Even before considering global
citizenship, you may ask yourself
the following questions as you
think about your students:
•
What do they know already about the
content?
•
What are their majors or career aspirations?
•
What are their motivations for participating in
this program/course/activity?
•
How much diversity will there be among my
students? In motivations? Expectations?
Identities? Prior knowledge?
•
What are their expectations of the learning
content?
•
What are their expectations of how I will
teach and how they will learn?
•
What are their expectations of how their learning will be assessed (often framed as how they will
be marked)?
•
How likely am I to diverge from their expectations, and what effect might this have on them as
learners?
•
How can I best meet the needs of my students within the requirements of my department?
•
What can I do to answer these questions without stereotyping or making assumptions?
25
About the
students
Your students’ experiences of your teaching will be shaped by, among other influences, what they bring
with them into the classroom. By taking into consideration the motivations, identities and experiences
that students bring, you can take these into account when selecting goals and objectives, your choice of
course content, approach to teaching, and your expectations of how students will learn. By considering
students as unique individuals and seeking to understand their needs, interests and prior knowledge, you
contribute to their learning and model the basic values of inclusion and respect for persons.
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