2. Reading Listening Seeing/hearing demonstration Talk about the issue Doing / perfoming Explaining to others Glassers learning pyramid The teacher is active, he speaks and explains. The pupils are inactive The pupil active, the teacher is a facilitator. Seeing/hearing Audiovisual material
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4. Intercultural education, different emphasis: ICE is aimed at all children, not only children with migrant background. “ Culture” is defined in a broad way, that is, all classes are multi - cultural. To deal with diversity in general , not only ethnical diversity . Different teaching methods
5. The main aims of intercultural education theories & methods : That pupils learn to be intercultural competent. That pupils learn how to deal with diversity in general. That pupils discover the advantages of diversity
6. Intercultural education Is not a specific subject or a special way of education. Covers all levels of the school system and is like a red wire through practice. Presupposes that students will learn from each other through interaction with each other and not only from the teacher. New teaching methods
7. Key concepts of intercultural education are: Diversity Interaction
8. The main criteria of ICE The provision of equal opportunities to communicate and cooperate in heterogeneous groups; The provision of equal opportunities for participation in classroom interaction: The curriculum reflects the reality of the multicultural society
9. Teaching Methods Experiential learning (drama, field work) Awareness building (identification circle) Dancing, music Films , video Media and other discourse analysis Story telling Cooperative learning Activities & Games (education through experience)
10. Complex instruction (C.I.) One way of cooperative learning Developed by Eliszabeth Cohen, sociologist at Stanford University Cohen's aim: “that every child learns” Students “status” influences their access to the learning process.
11. CLIM (Cooperative learning in multicultural groups CLIM is a Flemish version of C.I. CLIEC: Cooperative Learning in European contexts
12. Preparation on four fields Cooperation – the pupils need to learn and practice to work together The roles – the pupils need to have opportunity to practice the roles and to take them seriously Pupils need to learn new school behaviour and skills (skill builders) They need to learn new attitudes and values.
16. Knowledge, concepts Values (of democracy) Attitudes, empathy (without humiliating) Complexity, identification, representations Communication skills: mediation, negotiation, active listening etc. Human rights Knowledge of European migration
17. Reflection Reflecting on what you have learned, portfolio, designing , adapting for your own context (students` age) , doing action rearch piloting the activities you created . Watch the film .... then reflect, how could such
22. Culture is the dynamic process of constructing (creating) meanings, values, beliefs...while communicating with other people in a particular/unique social situation/ context.
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24. Metaphors of culture Culture as an iceberg Culture as an onion Culture as an octopus,living, in motion
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26. Grand-parents Parents Uni students Uni colleagues water aerobics Latvian friends Ex colleagues sons Friends of other nationalities
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28. Language Paralanguage Paralanguage Kinesics Proxemic Kinesics Proxemic Personal intelligible components Personal sensible body-related components Indirect environments: bio-psychological, cultural, socio-economic, educational, shared attitudes Intercultural competence Contexts in intercultural communication Personal intelligible components Language Personal sensible body-related components PERSON 1 PERSON 2 Direct context for communication Communicative competence Five knowledge
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40. Think: what makes a good listener? Jot down notes on the things a good listener says or does...and the things a good listener doesn’t say or do.
