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How to work with the three models of interculturality in schools

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Three Models of Interculturality: Humanistic Participative Model

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Three Models of Interculturality: Model of Integration

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Three Models of Interculturality: Model of Co-Existence

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Which model is most present in your country?
These videos are really interesting and I have never thought about these models (coexistence, integration and humanistic-partecipative models).
I think that schools in general here are based upon the second model. We expect changements in order to know Italian culture and to reach an assimilation. There are some moments thought for a more partecipative model of schools, but it's so difficult to involve some actors (like parents): someone is absent, some other should decide all the rules.
I really apreciate the example of the last video. I think that other ones should be really useful

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A Viking journey

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The tool is based on the six learning types from Diana Laurillard's Conversational Framework - a model of the conditions necessary for learning to take place. The six learning types are: Read/Write/Listen (or Acquisition), Inquiry, Practice, Production, Discussion and Collaboration. In principle, a good learning design will contain a mix of all of these types of learning.

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Developing empathy and open-mindedness

Empathy and open-mindedness are distinct but strictly connected.
Empathy is a natural talent, but it can be taught. I think that my students are quite empathetic. They have developed a sense of group and they usually support each other. But I think that they have to develop more empathy towards others in general. I teach in the countryside of Rome and students are usually protective towards their mates, but sometimes racist and homophobic. I teach literature and my subject helps a lot in being empathetic, because, while you read many texts, you are forced to understand other people's thought and behaviour. Also movies about social privilege and discrimination can help.
I have also to add that in Italy there aren't special schools and people with special educational needs are in normal classes. So students live together with someone they feel different.
In my experience I know that narrow-mindedness and discrimination come from ignorance. E.g. it is more difficult to be homophobic if you have a gay mate, because you realize that he's not different from you.
So video like the previous ("What is privilege") or role playing game can be a good idea. "What is privilege" video is really effective and strong. I think it is suited for adult, because for boy and girls can be difficult to be sincere answering to all those questions and could be also shocking realizing how much your life is affcted by discriminations and lack of privileges. A good solution could be applying it through a role playing game activity.

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ENABLE (European Network Against Bullying in Learning and Leisure Environments) aims to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community (i.e. peer group).

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Creating a sense of belonging and identity in your class and school

The creation of a class identity or the sense of belonging to a group is really important. This year for me it's fundamental, because I have three first classes: children of upper secondary schools in countryside usually come from different towns and they do not know each other.
Obviously first of all the teacher should create positive conditions for communication in an environment based on tolerance and respect. The teacher is mainly an educator, so students can think they can rely on him, in a trustful relationship.
A really good idea, especially for the first lessons, it is to organize some activities through pupils can start knowing more: e.g. they can be asked to speak about their dreams or what they like (they can so discover common interests).
Also activity based on cooperative learning are really important, because in little groups they are able to speak, listen and communicate in a better way than in larger groups. It is important also to repeat this kind of activity, changing the composition of the groups, so they will be able to interact with other mates.
I usually create a facebook group for each class to communicate with students, but also for discussing and speaking about scholastic experiences.
To create all these things the support of the colleagues and the headmaster is really important. Here in Italy it is not so easy: especially cooperation among teacher is not so common.

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The language profile

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School Education Gateway Launch Conference Part

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This video is part of the "Cultural Diversity in Your Classroom" course in the Teacher Academy. For more information, please visit: http://www.schooleducationgateway.eu/en/pub/teacher_academy.htm

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Intercultural Communication Adventure with Little Pilot

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Lesson Plans developed by course participants

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Supporting students with different first languages
I teach in upper secondary school. So it's more difficult to have students that are not able to speak Italian, because usually here high school requires a quite good knowledge of italian language. The new reform has introduced the teaching of Italian as L2, but it is not yet introduced as subject school.
This year I have a student who feels not confortable in speaking Italian. She's quite clever and can understand Italian, but she find many difficulties in speaking it. I have to admit that I was not so prepared to such challenge. I suggested her the use of some apps, especially for lexic building and we train daily in speaking and writing activities. But I think that I should empower the visual aspect and trying to understand some of her mothertongue to let her feel more confortable at school.

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Some activities I can apply in my class
I find this video really interesting. I think that two ideas in particular can be adapted to my class.
The first is the idea of making a survey to student's grandparents, asking them about their dreams and desires and what they did to make them true. It will help them to know more about their origin and their family. An important phase of the lesson it will be when they will relate to the class. Then they will reflect about diversity. It's also important their final product, amybe an essay, so it could be a work for my subject, Italian language.
The other idea is the research about a character or a historical figure. In this case they will know more about someone who is unfamiliar for them. They will reflect about similarities and differences. This could be connected for example to history.

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Notes about example activities to develop student's intercultural competences
- Projects with skype, maybe with people from many countries
- Surveys asking grandparents which were dreams and if they came true --> They will ask themselves what they want to do in their future and why their dreams are so different from age, culture and geographical areas
- Exploring thought of historical characters or heroes: they will try to understand what these characters think or what they want. They will face diversity of thinking. They will know about their experiences, but something new. You can ask they to write an essay or powerpoint presentation (they can choose)
- You can use role play
- You can create games or quiz
- Remember to create engaging activities and engaging learning activities

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Information about the students I teach
This year I have three first classes (italian upper secondary school: professional institute).
Usually in Italy students that choose this kind of school are not so willing to study and sometimes their family have some problems.
The class I want to speak about is a bit different than usual, but this is its richness. I like this class, though it's quite difficult to teach, because my students are quite clever and they have a really different cultural background.
Two students are with intellectual and motoric disability. Then I have an italo-american students, who attended american school and so he finds not so involving Italian typical lessons, a ukranian girl, who is here from many years, an albanian origin student (born in Greece), a romanian girl, arrived here since a few months, and a boy born here in Italy from a peruvian family. Finally I have three Italian students. So they have a great cultural richness and potentiality. They are a good class and they do not have any problem of acceptance. They consider themselves as a class, but I have to say they are not so curious about other's background. They seemed to be quite integrated in our town and they consider Italy ad their new homeland.

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Survey result: Making attempts to accommodate and value the diversity

You remain cautious in your teaching approaches and how you deal with the diversity of your students but you actively make attempts to ensure students feel accepted and normal in your class. While your teaching practices and resources do not fully reflect the diversity of your students, you do try to individualize aspects of either your resources, activities, topics or engagement with parents and community, according to the background of your students.

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Which are the most important areas to address students to develop their intercultural compentence?

One of the most important thing is respect, but before creating an environment based on respect and tolerance we should help students to know more each other. First of all we should know students and then offer occasions in which they can know more about themselves and their culture. So organizing cooperative learning works, based on cooperation and discussions, and proposing lessons about different cultures can empower this competence and empathy. I liked one thing mentioned by Erika "They do not need to convince the other, neither to understand all other's ideas."

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Competences of the Interculturally Competent Teacher

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This video is part of the Teacher Academy online course on Cultural Diversity in the Classroom. For more information please visit the Teacher Academy on the School Education Gateway: http://www.schooleducationgateway.eu/en/pub/teacher_academy.htm

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Which area of intercultural competence is most important?
I think that as teachers we should help our students to feel confortable to be theirselves and so we should create an open-minded educative environment. I think that language is a great barrier, but probably the one we could face easier, because foreign students are immersed in country language. Probably one of the most difficult is being able to involve parents in school educative programmes. Another important thing is the relation between schools and territory in which the school is.

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Language

Pedagogy

Social identity

Parental involvement

Community relationship

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Why talk about cultural diversity in schools

School must be the place where every child should feel accepted. Especially in this period of crisis, schools are asked to educate the future citizens to the values of democracy, such as respect, tolerance and integrations. We should offer a place where students can know each other to understand that diversity is richness

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Presentation
Hello to all!
My name's Daniele Virgili and I'm an upper secondary school teacher. The subjects I teach are Italian language and history, though I'm graduated in classics.
This year I'm working in a small technical institute in the countryside of Rome and I teach to three first year classes.
I'd like to know more about multiculturalism and how to apply it in my classes

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I'm quite curious about this course and methodology and tools we will use

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Now I teach in a technical institute. My students are not so well preparared, but they're quite nice and have great potentialities.

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I'm an upper secondary school teacher and I work from 6 years. I have also worked abroad in Albania for one years, working as a L2 Italian teacher

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My name is Daniele and I'm 31. I'm a teacher of Italian language and history, but I'm graduated in classics.