International Classrooms: Best Teaching Practices

English-medium universities around the world attract a diverse set of talented international students.  In fact, part of the international university ranking system is based on the size of international faculty as well as the number of international students. Our class aims to analyze and evaluate the advice, tools, and templates provided by universities around the world that boast significant (15-20% or higher) international student populations.

Reflecting the principal phases of the semester, our three classes will address the typical tasks that teachers face: 1) before the first class, 2) throughout the semester (motivation, organization, and focus), 3) and towards the end of the semester when students are looking for feedback and evaluations. In the first class, we will explore how teachers manage students' expectations and create a road map for an entire, successful semester, irrespective of students’ divergent cultural and linguistic backgrounds. We will also focus on planning and aligning goals with classroom activities. In the second class, we will discuss and practice the advice provided by leading U.S. and other universities on keeping class discussions on track and dealing with the difficult situations that sometimes arise when viewpoints differ. The second class will also focus on creating dynamic and interesting topic questions — an essential skill for generating worthwhile discussions and group activities. To wrap up the semester, students will want productive and objective feedback—not just on their mistakes, but also on their accomplishments. In the third class, we will analyze well-crafted and useful grading methodologies that may be adopted by virtually any academic discipline.

Rather than re-inventing the wheel, our class will survey best teaching practices as recommended and applied across higher educational institutions around the globe. The sessions will also serve to highlight the many resources available to international teachers and consider how these teaching aids could become part of participants’ own teaching practice.   


International Classrooms I:

  • Syllabus drafting
  • Lesson organization
  • Formulating learning objectives vs. goals
  • Backwards planning
  • Typical advice and surprises from international faculty at Harvard
  • Practicing a powerful first class presentation (if time permits)

International Classrooms II:

  • Teaching philosophy & classroom resources
  • Pros and cons of discussions as a teaching tool
  • Forming questions that promote critical thinking skills (Bloom’s Taxonomy)
  • Phrases for leading in-class discussions (from Stanford University)
  • Preparing guided listening or reading activities (partner/group discussions)
  • Practicing a quick presentation and discussion (if time permits)

International Classrooms III:

  • Creating a syllabus quiz
  • Creating clear and accessible instructions
  • Peer (and self) review activities for writing
  • Formative vs summative assessment
  • Developing holistic evaluations (Rubrics) (from the American Association of Colleges and Universities)
  • Teaching triumphs and horrors

Learning Outcomes:
By the end of this workshop, participants will have had the opportunity to:

  • Comprehend & evaluate the structure and organization of a well-planned and effective lecture or presentation, group or partner activity through the medium of English
  • Discuss and evaluate comprehensive range of verbal/non-verbal and oral/written communication techniques
  • Play the role of both teacher and student (in groups of varying size) and expand upon the responsibilities and tasks associated with these roles
  • Consider the stumbling blocks that students may encounter as they study, present and write in English and develop strategies to guide the student through these challenges – relative to the discipline in question
  • Analyze individual problems with previous teaching scenarios and elaborate potential troubleshooting strategies

This workshop will be held online regarding the recent developments of the pandemic.
Participants may receive acknowledgement of their current language level. Upon completion of all three Teaching in English workshops and successful performance of a written test, participants may receive a DAAD language certificate (Sprachnachweis für Stipendiumsbewerbung) at Level C1 (CEFR) from the language center (Sprachenzentrum) of the University of Bayreuth.

Universität: Universität Bayreuth
Seminarleitung: Helen Vayntrub
Seminar ID: FBZHL UBT WS2122 01S Classrooms
FBZHL der Universität Bayreuth
Nürnbergerstr. 38, Bayreuth
This seminar takes place purely virtually and is organized using ZOOM. You will need a computer with microphone and camera. You will learn everything else by e-mail.
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Termine: 17.09.2021 , 08:30 - 16:30 Uhr
24.09.2021 , 08:30 - 16:30 Uhr
01.10.2021 , 08:30 - 16:30 Uhr

Es fallen folgende Teilnahmegebühren an:

  • For all teaching staff (research assistants, professors, teachers for special tasks) with a full-time position (75% to 100% working time), 80 €
  • For all teaching staff (research assistants, professors, teachers for special tasks) with a part-time position (up to and including 74.9% working time), 48 €
  • Lecturers from universities of applied sciences pay the participation fee for external students, 680 €

Verfügbare Plätze: 12 Plätze, davon 5 frei
Stufe: Grund- und Aufbaustufe
Anrechenbare Stunden: Bereich A mit 8 Arbeitseinheiten
Bereich B mit 8 Arbeitseinheiten
Bereich D mit 2 Arbeitseinheiten
Bereich E mit 6 Arbeitseinheiten
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