In the context of offshore teaching ‘intensive teaching' refers to the blocks of time spent teaching those students who are enrolled in our off-shore programs. Intensive teaching most commonly takes the form of a direct face-to-face and concentrated interactions between teachers and students which occur over a short period of time (e.g. seven or eight hours per day for two to five days). While some aspects of the design and delivery of intensive teaching sessions in off-shore contexts may be similar to what occurs when delivering a topic on-shore (in Australia) intensive teaching in off-shore contexts poses some specific challenges. You will be working in a different cultural context; you may be outside of your comfort zone and/or tired from travelling and you may require the use of an interpreter.

Enhancing learning outcomes in all contexts requires a deliberate and reflective approach to teaching that engages all learners. Learning outcomes can be enhanced through the use of inclusive teaching practices which are student-centred. Some strategies include:

• small group exercises and in-class activities that encourage students to collaborate;
• involving students in activities such as student presentations, simulated games, role plays and debates;
• using group work or other peer to peer activities which encourage students to learn from one another; or,
• taking a Problem Based Learning (PBL) approach.

In each of these cases it is essential that expectations are clearly explained to students and that they are taught the skills and abilities they will require in order to participate in the tasks.

For example: where students are required to debate a topic it is important that the reason this particular strategy is being used is explained to them (it may be to develop critical thinking, analytical and problem solving skills, to aid in English language development, to support the development of group work skills and/or to help students develop their confidence when presenting in front of others). You also need to be very explicit about what you expect them to do and how they will be assessed - if they have not participated in a debate before they will need the rules explained to them. Where they have participated in debates it will still be helpful to:

• assign them to specific teams; identify the argument they are required to defend;
• provide clear guidelines about how you wish the debate to be formatted; and,
• ensure the students are provided with time to develop their arguments and discuss their strategy before the debate takes place.

Students who are chosen to be in the audience must also be given clear guidelines and instructions so they are aware of what they are required to do while the teams conduct the debate. All students in the class need to clearly understand why the task is being undertaken, what is required of them and how they will be assessed.

When teaching off-shore particular care needs to be taken to:

• ensure students' understanding and confidence in using English is considered;
• their prior learning experiences are incorporated;
• the cultural relevance of examples is take into account; and,
• sensitivities in relation to customs and local protocols are addressed.

The CDIP toolkit provides a range of resources that may help you in ensuring your classroom is inclusive and addresses cultural sensitivities.