How our participants created ‘safe’ intercultural teaching spaces

Many participants reflected on a need to create a positive classroom environment, within which students could feel ‘safe’ and ‘comfortable’ to engage in discussions and contribute to collaborative tasks. This was particularly seen as important in intercultural environments, highlighting that work with international students is ‘about respect and trust’  (Participant 31, Education and teaching, Unaffiliated … Continue reading How our participants created ‘safe’ intercultural teaching spaces

How our participants facilitated learning from diversity

As noted in our introduction, there was broad agreement among participants in the value of diversity in their classrooms, which they believed provided important learning opportunities for students to engage in learning from their peers. This was outlined particularly, but not exclusively, in relation to intercultural learning and the presence of international students. So the … Continue reading How our participants facilitated learning from diversity

How our participants made teaching more interactive

Across the disciplines, most interviewed participants (31 out of 45, 69%) explicitly described using interactive pedagogies, guided by some form of active learning. In the words of one participant, ‘I don’t tend to lecture...I’m actually trying to get them to work together to share with one another and do something a little bit different’ (Participant … Continue reading How our participants made teaching more interactive

Structuring interactive large group teaching

Glyn Williams The course that I have largely been teaching is a planning and international development Master's.  The international development MA started off with 12 students and so the core modules for this course became shared with other programmes, which have massive numbers. Modules that were originally designed for teaching something like 15 or 20 … Continue reading Structuring interactive large group teaching