Principles for Inclusive Teaching: practices make the difference

1. Principles for Inclusive Teaching: practices make the difference Co-creating knowledge across the disciplinary, student and staff divides James Arvanitakis j.arvanitakis@uws.edu.au Twitter: jarvanitakis 0438454127 June 2013

2. Or Teaching like a pirate…

4. Bins and exams

5. One: A changing environment

7. Universities are where newspapers were 10 years ago…

8. ABS-6291.0.55.003-LabourForceAustraliaDetailedQuarterly-EmployedPersonsByIndustrySubdivisionSex-EmployedTotal-TertiaryEducation-Persons-A2545751F.svgABS-6291.0.55.003-LabourForceAustraliaDetailedQuarterly-EmployedPersonsByIndustrySubdivisionSex-EmployedTotal-TertiaryEducation-Persons-A2545751F.svg

10. Knowledge transition Professor Student Student Student Student Student

11. Relational Knowledge Student Professor Student Student Student Student 11

12. Relational Knowledge that is mediated… Student Professor Student Media Corps NGOS Student Student Student 12

13. Changing student cohort Students balance multiple commitments

14. Changing student cohort Students balance multiple commitments Massification

15. Changing student cohort Students balance multiple commitments Massification Choice (both within and across institutions)

16. Changing student cohort Students balance multiple commitments Massification Choice (both within and across institutions) Internet literacy: width v. depth

17. You taught my daughter… Teaching beyond the classroom…

18. Massification & inclusion • A social justice project

19. Massification & inclusion • A social justice project • Democratisation of knowledge

20. Massification & inclusion • A social justice project • Democratisation of knowledge • Inclusion: those who would never have been here

21. Massification & inclusion • A social justice project • Democratisation of knowledge • Inclusion: who would never be here? • Diversity

22. Two: How to Respond?

23. Participatory education: co-designing knowledge

24. Attention levels decrease after 10 – 20 minutes, when activity levels are passive Gibbs (1992); Bligh (2000) Attention Span in Large Classes

25. Changing the demands on students can have an impact on concentration levels and performance - Gibbs (1992); Bligh (2000) Changing Demands on Students

26. When students actively review what they’ve learned in a lecture: retention up to 40% of the information. Without prompt review of materials, retention is closer to 10% Bligh (2000) Forgetting After Lectures

27. 1. From Facebook to WordCloud Countries Inequity Change Me Time World Fear Justice

28. 2. No empty vessels: promoting citizenship Skills and knowledge Culture

29. Active citizenship Empowered Disengaged Engaged Disempowered 29

30. Developing the citizen scholar Empowered Insurgent citizenship Disengaged Engaged Disempowered

31. 3. Experiences are valid…

32. 4. Multiple delivery mechanism… “Offer Flexible Assessment and Delivery”

33. Eg: Confronting racism… How would you explain to students that stereotypes are just that?

34. http://www.youtube.com/watch?v=FS2Ch83k3xo

35. Watch the following video from ABC’s Media Watch about an incident that occurred in April 2010. http://www.abc.net.au/mediawatch/transcripts/s2870685.htm What insights does the video provide us with the way media aggravates racism?

36. Materials In class exercises Non-Academic Reading Academic Reading Confronting Racism You tube Official website Tutorial Lecture

37. Confronting stereotypes…

38. Fun time… • Write down on a piece of paper your full name • Then write down your cultural background: Eg: Me: ‘Greek Australian’ • Write down 5 stereotypical characteristics of that cultural background • That is, what other people think of your cultural identity - both true and not true: all Australians are surfies, all Greeks own fruit shops etc… • Now… circle the ones that are true for you! • How many are true?

39. Write about these folks…

40. What is race? • The idea that a specific population differs in the “frequency of one or more biological traits” (Blakey 1999: 1) • Biological: skin colour, eye colour and shape, hair and other such features • But… Race can also be socially constructed: • Race was also meant to identify social traits such as personality • That is, the colour of your skin automatically tells you the type of person that you/defines who you are

41. Examples you may recognise… • That Asians are good at maths; • Middle Easterners do not respect women (and throw their babies overboard in efforts to come to Australia); • Pacific Islanders and Africans are inherently lazy; • Jews are good with money; • Italians and Greeks do not shower; and • All Australians are racists…

43. Names… Kenyan environmentalist Wangari Maathai Nobel Peace Prize Winner - 2004 Dave Jenkins - Founder of Surfaid – spent $2.6 mill on funding Noam Chomsky - Human Rights Activist

44. Wesley Enoch: Aboriginal Playwrite and activist Waleed Aly - Lawyer, activist… Kylie Kwong: Chef, fair trade campaigner

45. Teanau Tuiono: NZ Human Rights activist Mick Gooda: Australia’s Human Rights Commissioner

46. Technology helps (but does not offer a simple Solution)

47. Technology helps (but does not offer a simple Solution)… Everyone is talking ‘blended learning’… but what does it mean

48. From Wikipeadia “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”

49. From Wikipeadia “Blended learning is a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path, and/or pace.”

50. “Good pedagogical practices using a variety of delivery mechanisms that allow students flexibility and confirm the validity of their experiences”