IO4. Cultural Awareness
Work Area 2
Workshop 4: Exploring cultural diversity, cultural intelligence and elements of Art.
Name of the key competence:
Cultural awareness and expression
Name of the workshop:
Exploring cultural diversity, cultural intelligence and elements of Art.
Main learning outcomes:
2.1.5 Lead and participate in a discussion about cultural differences and similarities
2.2.3 Recognise gender stereotypes in everyday environment
2.2.4 Go above and beyond/Fight gender stereotypes
2.3.1 Explain what cultural Intelligence is
2.3.2 Assess Cultural Intelligence
2.3.3 Describe Cultural intelligence examples
2.3.4 Improve your Cultural Intelligence over your lifetime and try to learn from others
2.4.1 List various examples of how culture has affected art
2.4.2 Analyse how people from different cultures may perceive artistic expression
Work area{s):
WA2: (Cultural Diversity) Attitudes and Perceptions
Duration:
4.5 hours
AC entry level
3
Class room activity
Outward bound activity
E-learning activity
Min. training materials:
Online connection
Beamer and PC
White board
Paper/pencils, post its etc
Extra rooms
Others:
Special attention:
Involvement of third parties
Special arrangements needed
Prep work for participants required
Others:
Annexes
Part of workshop
Innovative didactical methodology used:
What it means:
1st part
2nd part
3rd part
1. Spaced learning
Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students
2. Cross Over learning
Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives
3. Learning through argumentation
Argumentation as means to attend to contrasting ideas, which can deepen their learning. Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations
4. Incidental learning
Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher
5. Context based learning
By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning
6. Computational thinking
Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).
7. Learning by doing
A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn
8. Embodied Learning
Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process
9. Adaptive Teaching
Using data of learner’s previous and current learning to create a personalized path through educational content.
Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study
10. Analytics of Emotions
Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner
Type of activity
Part of workshop
1st part
2nd part
3rd part
1. Q-A session
2. Case studies
3. Small group discussions
4. Active summaries
5. Demonstrations
6. Real world learning / real life scenario
7. Apprenticeship
8. Story board teaching
9. Out of class activity
10. Problem-based learning activity / problem solving
11. Collaborative preparation
12. Discussion questions / group discussion
13. Group activity
14. Story telling
15. Mind mapping
16. Brainstorming
17. Instructional video
18. Role playing
19. Self-assessment
20. (Mentor) work shadowing
21. Instruction
22. Event organisation
23. Online training
24. Learning game
25. Reflection
26. Coaching
Duration: 1 hour and 30 min
Learning Outcomes:
2.1.5 Lead and participate in a discussion about cultural differences and similarities
2.2.3 Recognize gender stereotypes in everyday environment
2.2.4 Go above and beyond/Fight gender stereotypes
Process
- The facilitator will ask participants to think about all different groups to which they belong (around 2-3 answers). An alternative way to think of this might be to consider all the different labels that could be applied to them, or all the different roles they fulfil in their lives.
- The facilitator is going to ask everyone to identify one label that applies to them from the list of the answers provided in the previous step and is written on the whiteboard.
- Once the labels/groups listed reach an adequate number (15-20 answers), the facilitator will ask the participants if by just looking at the list, they would think there are more similarities/ differences among all the mini- cultures presented in the list.
- The participants will discuss this in terms of common hopes, dreams, fears & goals until the group realizes that they probably have a lot more in common than that which sets them apart. The exercise will have achieved its goal when there will be a deeper understanding of cultural variation among groups and identification of mini- cultures and their differences/ similarities.
- The facilitator will ask the participants to watch the video “Gender Roles in Society” (link A).
- The facilitator will give the activity Instructions for the exercise: He/she will read out a list of words (Annex4.) and ask the participants to raise their hands if they think it’s a woman’s related word and no hand up if they think it’s a man’s related word (or vice versa) (Annex 1).
- Once the list has been read and participants expressed their opinions, the facilitator will initiate a conversation by asking the questions provided in the second part of the exercise (Annex 1).
Annexes:
Annex 1, Annex 2
Video and other useful links:
Duration: 1 hour and 30 min
Learning Outcomes:
2.3.1 Explain what cultural Intelligence is
2.3.2 Assess Cultural Intelligence
2.3.3 Describe Cultural intelligence examples
2.3.4 Improve your Cultural Intelligence over your lifetime and try to learn from others
Process
- The facilitator will start with an introduction about what cultural intelligence is, what are its dimensions and why cultural intelligence is important in a globalized world, by presenting the slides number 28-33 (Annex 2).
- The facilitator will initiate a discussion upon the below issues.
- Why do we need Cultural Intelligence?
- What skills do we need in global context?
- Global and Domestic CQ
- What difference does CQ make?
- Living with difference and diversity
- Cultural learning/cultural transmission
- Cultural intelligence examples
- Assessing Cultural Intelligence
- The facilitator will provide participants with the online exercise “Cultural intelligence test” (link A). The facilitator will explain participants that the CQ Test has been devised in a similar way to an IQ Test.
- Participants will follow this simple online multiple answer test, step by step and comment on the results.
Annexes:
Annex 2
Video and other useful links:
A. http://commonpurpose.org/knowledge-hub/all-articles/what-is-cultural-intelligence/cq-test/
(Source: Common Purpose)
Duration: 1 hour and 30 min
Learning Outcomes:
2.4.1 List various examples of how culture has affected art
2.4.2 Analyse how people from different cultures may perceive artistic expression.
Process
- The facilitator will divide the participants in 3 groups and give each group a copy of an “Art & Culture” card (Annex 3).
- The facilitator will initiate a discussion regarding the cultural, environmental, social or other factors that might have influenced each object or work of art in terms of design, aesthetics, cultural values, beliefs, norms, etc. Apart from the information provided in column A, what other information can be immerged from the paintings in relevance to the culture? Can the participants cite other examples?
- One participant will record conclusions of the exercise on a flipchart.
- The facilitator will ask the participants to watch the video “The Evolution of Art (and how it Shaped the Modern World” (link A).
- The facilitator will ask the participants to write down on an A4 paper, 5 parts of the video that present how:
- Cultural environment of the people have influenced art and people’s artistic expressions.
- People from different cultures perceive art in a different way.
Annexes:
Annex 3
Video and other useful links: