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 Ratings
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| Reviewed: |
Mar 19, 2007 by World Languages Editorial Board |
| Overview: |
The Center for Teaching and Learning at the University of Minnesota created this learning tool to address cross-cultural communication in the college classroom. The learning object provides opportunity for international TAs and Faculty to listen to common student questions, formulate a verbal response, and listen to and read appropriate responses. The questions, organized by topic, range from clarifying directions to student confusion related to tests. The questions are general in nature making the learning activity applicable to several different subject areas. |
| Learning Goals: |
Acquaint international TAs and Faculty to the common questioning patterns of American students. After completing the listening and response activity the learner will have a better understanding of what students are asking and how to respond appropriately. |
| Target Student Population: |
International TAs or Faculty |
| Prerequisite Knowledge or Skills: |
n/a |
| Type of Material: |
Resources |
| Recommended Uses: |
Self study, reference |
| Technical Requirements: |
Flash plug in |
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| Strengths: |
The learning material offers a wide range of questions on commonly used questions encountered in the classroom setting. Organized by topic/location, each category of questions presents different idioms and colloquialisms students may use to ask very similar questions. The material reflects the fast and often abbreviated speech used by many American students. The strength of the learning object is the learners opportunity to compare his or her composed response to a linguistically and culturally appropriate model. |
| Concerns: |
Although the learning object addresses a many questions encountered in the classroom, the object itself does not address cultural differences in regard to non-verbal communication or behavior. This learning object would be most effective as an accompaniment to training in cross-cultural communication. Perhaps a few subject specific questions would enhance the materials effectiveness. For example, some students have a negative attitude toward math and science which would bring up questions related to content-specific frustration. |
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Potential Effectiveness as a Teaching Tool |
Rating:    |
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| Strengths: |
The learning object would be an excellent contribution to cross-cultural training for new international TAs or faculty. It provides an easy and useful tool to practice listening and responding to the speech patterns of the American vernacular used by many students. International TAs and faculty can access the material at any time to brush up on there communication skills. The activity allows the participant to repeat questions and answers for additional listening support. The organization by topic provides opportunities for participants to return to the object to address particular questions as they arise in the classroom. As a result, the learning object is useful before international TAs or Faculty enter the classroom and during their teaching experiences. |
| Concerns: |
As mentioned previously, this learning material does not provide a comprehensive preparation for entering the American classroom. Its greatest potential is to supplement cross-cultural communication training. |
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Ease of Use for Both Students and Faculty |
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| Strengths: |
The learning object is very easy to use and provides clear instructions. The directions provide both written and visual explanations of how to use the flash object. The navigation buttons are clearly labeled and visually distinct. The font size and color coded questions and answers make the text understandable. The audio is very clear and easy to comprehend. The object color is appropriate and does not distract the participant from the task. The index and menu option prevent the learner from becoming lost within the learning material. |
| Concerns: |
None |
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| Other Issues and Comments: |
None |
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