Teaching and Learning across Cultures: A Guide to Theory and Practice
Digital Logos Edition
Overview
Representing the fruit of a lifetime of reflection and practice, this comprehensive resource helps teachers understand the way people in different cultures learn so they can adapt their teaching for maximum effectiveness. Craig Ott, a senior missiologist known for his expertise in theology and church planting, draws on extensive research and cross-cultural experience from around the world. This book introduces students to current theories and best practices for teaching and learning across cultures. Case studies, illustrations, diagrams, and sidebars help the theories of the book come to life.
This is a Logos Reader Edition. Learn more.
- Helps teachers understand the way people in different cultures learn
- Draws on extensive research and cross-cultural experience
- Introduces students to current theories and best practices for teaching and learning across cultures
Top Highlights
“Numerous collections of case studies have been compiled for various learning objectives such as counseling (Swetland 2005; Collins 1991), ethics (Milco 1997), and cross-cultural ministry (Neeley 1995; Hiebert and Hiebert 1987).” (Page 106)
“The reality is, teachers tend to teach in the manner in which they themselves prefer to learn. They often fall into a rut, always using the same instructional methods.” (Page 58)
“These studies indicate that not only do teachers of different cultures differ in their instructional strategies; students are conditioned to respond accordingly to those strategies. A cross-cultural teacher may therefore find students responding to his teaching in unexpected ways.” (Pages 57–58)
“Non-formal learning occurs in the context of semi-structured, more flexible settings such as workshops, professional or adult continuing education programs, religious institutions (e.g., church, synagogue, or mosque), community development projects, and the like.” (Page 16)
“Cognitive style describes the ways an individual perceives, organizes, and processes information” (Page 66)