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Free Image on Pixabay - Town, Shoppers, Street Scene

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Download free images about Town, Shoppers, Street Scene from Pixabay's library of over 960,000 public domain photos, illustrations and vectors - 1360594

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Topic 3: Factors leading to racist behaviour

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Topic 3: Factors leading to racist behaviour

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Topic 4: Resolving/preventing racist behaviour

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Topic 4: Resolving/preventing racist behaviour

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Free Image on Pixabay - Hand Prints, Hands, Earthy, Stamp

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Download free images about Hand Prints, Hands, Earthy, Stamp from Pixabay's library of over 960,000 public domain photos, illustrations and vectors - 146179

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Topic 6: Digital stories on becoming a citizen in a multicultural world. 

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Topic 6: Digital stories on becoming a citizen in a multicultural world. 

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Students to introduce themselves and share one interesting fact about themselves.

Students to be allocated to a group who they will work with for the duration of the course.

Students, in groups, to come up with their own definition of culture and multiculturalism and discuss what multiculturalism means to them.

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In groups, students to describe the places they come from and then create either a Venn diagram or table that identifies the similarities and differences between their cultures.

Students to research digital stories for their homework and then post a summary of their findings or examples of digital stories  to the Padlet. Students to comment on each others' posts

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Working in groups, students to use the university's online library to find research on racism and prejudice  This research could be drawn from psychology or sociology.

Using Screencastify, or another video app, students to create a video that includes the following:

Outline of research

Findings

Evaluation of study

Students to watch and discuss each others videos. Students could also share their own personal experiences - however , this should be optional as it is a sensitive issue. The discussion should be facilitated by lecturer for this reason.

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In groups, students to research and create a short Google slides or Press presentation that...

Identifies discriminatory language.

Suggests ways in which discriminatory language might be avoided.

Explain how language might be made more inclusive.

Non-verbal communication: discuss ways in which body language can influence comfort levels during communication.

Students could also include how non-verbal communication might differ from culture to culture and how this might also cause misunderstanding.

Students to deliver their presentations in class.

References:

Melton, D. and Dail, T (2010) Preparing Students for a Diverse Workplace, Journal of Physical Education, Recreation & Dance, Vol 81, No 1, pp 25-26. [Online]. Available at: http://www.tandfonline.com.libezproxy.open.ac.uk/doi/pdf/10.1080/07303084.2010.10598541?needAccess=true (Accessed 14 May 2017)

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Access to laptops or PCs.
Students will post their ideas to the Padlet and then discuss their ideas withe the rest of the class and comment on each other's work.
https://padlet.com/vh83/hscajycx1yf

Students will be able to access this paddle via an LMS such as Moodle or Google classrooms.

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Each group to create a digital story summarising the issues and topics they have discussed in their groups over the last few weeks.

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Access to computer room/laptops.
Online applications such as Google Docs or Google drawings for the first activity. Students could post links to these in the forums on the LMS.

Padlet for the second activity

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Students to showcase their digital stories in class and discuss each other's work

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Video app such as Screencastify. Students could post these videos to the LMS

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Computer room/laptops

Google slides or Press

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Formative - lecturer to check students responses on paddle and encourage discussion

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Computer room/laptops

Access to applications such as Screencastify. Groups can also choose the applications they prefer.

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Classroom with projector

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Formative - Lecturer to check students responses and give feedback via forums

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Formative - peer assessment.
Using 'two stars and a wish'. Students to post constructive comments on each other's video to the online forum.

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Formative
Students to feedback on each other's presentations in class.

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Formative: Students have one week to work on their digital story. They could share what they have done so far to the LMS and give feedback on each other's work using 'two stars and a wish'.

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No summative assessment, but students could be awarded a digital badge for taking part in the course.

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Learning objectives 1 and 2: by the end of the session, students will have...

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Learning objectives 1 and 2: by the end of the session, students will have...

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1. Define culture and multi-culturalism.
2. Explain what culture and multi-culture means to them

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Learning objective 3: by the end of the lesson, students will have...

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Learning objective 3: by the end of the lesson, students will have...

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Compared a range of different cultural contexts based on their own experiences.

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Learning objective 3: by the end of the lesson, students will have...

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Learning objective 3: by the end of the lesson, students will have...

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Critically assessed the factors that might lead to racist behaviour.

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Learning objective 4: by the end of the lesson, students will have...

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Learning objective 4: by the end of the lesson, students will have...

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Proposed ‘best practices’ to resolve or prevent racist behaviour.

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Learning objective 5: By the end of the lesson..

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Learning objective 5: By the end of the lesson..

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Collaborated with a group from different cultural backgrounds to explore sensitive cultural issues, outlined in previous weeks.

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Created a digital story to share their experiences with others.