IO4. Cultural Awareness
Work Area 1
Workshop 1: Introductory session on culture
Name of the key competence:
Cultural awareness and expression
Name of the workshop:
Introductory session on culture
Main learning outcomes:
1.1.1. Define what culture is
1.1.2. Explain the concept of culture to others
1.1.3. Express thoughts on culture
1.2.1. List various elements of culture
1.2.1. Provide examples of different beliefs, values, customs, behaviours and ethics
1.3.1. Describe Cultural Awareness
1.3.2. Describe Cultural Expression
Work area{s):
WA1: Introduction to Cultural awareness and expression
Duration:
4 hours
AC entry level
Level 1
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: 45 min
Learning Outcomes:
1.2.1. List various elements of culture
Process:
- The facilitator will have everyone get into a circle and one person will start. The first person says “zip” and points to another member of the group while saying his/ her name and an element of culture (eg. religion, values, architecture etc). Then, the person pointed out says “zap”, his/her name and points to someone else while also saying another element of culture. The third person then says “zop” while pointing out a fourth person in the same way. This continues in a repeating sequence (zip, zap, zop). Make sure that all trainees understand the rules of the game before starting the group exercise
- Whoever does not notice that he/she has been pointed to or does not respond quickly enough is out. This continues until only a few participants are left.
- The facilitator will write down to a whiteboard a list with all the elements of culture that the participants stated during the game and keep it on the whiteboard for the whole introductory session on culture.
Annexes:
No
Video and other useful links:
No
Duration: 1 hour and 30 min
Learning Outcomes:
1.1.1. Define what culture is
1.1.2. Explain the concept of culture to others
1.1.3. Express thoughts on culture
Process:
- The facilitator will start with an introduction about what is culture, by using the slide number 1-10 of the PPT (Annex.1) He/she then develop a group discussion on how the participants perceive the concept of culture.
- The facilitator will ask the participants to watch the video “Major Elements that Define Culture” (link. A).
- The facilitator will ask the participants to combine, match or contrast the elements written in the white board developed in the first part of the workshop with the ones presented in the video and enrich or modify the initial list.
- The facilitator will ask the participants to read carefully the instructions presenting in slide no 11, and to answer the question.
He/ She will give an example at the beginning of the exercise to give participants a deeper understanding of the exercise. - The facilitator will initiate a discussion based on participants’ answers and express thoughts on culture.
Annexes:
Annex 1
Video and other useful links:
Duration: 1 hour and 45 min
Learning Outcomes:
1.2.1. Provide examples of different beliefs, values, customs, behaviours and ethics
1.3.1. Describe Cultural Awareness
1.3.2. Describe Cultural Expression
Process:
- The facilitator will start with an introductory discussion about the importance of the environment to the human behaviour and how the national context influence everyday activities and behaviour of people from different geographical areas.
- The facilitator will ask the participants to watch the video“High and Low Context Cultures” (link A).
- The facilitator will ask the participants to analyse the differences of high and low context, in relevance to the countries they are coming from and their host countries.
- The facilitator will ask the participants to read carefully the instructions presenting in slide no 24, and answer the questions.
- The facilitator will develop a discussion based on participants’’ answers.
- The facilitator will make an introduction about what is cultural awareness and expression, by using the slides number 26-27 of the EMKIT2 PPT (Annex 1).
- The facilitator will ask the participants to watch the video“Cultural Awareness in Globalized World” (link. B).
- The facilitator will develop a group discussion on how the participants perceive these two concepts. Do they believe they have a high or low level of cultural awareness and why? Do they have particular ways that they express themselves and are based on their culture?
- The facilitator will end the session by pointing out the conclusions of this discussion.
Annexes:
Annex 1
Video and other useful links:
A. https://www.youtube.com/watch?v=DdfMI97IxLY
B. https://www.youtube.com/watch?v=gd0aAFFjCUo