Document Type

Article

Publication Date

6-2013

Abstract

Diversity content is often met with covert and overt resistance in the classroom. Utilisation of a balanced learning model may address classroom resistance. Balanced learning models require ‘backwards’ course planning, equal attention to course content and class process, and a strategic use of cyclical course design to include introduction of new materiel, experience, followed by personal reflection. Using a balanced learning model moves classroom instruction beyond active learning strategies in the classroom, but can present unique challenges for instructors. While not without challenges, utilising a balanced learning model proves useful during course design and delivery of a graduate course on diversity. The article describes balanced learning models emergence, define the benefits of such models, and ultimately demonstrate how using a balance learning model is a useful course design tool to reduce resistance to diversity content in the classroom.

Copyright Statement

This document was originally published by The Higher Education Academy in ELiSS. Copyright restrictions may apply. doi: 10.11120/elss.2013.00012

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