting details MGPU/cmt231mz - D.Potter Zoom Meeting (recurring) Meeting ID: 732 7250 5174 Password: 4rKhkr https://us04web.zoom.us/j/73272505174?pwd=jHFyVWwvxAbuT0XxkWiqeHnafpEfVW.1 ]]> 9 1 Self-introduction stopwatch active pix/icons8-theatre-mask-100_white.png prep_2columns_2qa edit_1qa pix/icons8-collaboration-100_white.png visual aid The University of al-Qarawiyyin (also written Al-Karaouine) was founded as a mosque in Morocco by Fatima al-Fihri in 857–859 and subsequently became one of the leading spiritual and educational centres of the Islamic Golden Age. Some sources, such as UNESCO and the Guinness World Records, have cited al-Qarawiyyin as the oldest university or oldest continually operating higher learning institution in the world. (FYI Oxford 1096 - Cambridge 1209 - Vienna 1365) ]]> role A (candidate) → introduce yourself to a panel of prestigious university professors in 2min → choose an object or picture which represents your culture → explain your choice → take note of feedback (as well as the way it is given!) ✓ sell yourself = why do they need you role B (professor) → take notes of the strong & weak points of the candidate → enquire how he/she will adapt to the local culture → take note of candidate's strategies (as well as the way they are given!) → give feedback 8 2 Lead in active edit_ol_qa prep_ol_qa pix/icons8-cafe-100_white.png Bill Gates talks toilets (sanitation) https://www.youtube.com/watch?v=82pmo53FQIY&t=1s Answer the questions.]]> visual aid
]]> bill_gates_talks_toilets_82pmo53FQIY.mp4 Why could this communication strategy fail with some audiences? ✓ unexpected, arguably uncomfortable sight → in some cultures, may show little respect to Bill Gates 〆possibly vulgar, obscene or morbid associations 〆poor taste → in some cultures, could prove to be offending for the viewer morbid = having or expressing a strong interest in sad or unpleasant things, especially disease or death Why might this visual be effective? ✓ catches attention ✓ memorable → creative & inspirational? memorable = special, good or unusual and therefore worth remembering or easy to remember Is provoking people with celebrities in unusual settings and/or positions an effective way to communicate in your culture? Has the communicative goal been achieved? (your own answers) What would you recommend if you wanted to communicate on a subject like sanitation? ✓ show intercultural awareness ✓ avoid taboos → adapt message & the way it is conveyed to different audiences to convey = to make ideas, feelings, etc. known to sb; to communicate sanitation = equipment and systems that keep places clean, especially by removing human waste Compare your self-introduction with Bill Gates' approach. Do you believe you were more successful? Why / why not? ]]> → use feedback given by your screening professors from the University of al-Qarawiyyin 7 3 Beyond Culture - Summary and Review active Using explicit and implicit means of communication edit_short_reading_floating prep_short_reading_floating Why is culture still a divider? Read a summary of the best seller 'Beyond Culture' by Edward T.Hall. Answer the questions. What are the advantages & disadvantages of using implicit communication? ✓ less attention can be paid to spoken words, which speeds up communication considerably 〆is faster in the moment but much slower to change overall What are the advantages & disadvantages of using explicit communication? ✓ meanings can be changed quickly 〆is slower, requiring more spoken information and longer messages Why is being late to an appointment is much more tolerated in Latin America than it is in the United States? ✓ in Latin America you might need to prioritize an issue. Changing plans last minute, however, is seen as rude in the US and Northern Europe, as people from these cultures expect you to plan your schedule in advance According to the text, how is space perceived in Europe as opposed to Japan? ✓ people from Western cultures tend to associate space with private ownership and personal status. A stranger moving your stuff is just wrong. What example(s) of a country's former social organisation do you know of? ✓ bowing practice in Japan stems from its feudal history What can questioning your own beliefs help you understand? ✓ may help better understand foreign cultures ✓ freedom of speech Beyond Culture - summary Beyond Culture - summary Edward T.Hall https://lifeclub.org/books/beyond-culture-edward-hall-review-summary
Beyond Culture Key Idea #1: Your actions and thoughts are shaped by the culture in which you grow up. Human beings are cultural by nature. Regardless of where a person is born and raised, her culture – the ideas, customs and social mores of her community – will inevitably have an effect on the way she acts and thinks throughout her life. ]]> From birth, we begin to learn from the people around us. In this way, a person’s actions are changeable, as they suit the cultural context in which the person exists. Over time, learned actions develop into ingrained habits. Eventually, these habits become second nature, almost automatic. By the time we’ve reached adulthood, these learned actions have become internalized, unconscious behaviours, specific to the culture in which we were raised. A good example of this can be found in the way people greet each other. While the Japanese bow, Inuits rub noses. Such behaviours are taken for granted within each culture and are performed automatically. Both actions, however different, convey respect or gratitude, yet only when performed in the context of each respective culture. Beyond Culture Key Idea #2: You perform learned cultural rituals on a daily basis – often without even realizing it. The sequence of actions that people perform together differs from culture to culture. Settling disputes is one particular practice that is often culturally determined. A person from England or America, for example, might first offer subtle verbal hints that something is wrong. He might then send a message through an emissary, before directly confronting the other party. If none of these actions resolve the dispute, he might resort to legal action.]]> People from Latin America or Mediterranean cultures, on the other hand, see handling disputes much differently. In general, people from these cultures try to avoid confrontation with co-workers or family members unless they feel that they must engage directly. Beyond Culture Key Idea #3: Different cultures have different ways of communicating, and each has its pros and cons. Have you ever struggled to plan an event with people from different cultural backgrounds? This situation isn’t uncommon and results from cultural differences in communication. In short, different cultures have different ways of communicating. Some communicate explicitly while others communicate implicitly. ]]> Cultures that communicate explicitly include those in Germany, Switzerland, the countries of Scandinavia and (although to a lesser extent) the United States. In the context of these cultures, plans are typically set clearly and plainly, using words. The downside of such communication is that a message must contain all the necessary information so there can be communication at all. This can slow things down, as messages are long and complex. Other cultures, however, rely more on implicit communication. This means that a lot of communicated information is embedded in context and the body language of the people involved. In Asian cultures, for example, people are on the lookout for verbal symbols or physical gestures as part of a conversation, and such gestures are easily understood by the group. Using implicit communication means that less attention can be paid to spoken words, which speeds up communication considerably. There are pros and cons, of course, to both styles. Explicit communication is slower, requiring more spoken information and longer messages. But the upside is that meanings can be changed quickly. Implicit communication, in contrast, is faster in the moment but much slower to change overall. Physical gestures, in particular, rely on historical tradition for meaning. Gestures can’t take on new meanings quickly, but spoken language can. If a culture is stable for a long time, people become more able to efficiently communicate, often through developing implicit signs to speed things up. But if a culture is changing rapidly, communication remains explicit, as it allows for more flexible communication. Beyond Culture Key Idea #4: Cultural differences shape the way you walk, and the way you perceive time. In Northern Europe and America, people view time as a straight line, moving forward into the future. Such a view leads people to schedule work hours strictly, setting deadlines for specific tasks. People from cultures in the Middle East and Latin America, in contrast, tend to focus on the present moment. They often prioritize tasks on the fly, based on what is most pressing at that moment. For people in these cultures, time is flexible, and deadlines are seldom hard or fast. Differences in the perception of time can certainly explain many cultural differences. For instance, being late to an appointment is much more tolerated in Latin America than it is in the United States. In Latin America, it is understood that you might need to prioritize an issue that you feel is more pressing than your appointment. Changing plans last minute, however, is seen as rude in the US and Northern Europe, as people from these cultures expect you to plan your schedule in advance. Beyond Culture Key Idea #5: You see the world through the lens of your culture, which can lead to a lot of misunderstanding. Actions deemed “appropriate” are in particular a sensitive area between cultures. You may be startled or even offended by the actions of a person from another culture, especially when the gesture clashes or conflicts with what you see as correct or acceptable. ]]> Japanese hotels offer a useful example. Here it’s common practice for hotel staff to move your luggage to a new room without asking your permission. Staff will do this if your room is needed urgently by another party (for example, a large family). For the Japanese, this is a completely normal practice, and even connotes familiarity and a sense of inclusion for the guest who is being moved. Yet American and European guests, when faced with such a situation, are often shocked and insulted. Why? People from Western cultures tend to associate space with private ownership and personal status. A stranger moving your stuff is just wrong. In Western cultures, children are trained to get ready for the job market, thus schooling is competitive and task-driven. Regular exams measure student achievement and awards are given to those who excel. In contrast, children of Pueblo Indian descent are educated by peers and role models, spending time with them and absorbing their knowledge. This system is informal, and children play more than study before their working lives begin. Pueblo Indians prefer this method, feeling that the Western system is unfair to children and therefore damaging to society. Beyond Culture Key Idea #6: It takes a lot of work to understand another culture, but it’s worth it. Understanding other cultures is difficult, often because it requires knowledge of a culture’s particular historical and social context.]]> In Japan, for example, people are expected to use an appropriate degree of politeness depending on their relationship to a person – whether the person is a superior, a teacher, a friend or family. This practice stems from Japan’s feudal history. Until recently, social standing was determined by a person’s status and wealth. People from lower ranks were required to show respect to people from higher ranks. Today’s degrees of politeness is just one consequence of the country’s former social organization. https://lifeclub.org/books/beyond-culture-edward-hall-review-summary)]]> implicit = suggested without being directly expressed; forming part of sth (although perhaps not directly expressed) explicit = (of a statement or piece of writing) clear and easy to understand ingrained = (of a habit, an attitude, etc.) that has existed for a long time and is therefore difficult to change emissary = /ˈemɪsərɪ/ person who is sent to deliver an official message, especially from one country to another, or to perform a special task resort = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution embedded = (of feelings) felt very strongly and difficult to change lookout = to watch carefully for sb/sth in order to avoid danger, etc. or in order to find sth you want pressing = needing to be dealt with immediately; urgent startled = excited by sudden surprise or alarm and making a quick involuntary movement connote = to suggest a feeling, an idea, etc. as well as the main meaning role model = person that you admire and try to copy stem = to come from, to originate feudal = connected to the social system in medieval Europe whereby a vassal held land from a superior in exchange for allegiance and service
6 4 pix/icons8-collaboration-100_white.png The cultural iceberg How to recognise a cultural iceberg active xml_multi_dd_column deck_shuffled_lines_valign deck_shuffled_lines_halign prep_deck_shuffled_lines_halign → use your notes from reading the summary of 'Beyond cultures' by Edward T.Hall → match the descriptions with the categories → search the internet if relevant → discuss together whether the object of your choice to represent your culture in your initial self-introduction was unambiguous enough to communicate effectively who you are ]]> 40 -0.4 16 bottom visual aid ]]> 1;2;3;4;5;15 6;7;8;9;10;11;12;13;14;15 self-introduction object ]]> visual aid]]> 5 5 University of al-Qarawiyyin - feedback active pix/icons8-theatre-mask-100_white.png edit_2columns_2qa prep_2columns_2qa edit_1qa pix/icons8-collaboration-100_white.png visual aid Scholars consider al-Qarawiyyin to have been effectively run as a madrasa until after World War II. Many scholars distinguish this status from the status of "university", which they view as a distinctly European invention. They date al-Qarawiyyin's transformation from a madrasa into a university to its modern reorganization in 1963. The university is attended by students from all over Morocco and Muslim West Africa, with some also coming from further abroad. Women were first admitted to the institution in the 1940s. At the time Morocco became a French protectorate in 1912, al-Qarawiyyin worsened as a religious centre of learning from its medieval prime, though it retained some significance as an educational venue for the sultan's administration. The student body was rigidly divided along social strata: ethnicity (Arab or Berber), social status, personal wealth, and geographic background (rural or urban) determined the group membership of the students who were segregated by the teaching facility, as well as in their personal quarters. The French administration implemented a number of structural reforms between 1914 and 1947, including the institution of calendars, appointment of teachers, salaries, schedules, general administration, and the replacement of the ijazah with the shahada alamiyha. However, it did not modernize the contents of teaching likewise which were still dominated by the traditional world views of the ulama. At the same time, the student numbers at al-Qarawiyyin decreased to 300 in 1922 as the Moroccan elite sent their children to the newly founded Western-style colleges and institutes elsewhere in the country.]]> role A (candidate) → should have chosen an object or picture which represents culture above the surface role B (professor) → should have given feedback based on the university's history 4 6 The cultural iceberg - Follow-up / Homework 20231014-2ach hw20231021-8ach wip prep_ol_qa pix/icons8-microscope-100_white.png pix/icons8-metronome-filled-100_white.png pix/icons8-treadmill-100_white.png How will expectations & the way they are expressed vary from one country to the other? Give examples. Where will attitudes towards age differ greatly, or on the contrary be quite obvious between 2 nations? to differ = to be different In what social occasion(s) could (the use of) space prove to be an obstacle to a casual conversation? ✓ some cultures feel uncomfortable when meeting on-line because they rely on body language ✓ some people - especially Scandinavia - will consider a Latin American style of speaking sitting only 30cm from you as an invasion of privacy Why could a culture's relation to time be a source of irritation to another one? Give examples. ✓ arrive a little late at a romantic date How can a particular leadership style be misinterpreted by people from different continents? Give examples. ✓ difficulty understanding who is the boss in an Asian group 3 morbid = having or expressing a strong interest in sad or unpleasant things, especially disease or death memorable = special, good or unusual and therefore worth remembering or easy to remember to convey = to make ideas, feelings, etc. known to sb; to communicate sanitation = equipment and systems that keep places clean, especially by removing human waste to differ = to be different to empower = to give sb the power or authority to do sth implicit = suggested without being directly expressed; forming part of sth (although perhaps not directly expressed) explicit = (of a statement or piece of writing) clear and easy to understand ingrained = (of a habit, an attitude, etc.) that has existed for a long time and is therefore difficult to change emissary = /ˈemɪsərɪ/ person who is sent to deliver an official message, especially from one country to another, or to perform a special task resort = to make use of sth, especially sth bad, as a means of achieving sth, often because there is no other possible solution embedded = (of feelings) felt very strongly and difficult to change lookout = to watch carefully for sb/sth in order to avoid danger, etc. or in order to find sth you want pressing = needing to be dealt with immediately; urgent startled = excited by sudden surprise or alarm and making a quick involuntary movement connote = to suggest a feeling, an idea, etc. as well as the main meaning role model = person that you admire and try to copy stem = to come from, to originate feudal = connected to the social system in medieval Europe whereby a vassal held land from a superior in exchange for allegiance and service 2 1 vocab Describing sport activities 3 vocab_focus_3_columns wip active Practise expressions from the lesson to compare the photographs. I think the people in photo A enjoyed ice-skating but didn't think it was a sport. It was just a form of recreation. Adults who are trying to get at the puck are more violent. Perhaps they... (ice) hockey = game played on a field by two teams of 11 players, with curved sticks and a small hard ball. Teams try to hit the ball into the other team's goal puck = hard flat rubber disc that is used as a ball in ice hockey ice rink = specially prepared flat surface of ice, where you can ice-skate; a building where there is an ice rink stick = heavy stick with one end thicker than the other bruise = blue, brown or purple mark that appears on the skin after sb has fallen, been hit, etc traumatic = causing physical injury to part of the body violent = involving or using great physical force ice-skating = self-propulsion of a person across a sheet of ice, using metal-bladed ice skates to glide on the ice surface recreation = fact of people doing things for enjoyment, when they are not working use column_a or b or c for 3 columns at 32% each photo A ]]> photo B ]]> photo C ]]>