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Rescooped by Robert Kasza from Learning & Technology News
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SAMR and Bloom's Taxonomy: Assembling the Puzzle

SAMR and Bloom's Taxonomy: Assembling the Puzzle | Japanese culture and language | Scoop.it

Far more complex couplings between SAMR and Bloom are possible, involving convergent/divergent branchings, oscillations between levels, skipping of some SAMR levels, etc. Nonetheless, the simple structure described above is well suited to beginning practitioners’ needs, and even retains usefulness for more experienced faculty.


Via Nik Peachey
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Nik Peachey's curator insight, March 29, 2017 2:16 AM

An interesting combination of two models for understanding task development.

Nevermore Sithole's curator insight, April 3, 2017 7:44 AM
Bloom's Taxonomy
Pascal Baquet's curator insight, April 6, 2017 2:32 AM

Combinaison intéressante des deux modèles. Sans doute une aide pour les formateurs en transition digitale.


 

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How much do we know about the Irish language?

How much do we know about the Irish language? | Japanese culture and language | Scoop.it
Veritas discuss features of the Irish languages and it's use in modern Ireland. Find out more about our services: info@helloveritas.com / +44(0)800 8600 674
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Rescooped by Robert Kasza from Metaglossia: The Translation World
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Promoting Intercultural Communication Competencies in Higher Education [Book]

Promoting Intercultural Communication Competencies in Higher Education [Book] | Japanese culture and language | Scoop.it
Book Description

 

Any educational environment involves the interaction of diverse groups and individuals. To foster productive and effective communication, it becomes imperative to understand people’s different linguistic and cultural backgrounds, as well as their value systems. Promoting Intercultural Communication Competencies in Higher Education is a pivotal reference source for the latest scholarly material on the presence of cultural diversity in educational contexts and how to promote effective dialogues in these environments. Highlighting extensive coverage on topics relating to intercultural learning, such as social identity, gender diversity, and formative feedback, this book is ideally designed for academics, upper-level students, educators, professionals, and practitioners seeking pedagogical research on communication between diverse cultural groups.

 
Table of ContentsCoverTitle PageCopyright PageBook SeriesMissionCoveragePrefacePROMOTING INTERCULTURAL COMMUNICATION COMPETENCIES IN HIGHER EDUCATIONORGANIZATION OF THE BOOKREFERENCESENDNOTESAcknowledgmentChapter 1: The Road to Intercultural Development and InternationalizationABSTRACTINTRODUCTIONSUPPORT AT THE HIGHEST LEVELSWHAT DOES IT LOOK LIKE ON THE GROUND?DOES INTERNATIONALIZATION COUNT?A MORE COHESIVE WORKING GROUPCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSChapter 2: Turning Good Intentions into Good TeachingABSTRACTINTRODUCTIONBACKGROUNDFIVE PRINCIPLES FOR CULTURALLY RESPONSIVE PEDAGOGY: ISSUES AND CONTROVERSIESFIVE PRINCIPLES FOR CULTURALLY RESPONSIVE PEDAGOGY: SOLUTIONS AND RECOMMENDATIONSFUTURE RESEARCH DIRECTIONSCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSChapter 3: Internationalization and Intercultural LearningABSTRACTINTRODUCTIONBACKGROUNDTHE RESEARCHKEY FINDINGS: INTERCULTURAL DEVELOPMENTKEY FINDINGS: QUALITATIVELINKING THE DATA SETSDISCUSSIONFUTURE RESEARCH DIRECTIONSCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSChapter 4: Intercultural Teaching Competence in the DisciplinesABSTRACTINTRODUCTIONWHAT IS INTERCULTURAL TEACHING COMPETENCE?DEVELOPING INTERCULTURAL COMPETENCE IN THE DISCIPLINESRESEARCH QUESTIONSMETHODFINDINGS: INTERCULTURAL TEACHING COMPETENCE IN THE DISCIPLINESFURTHER RESEARCH DIRECTIONSCONCLUSIONREFERENCESADDITIONAL READINGKEY TERMS AND DEFINITIONSChapter 5: Integrating Intercultural Competencies into the Professional Skills CurriculumABSTRACTINTRODUCTIONINSTITUTIONAL APPROACHES TO INTERCULTURAL COMPETENCE DEVELOPMENTINSTITUTIONAL CONTEXTCOURSE DESCRIPTIONSTUDENT SELF-ASSESSMENT OF THEIR INTERCULTURAL COMPETENCEINSTRUCTIONAL CHALLENGES AND LIMITATIONS OF THE COURSELESSONS LEARNED AND FUTURE PLANSCONCLUSIONACKNOWLEDGMENTREFERENCESKEY TERMS AND DEFINITIONSChapter 6: Understanding Social Identity through AutoethographyABSTRACTINTRODUCTIONINTERCULTURAL COMMUNICATION COMPETENCESOCIAL IDENTITYSOCIAL IDENTITY AND THE CHANGING GLOBAL CONTEXTAUTOETHNOGRAPHY AS A METHOD OF RESEARCH, TEACHING, AND LEARNINGUSING AUTOETHNOGRAPHY TO PROMOTE ICCRECOMMENDATIONSCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSChapter 7: Using the Medicine Wheel for Curriculum Design in Intercultural CommunicationABSTRACTINTRODUCTIONBACKGROUNDTHE SPIRITUAL DOMAIN AND INTERCULTURAL COMMUNICATIONFUTURE RESEARCH DIRECTIONCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSENDNOTESAPPENDIX 1APPENDIX 2Chapter 8: Gender Divides in Higher EducationABSTRACTINTRODUCTIONBACKGROUNDTHE GENDERED DIVISION OF SKILLS IN THE BUILDING INDUSTRYTHE STUDYFUTURE RESEARCH DIRECTIONSCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSENDNOTESAPPENDIXChapter 9: The Philosopher's TeahouseABSTRACTINTRODUCTIONBACKGROUNDFINDINGS AND ANALYSISMAIN FOCUS OF THE CHAPTERCONCLUSIONREFERENCESADDITIONAL READINGKEY TERMS AND DEFINITIONSChapter 10: Target Language, Target CultureABSTRACTINTRODUCTIONMAIN FOCUS OF THE CHAPTERSECTION I: CULTURALLY RELATED CONCERNS IN APPLIED LINGUISTICSSECTION II: AN INTERCULTURAL RELATED ASPECT OF GRAMMARSECTION III: THREE BASIC WAYS TO TEACH LANGUAGE AND CULTURE IN THE SSL CLASSROOMFUTURE RESEARCH DIRECTIONSCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSChapter 11: The Common European Framework of Reference for Languages, the Intercultural Development Index, and Intercultural Communication CompetenceABSTRACTINTRODUCTIONBACKGROUNDMAIN FOCUS OF THE CHAPTERPURPOSE OF THE STUDYSOLUTIONS AND RECOMMENDATIONSFUTURE RESEARCH DIRECTIONSCONCLUSIONREFERENCESKEY TERMS AND DEFINITIONSAPPENDIX 1APPENDIX 2Compilation of ReferencesAbout The Contributors

Via Charles Tiayon
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