# data[].attributes.headline
2.1 Example activities to develop students' intercultural competence

# data[].attributes.subject
2.1 Example activities to develop students' intercultural competence

# data[].attributes.body
My class has already participated in several eTwinning and Comenius projects that included Turkey, a country with very different customs from ours. There is always sharing and comparison between different countries. These projects are great for valuing what is yours and to feel curiosity and respect for what is in others. In these projects they know that diversity is an essential wealth for all. We use various tools, from youtube, skip, videoconference, photo exchange, voky to understand each other and google translate.
But this competence is worked day by day, in the respect between them, in the empathy and inter-help that is instilled.

# data[].attributes.headline
2.8 OPTIONAL: Different models of living & working together in culturally diverse communities

# data[].attributes.subject
2.8 OPTIONAL: Different models of living & working together in culturally diverse communities

# data[].attributes.body
Because of the way students with educational needs are cared for, I think it's an inclusive school. They respect, coexist and invite these students to all the activities of socialization of the school and curriculares, for example activities of tale in the librarian, theater, music, agriculture, kitchen etc. Foreign students are equally welcome. We have contact with Africans and Americans and we live in a normal way. But, I think il there is some prejudice/ precocetion : we like to imitate the Americans and we expect the Africans to imitate us.

The Library on the school do activities about this and other problems.
I Think my school is Model of Integration

# data[].attributes.headline
2.7 Final activity: hand in your lesson plan & peer reviews

# data[].attributes.subject
2.7 Final activity: hand in your lesson plan & peer reviews

# data[].attributes.body
Review made By Francesco Coppola date 08-03-2017 09:32

Comment

Dear Rosa MedeirosThe plan is well done. Even if the different parts of activities are not balanced, the entire project works. I too think the activities with students with special needs must specially be practice.Anyhow the focus of activity is clear and in accord to the outcomes indicated.Students use different tools and the learning is cooperative. Good idea to put a QR code in the door.
________________
Review made By Natalia Drakonaki date 08-03-2017 11:58

Comment

Dear Rosa,First of all I would like you to know that I was excited to find out that you are in the field of special education, it must be challenging but also very rewarding. Your idea on QR code is exceptional and your lesson plan very detailed. A requested, you have included activities that develop students’ empathy and open-mindness, both in your class and with the other students who will certainly be encouraged to reflect on the lives of other people who have different needs.The design is well aligned with your aims and intended learning outcomes. You have proposed a variety of activities promoting collaboration, communication and use of technology. I particularly liked the part in which your students will become the protagonists. Your lesson plan is balanced.Perhaps the questionnaires could be distributed outside the school as well, in an effort to involve the local community.Congratulations, great work! I am really hoping you will be able to implement your project, I am certain it will be very rewarding.Best wishes,Natalia
____________
Review made By ninel stirbu date 06-03-2017 17:10

Comment

I appreciate that you work with children with various disabilities. Diversity at your class is not necessarily different kind of language. Your work is very heavy and small results are appreciated by you. All the best, Stirbu Ion

# data[].attributes.headline
2.6 Final activity: design a lesson plan and review your peers

# data[].attributes.subject
2.6 Final activity: design a lesson plan and review your peers

# data[].attributes.body
https://v.gd/obnGq6

# data[].attributes.headline
2.5 Developing empathy & open-mindedness

# data[].attributes.subject
2.5 Developing empathy & open-mindedness

# data[].attributes.body
What is proposed to the generality of students can also be proposed to students with special educational needs. It would adapt the identification of emotions, presenting figures / images / SPC Language: to cry, to laugh, to anger etc. and would ask when this has already happened to them and how others reacted to it. We were playing an ex game: an angry person and they would have to look angry. Dramatization is also good to express yourself.
Encourage writing or drawing in your journal
To develop empathy and sharing for example cooking together. Example form groups and distribute ingredients in different quantities for each group in which they would have to negotiate between them.
Knowing oneself, expressing oneself in different ways and learning to listen to others is very important.

# data[].attributes.headline
2.4 Creating a sense of belonging and identity in your class and school

# data[].attributes.subject
2.4 Creating a sense of belonging and identity in your class and school

# data[].attributes.body
-- I started by requesting a fixed classroom for the class, (in the secondary the students move from classroom to other classroom) It was important for them to have their space where they could leave their things and organize the classroom in their own way.
-- Starting classes, I have a meeting with parents and children in order to get to know each other and elect their representatives.
-- I create a team of parents to support extracurricular activities (establish contacts etc.).
-- Students sit face to face to communicate better
-- Important to start classes by talking about us. They have to be the most important of all (joys, hardships, achievements).
-- The wallpapers in the classroom are good to share diversity ideas.
---Events created by them also unites them. A study tour, trip, a theater ...
-- technological activities that include other classes: QRCode game with tracks. Exhibitions organized by them with Aurasma etc ...
It is important for these students (special needs) to be protagonists in school, to get a positive look at them ...

# data[].attributes.headline
2.3 Webinar Wednesday, 1st March 17:00h CET - The language profile

# data[].attributes.subject
2.3 Webinar Wednesday, 1st March 17:00h CET - The language profile

# data[].attributes.body
I watched the video in the module. The idea Language Biography and the Class Identity Is very interesting . I usually start the school year with such. Getting to know each other is the first step towards acceptance and for true collaboration among all. Presentations of videos with customs and customs and music is also a good contribution.
The parents partiped and ativities is very good.

# data[].attributes.headline
2.2 Supporting students with different first languages

# data[].attributes.subject
2.2 Supporting students with different first languages

# data[].attributes.body
I dont have experience with students with different first language in my classes. But at school there are students who emigrated very young to the United States and returned only English. These students initially have a support teacher to accompany them in some classes. They also have private support outside the room.
There is a simple tool that can help Google translator, see and hear learning aid ..

# data[].attributes.headline
1.4 Developing intercultural competences of your students

# data[].attributes.subject
1.4 Developing intercultural competences of your students

# data[].attributes.body
Pro-active and engaged with everything students bring to the class

You are a reflective practitioner who pro-actively engages with your students and everything they bring to the class. Your engagement with parents and local community allow you to fully understand your students and make the learning experience relevant and effective for them. Your openness and curiosity allow you to integrate different cultural practices into your teaching and ensures that the diversity of every one of your classes is accounted for in the resources and teaching practices used in the classroom.

Take a look at this table with the different answer options to see other ways how cultural diversity can be addressed in the classroom.

# data[].attributes.headline
1.4 Developing intercultural competences of your students

# data[].attributes.subject
1.4 Developing intercultural competences of your students

# data[].attributes.headline
1.4 Developing intercultural competences of your students

# data[].attributes.subject
1.4 Developing intercultural competences of your students

# data[].attributes.body
I regret the video is not subtitled in English, as it would be easier to follow the ideas.
The attitude of the teacher is very important in the conduct of the entire process of student integration.
-- I would begin with a meeting with the caregivers to get to know the new families in the community and how they would help them to become undeveloped. What parents think will help the behavior of students in school.
--  it would create moments of sharing.For example the foreign student can show youtube videos of your country and how to live.
--  Native students would also do the same. -- Initially, she would create groups to accompany the student throughout her school career.

- They would make a collaborative album with descriptions and images of the different countries (calameo).

# data[].attributes.body
Its a 6 student group, with special needs education (hearing, body deforms, and mental level learning). In a school of 1200 students is readily pass unnoticed or be a nuisance to the school community.

We aim in several project (eTwinning and Comenius) to make them say the same for what they are able to learn and share across borders. I think PBL help develop better, this and other projects. are wonderful islands! Come here! :)

# data[].attributes.body
My school has about 1,000 students.
It has kindergarten students to the 3rd cycle.
It has good facilities and very committed teachers.
They are teachers interested in new technologies.

# data[].attributes.body
Living in isolation of an island in the middle of the Atlantic from the country itself, in the most peripheral of Europe. But, Azores are wonderful islands! Come here! :)

# data[].attributes.body
My name is Rosa Medeiros.I´m from Terceira Island, Azores, Portugal.

I' m a special education teacher ( special needs). Pupil´s age  in between 12-18 years old.

I oreganized eTwinning Project and Comenius Project, and Library

# data[].attributes.body
2- Peer Review Activity & Deadlines

The course will last 3 weeks, from 20th February 2017 to 12th March 2017. All the course content will remain accessible after the 12th March but it won't be possible to complete the peer review activity anymore and receive the course certificate.
Please note that the peer review activity has two deadlines:
Deadline 1: The first deadline is for the submission of your own work. The deadline is in the middle of the third week on 8th March at 23:59h CET.

1. Deadline 2: The second deadline is for the submission of your reviews. The deadline is on the Sunday directly following the first deadline, 12th March at 23:59h CET.

​Please note that if you submit your own work before the first deadline you will receive some work to review 24 hours after submission. This means you can complete the entire peer review activity well before the final deadline.