# data[].attributes.headline
ACTIVITIES TO DEVELOP STUDENTS' INTERCULTURAL COMPETENCE

# data[].attributes.subject
ACTIVITIES TO DEVELOP STUDENTS' INTERCULTURAL COMPETENCE

# data[].attributes.body
Content from the course material (Module 2.1)

# data[].attributes.body
Content from the course material (Introduction / D) and
My final assessment (2.7) & (2.8).

To create and share a lesson plan, we use a very nice tool called the Learning Designer that was developed by the London Institute of Education.

The Learning Designer is a tool that helps you plan your teaching. It does this by asking you to think about the learning experiences you are planning for your students to help them meet their learning outcomes. There are sample patterns to browse and edit, or you can design your own from scratch.

YouTube video:
An Introduction to the Learning Designer.

The tool Home / Sign In page:
Learning Designer

My lesson plan on the Learning Designer:
ESOL / Recognising Money

Image source: my lesson plan on the LD website.

# data[].attributes.attachment_link.readable_text
You are using a browser that is not supported or you have disabled JavaScript. Please upgrade your browser and/or enable JavaScript. Supported browsers are Mozilla Firefox, Google Chrome, Safari and Internet Explorer (version 10 or later).

Name

English for Speakers of Other Languages

Topic

Recognising Money

Learning time

2 hours

Designed learning time

2 hours and 30 minutes

Size of class

20

Description

The lesson will help develop vocabulary and grammar required for talking about money and describing all the differences in colour, shape, size, weight, thickness, and value of the various coins and notes.

Aims

To prepare newly arrived migrants to recognising and handling the UK money and comparing it to other currencies.

Outcomes

Recognise, Compare (and contrast), Produce

Editor

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.

Social learning graph will not display correctly, because no class size is set.

Social learning graph will not display correctly, because one or more learning types do not have group size set.

© London Knowledge Lab, UCL Knowledge Lab, UCL Institute of Education 2013-2019 Version 1.04

By continuing to use this website, you accept that cookies will be stored on your device. Learn more

# data[].attributes.headline
Developing intercultural competence of students

# data[].attributes.subject
Developing intercultural competence of students

# data[].attributes.body
Content from the course material (1.4)

1. Using modern T&L approaches  (such as organising collaborative activities to encourage exchanges between students; using technology to extend the classroom and communicate with the world outside of the classroom)

to encourage curiosity

to encourage communication within and outside of the classroom

2. Character building: even though the focus on what we teach is important, character building elements should be embedded as part of our regular repertoire of teaching topics regardless of the subject and age-range of students we teach.

Create the culture you want to have in the classroom: set the ground rules; get to know your students' background, existing support network, barriers to learning, individual needs, etc.

Teach respect for other cultures: empathy, understanding, appreciation of other cultures, accepting differences.

Develop the 4 C-s of the 21st-century learning - the main competencies for education and work: communication, collaboration, creativity, and critical thinking.

Image source: course collaborative Padlet wall (unit 1.2)

# data[].attributes.headline
Developing intercultural competence as a teacher

# data[].attributes.subject
Developing intercultural competence as a teacher

# data[].attributes.body
Content from the course material (1.2)

If we want to develop intercultural competence in our students, we need to reflect on our own intercultural competence / become an interculturally competent teacher.

Think about / define our own cultural values, beliefs, traditions, etc. (as coming out of our own background: family, culture, religion, etc) and how these impact on our use of language and actions in the classroom as well as our perceptions of our students - in order to be open-minded towards others and to be able to accept "other" values (see the self-assessment tool enclosed).

Live the diversity: allow students space to be who they are, to be different (e.g. use their native language).

Be open to trying new things: move out of your comfort zone; learn as well as teach.

Integrate diverse resources that acknowledge and reflect the diverse experiences of your students, e.g. stories from different countries, images from different backgrounds, etc. Lead by example.

Integrate intercultural competence as a cross-curricular theme.

When teaching in classrooms with learners from different backgrounds, teachers should have knowledge, skills, experience on the 5 main areas:

1. Dealing with different languages.

2. Pedagogy / didactics to using the materials in the way to address migrant students.

3. Social identity / social psychology norms, such as ethnic forming, identity, xenophobia, racism, etc.

4. Parental involvement.

5. Community relationship building.

# data[].attributes.body
Interesting content from the course material
(About the course)

A 3-part series of courses exploring the topic of cultural diversity, the situation of newly arrived migrants in general, and how to integrate newly arrived migrant students in schools and classrooms:

1. Cultural Diversity in Your Classroom - 12 Sept. 2016

2. Rising Awareness about the Situation of Newly Arrived Migrants - 31 Oct. 2016

3. Newly Arrived Migrant Students in Schools and Classrooms - 28 Nov. 2016

Video source:the course page.

# data[].attributes.body
MODULE 1 / 0
Introduction. Tell us who you are, where you are from, what classes you teach, where your school is, etc. Write a brief introduction in the Padlet below and make sure to copy it also into your Learning Diary. Make sure to add your name into the title of your Padlet post and why not include a low-resolution picture.
My contribution to the collaborative Padlet.

MODULE 1 / 1
Why should we talk about cultural diversity in schools?
Why are you taking the course and why do you feel it is important to learn about cultural diversity in our classrooms?
My contribution to the collaborative Padlet.

MODULE 1 / 2
Developing intercultural competence as a teacher.
Which of the areas that Alicia, Erika and Tomislav outline do you feel is most important? And which of these areas do you think you need to work the most on? What could be the biggest challenge for you in becoming an interculturally competent teacher?
My contribution to the collaborative Padlet.

MODULE 1 / 3
(1) Your teaching resources. Select a teaching resource that you use regularly, it could be anything from a website, textbook, app or worksheet to anything you use with your students. Analyze it in the light of Alicia and Erika's comments and decide if this is a resource that acknowledges and reflects the diverse experiences that exist in your classroom.
My contribution to the collaborative Padlet.

(2) Pole. Vote in the one-question poll below indicating if you found your resource to be appropriate to use in a culturally diverse classroom. That way we will all see what the situation is like in regards to our teaching resources.
I voted "No, not really" - see the overall poll results.

MODULE 2 / STARTER ACTIVITY
My learners' profile
In this module's starter activity please share with us some general information about the students you teach. What are their cultural backgrounds? How are they diverse in other ways? Do you have a positive relationship with them? How do they interact with each other?
My contribution to the collaborative Padlet.

MODULE 2 / 1
Example activities to develop students' intercultural competence. Think more concretely about the ideas presented by Alicia and Erika. Can you apply some of the activities or at least the principles behind them to your subject, your school community, your students? Share either some activities you have used with your students or briefly describe how one of the activities suggested in the video could be adapted to your own context.
My contribution to the collaborative Padlet wall.

# data[].attributes.body
(Module 1 task: Welcome & Introductions)

My name is Liliya.

I am an experienced teacher / assessor and a passionate life-long learner.

I was born in Ukraine where I got my first degree in education and started my teaching career. I taught EFL (English as a Foreign Language) to children aged 10-16 in a secondary school. Later, I moved to the UK where I continued my education and started teaching ESOL (English for Speakers of Other Languages) to adult learners. At the moment, I am working for a charity providing services to asylum seekers who come to the UK from all over the world. The learners in each of my group have different levels of language competency, thus I teach mixed-ability classes. I also work for several awarding bodies as an FSE (Functional Skills English) marker/assessor and an ESOL Standards Verifier.

I am dedicated to professional development and appreciate the opportunities that have become available with MOOC development. My areas of interest include (but are not limited to) teaching strategies, assessment, and resource development. Due to the nature of my current teaching context, I am particularly interested in teaching adults, cultural diversity, and differentiation.  I would also like to develop my skills in online teaching.

Outside of the work context, I am a happy wife and a proud mother of a teen-aged daughter. As a family, we share a number of interests. We love animals and have kept a number of different pets, including a rabbit that shares a house with us at the moment. We are fond of travelling and have visited over 10 countries by now. We are keen readers: my husband and daughter like fantasy books, but I prefer historical fiction. We love crafting: whilst my daughter is more into art, I enjoy knitting and cross-stitching. We all play musical instruments (a bit).

I also enjoy connecting with like-minded people. :)

You can find me on:
Linked In
Google+
Facebook
Twitter
Pinterest

Image source: my personal collection.

# data[].attributes.headline
Results of my assessments and tests throughout the course

# data[].attributes.subject
Results of my assessments and tests throughout the course

# data[].attributes.body
Check-list and my reflections

COURSE INTRODUCTION TEST
My result in the test was: 100%

I have passed the test.

MY LEARNING DIARY AND SUPPORT NETWORK (Introduction / part C)
I've completed the form to submit the link to my Learning Diary and my Learning Designer. I can access other submissions and browse other learners' diaries and designs in this spreadsheet. The background info will help me find peers who teach in a similar context. That, in turn, will help me build my support network.

SELF-ASSESSMENT OF INTERCULTURALLY COMPETENT TEACHER (Module 1/6)
My result:
Open and reflective to accommodate and value the diversity.
You are a reflective practitioner who is open to trying out new things to ensure the diversity of your students is valued and recognized in your teaching approaches. You make the learning process relevant to your students by adapting resources or providing examples that reflect the student’s experiences. You try to integrate cultural diversity as a topic in your teaching beyond prescribed moments in the curriculum.

HANDING IN MY LESSON PLAN AND PEER REVIEWS (Module 2/8)
I have met both course deadlines by submitting my Lesson Plan by Wednesday, 28/09/2016 and completing three peer reviews of lesson plans by Sunday, 02/10/2016.

I tried to follow the guidance on making an effective peer review which would be of use to other learners in terms of improving their skills. Completing this activity helped me get a different perspective on my lesson plan. Reviewing other learners' designs, I understood what points I underestimated when writing my lesson plan. At this stage, I already had several ideas about the ways to improve my lesson plan. Yet, I decided not to make any alterations at that point to provide for fair peer review of my original lesson plan.

I will take seriously the feedback that I have received from the three of my peers who reviewed my lesson plan. I will take their suggestions into account in order to identify areas for improvement in general and alter this particular lesson plan. Combining the feedback of my peers with my own observations (as described above), I will decide on adding certain points to my current CPD plan for the year.

Image source: Pixabay.

# data[].attributes.body
Content from the course material
(Course Introduction, part E).

1 - ONLINE SAFETY / DIGITAL FOOTPRINT

- UK Safer Internet Centre (website):
learn about online reputation / digital footprint.
- Childnet International (website):
social networking and eSafety guide for teachers and professionals.

2 - eSAFETY INFORMATION and T&L RESOURCES

- Better Internet for Kids (website):
guides, resources, blog posts.
- Web We Want (website):
teacher and student handbooks, lesson plans, eSafety activities.
- eSafety Label (website):
ICT challenges infographic, eSafety T&L resources, school eSafety assessment and label.

Image source: the course page.

# data[].attributes.body
Content from the course material
(Course Introduction, part E).

- Childnet International (website): a guide about how to enjoy digital content safely and legally online.

- Creative Commons (website):
(1) How to share own digital content online (page).
(2) Information about different licenses and their meaning (page).
(3) A tool that helps to choose the type of license you need for sharing own digital content online (page).
(4) High-quality SVG, EPS and PNG files to download and use for print publications (page).

Video source: Creative Commons website page.