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http://academy.schooleducationgateway.eu/en/web/cultural-diversity-in-your-classroom/home

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Unità di lavoro realizzata con la mia quinta primaria
ottobre-dicembre 2016

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human "yann arthus bertrand" france portraits "vue du ciel"

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Composé d'images aériennes inédites et de témoignages face caméra, filmés dans 60 pays pendant plus de 2 ans, HUMAN de Yann Arthus-Bertrand dresse un portrait de l'humanité d'aujourd'hui. Afin de partager ce fond unique partout et avec tous, HUMAN existe en plusieurs versions : Cinéma : 3h11, Télé : 2h11 et une version YouTube en 3 volumes.

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per la nostra discussione-
Si può realizzare una cosa simile con le storie raccolte dai ragazzi

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"Non ero felice nel sentirmi straniera, così mi sono adattata, e adesso riesco a sentirmi sia una persona del posto sia una migrante." -Divya, 6,565 kms

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Raising Awareness | M1 Ölzant Introduction

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Raising Awareness | M1 Brezger - Introduction

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One of the greatest challenges of the 21st century is to ensure that human rights are for all.
Responding to new challenges posed to human rights is a permanent challenge for the Council of Europe. However, human rights cannot be implemented through legal processes alone. Human rights are best respected, protected and appreciated when all of us understand them, stand up for them and apply them in our actions.
Human rights education - learning about, through and for human rights - is therefore essential in preventing human rights violations and in making democracy a sustainable way of life. This is especially relevant to children and young people. Human rights education is in itself a right, enshrined in Article 26 of the Universal Declaration of Human Rights. The Charter on Education for Democratic Citizenship and Human Rights Education adopted by the Committee of Ministers in 2010 calls upon the member states to provide every person within their territory with the opportunity of education for democratic citizenship and human rights education, by all means of education, including non-formal education. It also recognises the irreplaceable role of non-governmental organisations and youth organisations in this process.

"Compass" was first published in 2002 to support the work of facilitators of human rights education with young people. Available in more than 30 languages, "Compass" has brought human rights education to the lives of countless young people in Europe and other world regions. Its version for children - "Compasito" - enjoys a similar success.

Growing up in Europe today can be difficult and painful. Too many young people look at the future with apprehension and fear instead of confidence. The human rights framework of the Council of Europe provides youth policy and youth work with an ethical and normative ground within which the rights and responsibilities of young people should be addressed. The practices of human rights education with young people enabled by "Compass" are examples of the empowerment of young people as responsible citizens, educators and advocates for human rights.

I trust that this new edition of the manual will inspire and motivate human rights education practitioners in their important work.

Thorbjørn Jagland

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Compass: Manual for Human Rights Education with Young People

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One of the greatest challenges of the 21st century is to ensure that human rights are for all. Responding to new challenges posed to human rights is a permanent challenge for the Council of Europe. However, human rights cannot be implemented through legal processes alone.

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This webmix has been created for the Cultural Diversity Course of the Teacher Academy, in the School Education Gateway platform

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my lesson plan with Learning Designer

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articolo da Scientific American

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(Editor's note (1/30/17): In response to President Donald Trump's immigration order to close U.S. borders to refugees and visitors from seven predominantly Muslim countries, which has impacted scientists and students, we are republishing the following article from our 2014 special report on how diversity powers science and innovation.)
The first thing to acknowledge about diversity is that it can be difficult. In the U.S., where the dialogue of inclusion is relatively advanced, even the mention of the word "diversity" can lead to anxiety and conflict. Supreme Court justices disagree on the virtues of diversity and the means for achieving it. Corporations spend billions of dollars to attract and manage diversity both internally and externally, yet they still face discrimination lawsuits, and the leadership ranks of the business world remain predominantly white and male.

It is reasonable to ask what good diversity does us. Diversity of expertise confers benefits that are obvious-you would not think of building a new car without engineers, designers and quality-control experts-but what about social diversity? What good comes from diversity of race, ethnicity, gender and sexual orientation? Research has shown that social diversity in a group can cause discomfort, rougher interactions, a lack of trust, greater perceived interpersonal conflict, lower communication, less cohesion, more concern about disrespect, and other problems. So what is the upside?

The fact is that if you want to build teams or organizations capable of innovating, you need diversity. Diversity enhances creativity. It encourages the search for novel information and perspectives, leading to better decision making and problem solving. Diversity can improve the bottom line of companies and lead to unfettered discoveries and breakthrough innovations. Even simply being exposed to diversity can change the way you think. This is not just wishful thinking: it is the conclusion I draw from decades of research from organizational scientists, psychologists, sociologists, economists and demographers.

Information and Innovation

The key to understanding the positive influence of diversity is the concept of informational diversity. When people are brought together to solve problems in groups, they bring different information, opinions and perspectives. This makes obvious sense when we talk about diversity of disciplinary backgrounds-think again of the interdisciplinary team building a car. The same logic applies to social diversity. People who are different from one another in race, gender and other dimensions bring unique information and experiences to bear on the task at hand. A male and a female engineer might have perspectives as different from one another as an engineer and a physicist-and that is a good thing.

Research on large, innovative organizations has shown repeatedly that this is the case. For example, business professors Cristian Deszö of the University of Maryland and David Ross of Columbia University studied the effect of gender diversity on the top firms in Standard & Poor's Composite 1500 list, a group designed to reflect the overall U.S. equity market. First, they examined the size and gender composition of firms' top management teams from 1992 through 2006. Then they looked at the financial performance of the firms. In their words, they found that, on average, "female representation in top management leads to an increase of $42 million in firm value." They also measured the firms' "innovation intensity" through the ratio of research and development expenses to assets. They found that companies that prioritized innovation saw greater financial gains when women were part of the top leadership ranks.

Racial diversity can deliver the same kinds of benefits. In a study conducted in 2003, Orlando Richard, a professor of management at the University of Texas at Dallas, and his colleagues surveyed executives at 177 national banks in the U.S., then put together a database comparing financial performance, racial diversity and the emphasis the bank presidents put on innovation. For innovation-focused banks, increases in racial diversity were clearly related to enhanced financial performance.

Evidence for the benefits of diversity can be found well beyond the U.S. In August 2012 a team of researchers at the Credit Suisse Research Institute issued a report in which they examined 2,360 companies globally from 2005 to 2011, looking for a relationship between gender diversity on corporate management boards and financial performance. Sure enough, the researchers found that companies with one or more women on the board delivered higher average returns on equity, lower gearing (that is, net debt to equity) and better average growth.

How Diversity Provokes Thought

Large data-set studies have an obvious limitation: they only show that diversity is correlated with better performance, not that it causes better performance. Research on racial diversity in small groups, however, makes it possible to draw some causal conclusions. Again, the findings are clear: for groups that value innovation and new ideas, diversity helps.

In 2006 Margaret Neale of Stanford University, Gregory Northcraft of the University of Illinois at Urbana-Champaign and I set out to examine the impact of racial diversity on small decision-making groups in an experiment where sharing information was a requirement for success. Our subjects were undergraduate students taking business courses at the University of Illinois. We put together three-person groups-some consisting of all white members, others with two whites and one nonwhite member-and had them perform a murder mystery exercise. We made sure that all group members shared a common set of information, but we also gave each member important clues that only he or she knew. To find out who committed the murder, the group members would have to share all the information they collectively possessed during discussion. The groups with racial diversity significantly outperformed the groups with no racial diversity. Being with similar others leads us to think we all hold the same information and share the same perspective. This perspective, which stopped the all-white groups from effectively processing the information, is what hinders creativity and innovation.

Other researchers have found similar results. In 2004 Anthony Lising Antonio, a professor at the Stanford Graduate School of Education, collaborated with five colleagues from the University of California, Los Angeles, and other institutions to examine the influence of racial and opinion composition in small group discussions. More than 350 students from three universities participated in the study. Group members were asked to discuss a prevailing social issue (either child labor practices or the death penalty) for 15 minutes. The researchers wrote dissenting opinions and had both black and white members deliver them to their groups. When a black person presented a dissenting perspective to a group of whites, the perspective was perceived as more novel and led to broader thinking and consideration of alternatives than when a white person introduced that same dissenting perspective. The lesson: when we hear dissent from someone who is different from us, it provokes more thought than when it comes from someone who looks like us.

This effect is not limited to race. For example, last year professors of management Denise Lewin Loyd of the University of Illinois, Cynthia Wang of Oklahoma State University, Robert B. Lount, Jr., of Ohio State University and I asked 186 people whether they identified as a Democrat or a Republican, then had them read a murder mystery and decide who they thought committed the crime. Next, we asked the subjects to prepare for a meeting with another group member by writing an essay communicating their perspective. More important, in all cases, we told the participants that their partner disagreed with their opinion but that they would need to come to an agreement with the other person. Everyone was told to prepare to convince their meeting partner to come around to their side; half of the subjects, however, were told to prepare to make their case to a member of the opposing political party, and half were told to make their case to a member of their own party.

The result: Democrats who were told that a fellow Democrat disagreed with them prepared less well for the discussion than Democrats who were told that a Republican disagreed with them. Republicans showed the same pattern. When disagreement comes from a socially different person, we are prompted to work harder. Diversity jolts us into cognitive action in ways that homogeneity simply does not.

For this reason, diversity appears to lead to higher-quality scientific research. This year Richard Freeman, an economics professor at Harvard University and director of the Science and Engineering Workforce Project at the National Bureau of Economic Research, along with Wei Huang, a Harvard economics Ph.D. candidate, examined the ethnic identity of the authors of 1.5 million scientific papers written between 1985 and 2008 using Thomson Reuters's Web of Science, a comprehensive database of published research. They found that papers written by diverse groups receive more citations and have higher impact factors than papers written by people from the same ethnic group. Moreover, they found that stronger papers were associated with a greater number of author addresses; geographical diversity, and a larger number of references, is a reflection of more intellectual diversity.

The Power of Anticipation

Diversity is not only about bringing different perspectives to the table. Simply adding social diversity to a group makes people believe that differences of perspective might exist among them and that belief makes people change their behavior.

Members of a homogeneous group rest somewhat assured that they will agree with one another; that they will understand one another's perspectives and beliefs; that they will be able to easily come to a consensus. But when members of a group notice that they are socially different from one another, they change their expectations. They anticipate differences of opinion and perspective. They assume they will need to work harder to come to a consensus. This logic helps to explain both the upside and the downside of social diversity: people work harder in diverse environments both cognitively and socially. They might not like it, but the hard work can lead to better outcomes.

In a 2006 study of jury decision making, social psychologist Samuel Sommers of Tufts University found that racially diverse groups exchanged a wider range of information during deliberation about a sexual assault case than all-white groups did. In collaboration with judges and jury administrators in a Michigan courtroom, Sommers conducted mock jury trials with a group of real selected jurors. Although the participants knew the mock jury was a court-sponsored experiment, they did not know that the true purpose of the research was to study the impact of racial diversity on jury decision making.

Sommers composed the six-person juries with either all white jurors or four white and two black jurors. As you might expect, the diverse juries were better at considering case facts, made fewer errors recalling relevant information and displayed a greater openness to discussing the role of race in the case. These improvements did not necessarily happen because the black jurors brought new information to the group-they happened because white jurors changed their behavior in the presence of the black jurors. In the presence of diversity, they were more diligent and open-minded.

Group Exercise

Consider the following scenario: You are writing up a section of a paper for presentation at an upcoming conference. You are anticipating some disagreement and potential difficulty communicating because your collaborator is American and you are Chinese. Because of one social distinction, you may focus on other differences between yourself and that person, such as her or his culture, upbringing and experiences-differences that you would not expect from another Chinese collaborator. How do you prepare for the meeting? In all likelihood, you will work harder on explaining your rationale and anticipating alternatives than you would have otherwise.

This is how diversity works: by promoting hard work and creativity; by encouraging the consideration of alternatives even before any interpersonal interaction takes place. The pain associated with diversity can be thought of as the pain of exercise. You have to push yourself to grow your muscles. The pain, as the old saw goes, produces the gain. In just the same way, we need diversity-in teams, organizations and society as a whole-if we are to change, grow and innovate.

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(Editor's note (1/30/17): In response to President Donald Trump's immigration order to close U.S. borders to refugees and visitors from seven predominantly Muslim countries, which has impacted scientists and students, we are republishing the following article from our 2014 special report on how diversity powers science and innovation.)

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Who am I ? A few things about me are HERE. And HERE is my current school. I'm really excited I've joined the second MOOC run by...

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How can teachers prepare for diverse classrooms? There isn't a definitive answer, but there is a wealth of resources online. Discover some helpful links for teachers.

Photo credit: woodleywonderworks via flickr (CC BY 2.0)

How can teachers effectively engage students from diverse backgrounds? It's a question many teachers face, and of course, there isn't one prescribed strategy that works. Luckily, there are many useful resources to help new and veteran educators explore the subject.

If you're looking for a starting point, How Can We Prepare Teachers to Work With Culturally Diverse Students and Their Families? (an article from the Family Research Project at Harvard University) features insightful advice and useful tips from leading diversity education specialists. These researchers agree on the underlying message that communication plays an integral role; you'll also find insight into preparation and information about connecting with students and building relationships with families.

Resources for Multicultural Classrooms (Teaching Tolerance): Produced by The Southern Poverty Law Center, Teaching Tolerance's classroom resources page offers free lesson plans for exploring topics like race and ethnicity, gender equality, and sexual orientation with students. For specific teaching practices, start with Teaching Tolerance's Critical Practices for Anti-Bias Teaching, a self-paced, four-part, professional development learning program.

Awareness Activities (EdChange.org): The EdChange-produced Multicultural Pavilion is a wonderful assortment of resources for educators. This Awareness Activities collection provides plenty of engaging ideas and activities to introduce diversity at the beginning of the school year. Don't miss the Teacher's Corner for curriculum ideas, strategies, and much more.

Teaching Diverse Learners (Brown University): This website is "a resource dedicated to enhancing the capacity of teachers to work effectively and equitably with English-language learners (ELLs)." You'll find great practical teaching strategies, ideas for engaging elementary ELLs, and tips for reaching out to families.

Lesson Plans and Resources (Teaching for Change): Teaching for Change is a nonprofit, with a mission of providing "teachers and parents with the tools to create schools where students learn to read, write, and change the world." The site features thoughtful and engaging lesson plans, tips for addressing race and diversity in the class, and links to great teacher resources.

Lesson Plans and Resources for Multiculturalism and Diversity: Scholastic produced this collection of resources for teachers. Along with some engaging lesson plans, there are also plenty of articles featuring tips and strategies to help educators engage students and families from diverse backgrounds. Connect With Kids and Parents of Different Cultures is a great place to start.

Strategies for Teaching Culturally Diverse Students: This TeacherVision-produced article is full of useful and ready-to-use tips for welcoming and engaging diverse students. Discover more useful ideas and lesson plans in TeacherVision's Diversity Resources for Teachers collection.

Resource Library (Inclusive Schools Network): This library is rich with resources covering a range of topics on diversity, with a focus on creating equity for students with disabilities. Start with the Inclusion Basics, which provides a great overview of creating an inclusive classroom. The Culturally Responsive Teaching resource page offers great ideas, tips, and strategies for reaching culturally diverse students with disabilities. You can also dig deeper into subjects like assessment, collaboration, and working with families.

Two other sources of inspiration are Yvonne Pratt-Johnson's article Communicating Cross-Culturally: What Teachers Should Know and this book excerpt from ASCD's Diverse Teaching Strategies for Diverse Learners. In addition to these articles, here are a few other resources that will help educators develop inclusive learning environments and approach race, gender equality, empathy, and bullying prevention during class.

More From Edutopia

You'll find a trove of insightful articles on Edutopia. Check out the Culturally Responsive Teaching page for additional resources. Here are a few popular blog posts from Edutopia writers:

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Preparing for Cultural Diversity: Resources for Teachers

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How can teachers prepare for diverse classrooms? There isn't a definitive answer, but there is a wealth of resources online. Discover some helpful links for teachers. Photo credit: woodleywonderworks via flickr (CC BY 2.0) How can teachers effectively engage students from diverse backgrounds?

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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.

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Module 1.5 Modelli di interculturalità a scuola

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Module 1.5 Modelli di interculturalità a scuola

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la classe come microcosmo

interazione tra insegnanti-genitori e alunni

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How to work with the three models of interculturality in schools

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Terzo modello: partecipativo umanistico
sintesi dei precedenti
rispetta l'universalità e allo stesso tempo l'individuo
MEDIAZIONE!
fare le cose insieme!!! --> crea la conoscenza e costruisce l'appartenenza
le differenze che emergono lavorando insieme offrono nuove prospettive verso le altre culture --> TRASFORMAZIONE DELLA CULTURA
universalità a posteriori
testa e cuore!

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Three Models of Interculturality: Humanistic Participative Model

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Uploaded by School Education Gateway on 2016-09-05.

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Secondo modello: integrazione
devono integrarsi in un sistema in cui la verità universale esiste, per così dire, a priori
è un sistema basato sull'individuo
vi sono delle interazioni tra le varie comunità ma i rapporti sono tra gli individui  (?)
ASSIMILAZIONE
sistema universalista a priori
principio cattolico vs principio protestante del primo modello

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Three Models of Interculturality: Model of Integration

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Uploaded by School Education Gateway on 2016-09-05.

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Primo modello: coesistenza e interazione all'interno di uno spazio pubblico, adattandosi alle sue regole  -
multiculturalità
tolleranza dello spazio privato ma adeguamento delle culture "altre" alla cultura ospitante e non viceversa
differenziazione
non esiste una verità sola

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Three Models of Interculturality: Model of Co-Existence

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Uploaded by School Education Gateway on 2016-09-05.

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Module 1.5 Understanding different models of living & working together in culturally diverse communities

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Module 1.5 Understanding different models of living & working together in culturally diverse communities

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Module 1.4 - Developing intercultural competences

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Module 1.4 - Developing intercultural competences

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How can you develop your students' intercultural competence?

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Module 1.4 - developing intercultural competences

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Module 1.4 - developing intercultural competences

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communication
collaboration
creativity
critical thinking

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Module 1.3 - Competences of the interculturally competent teacher

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Module 1.3 - Competences of the interculturally competent teacher

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Tomislav Tudjman from the Erasmus University Rotterdam and member of the Sirius Network

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Module 1.2 - Why talk about cultural diversity in schools

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Module 1.2 - Why talk about cultural diversity in schools

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I've always been interested in this subject, since I was a child, I think. I've been observing how fantastic it is that we all are different in our stories and backgrounds, and personalities of course, and at the same time we have so much in common. For a lot of time I was sure that everyone saw this extraordinary thing, so for me the challenge has been to realize that there are also people who can't recognise this item as a enrichment, but often they couldn't even conceive that someone could be, think or act in a different way from theirs. This is my main prejudice and at the same time a challenge. At school this is evident: we (all of us, teachers, students, parents, all the other workers at school) have to learn to face this wonderful yet sometimes difficult thing.
I think that for a teacher should be normal to consider each of us different from the other, and that different doesnt' mean better or worse. I hope to continue to learn myself to appreciate diversity and can witness this wonder to the other people at school and in my life.

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Hi all, I'm Adele from Palermo, Italy. I'm a primary school teacher in an Istituto Comprensivo of my city. This year I 'm the main teacher in a 5th grade and this is my 20 year of teaching :)
This is my second MOOC and I'm looking forward to learning new things!
This is my main blog:

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Ve l'ho detto che ci è nato un altro pargolo? si tratta del nuovo figlioletto mio e di Mariella Cusumano, con la quale stiamo ormai consolidando una bellissima collaborazione.

Il nostro nuovo libro si intitola L'Album delle Meraviglie ed è stato pubblicato da Kalòs, una storica casa editrice palermitana che inaugura con noi la nuova collana I Pupi dedicata ai più piccoli.

Quali meraviglie contiene questo album? Come già si intuisce dalla copertina, si tratta di un'avventura tra ricordi, immagini e testimonianze della Palermo della Palermo di fine Ottocento e inizio Novecento, quella che è stata qui l'età dei Florio. Giuseppe, il nostro protagonista, si perde tra le pagine di un vecchio album di ricordi richiamato da una misteriosa bambina che gli chiede aiuto per ritrovare un oggetto che ha perso... I due vanno alla ricerca, in compagnia del cagnolino, e si ritrovano nell'immaginario liberty creato da Ernesto Basile, dal giardino del Villino Florio alla magnifica sala del Teatro Massimo.
Questo albo illustrato, con il patrocinio della Fondazione Basile, vuol essere un'occasione per far conoscere a grandi e piccoli un periodo storico e artistico importantissimo per la città di Palermo, in cui veramente l'apertura e gli scambi a livello europeo e mondiale erano enormi e la rilevanza della capitale della Sicilia era evidente, pur con luci ed ombre. Sottotraccia infatti si può leggere anche la storia di quelli che da quel mondo dorato furono costretti a fuggire, emigrando verso altri continenti proprio sulle navi che fecero la fortuna dei Florio.

Il libro è stato presentato in occasione di Una Marina di Libri da Eleonora Marrone che si occupa della Fondazione e dell'Archivio Basile a Palermo e dal direttore editoriale della Kalòs, Salvino Leone.

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Ve l'ho detto che ci è nato un altro pargolo? si tratta del nuovo figlioletto mio e di Mariella Cusumano, con la quale stiamo ormai consolidando una bellissima collaborazione. Il nostro nuovo libro si intitola L'Album delle Meraviglie ed è stato pubblicato da Kalòs, una storica casa editrice palermitana che inaugura con noi la nuova collana I Pupi dedicata ai più piccoli.