IO4. Cultural Awareness
Work Area 2
Workshop 3: Elements of culture around the world
Name of the key competence:
Cultural awareness and expression
Name of the workshop:
Elements of culture around the world
Main learning outcomes:
2.1.1 List the different dimensions of culture
2.1.2 Recognize the different dimensions in your current environment
2.1.3 Name different eating habits, religions, customs in various cultures
2.1.4 Explain to others about different eating habits, religions, customs in various cultures
2.2.1 Describe differences among cultures concerning gender and family
2.2.2 Give example of different gender roles among cultures
Work area{s):
WA2: (Cultural Diversity) Attitudes and Perceptions
Duration:
4 hour
AC entry level
2
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:
2.1.1 List the different dimensions of culture
2.1.2 Recognize the different dimensions in your current environment
Process:
- The facilitator will start with an introduction about what scholars of culture trying to identify, by using the slides number 22-24 (Annex 1).
- He/ She will develop a group discussion on how the participants perceive on a first glance the concept of culture dimensions.
- Ask the participants to watch the videos: Trompenaars’ Cultural Dimensions tutorial and B. Geert Hofstede dimensions of culture (links A and B)
- The facilitator will give a number to each four corners of the room and ask the participants a few questions about their position concerning cultural dimensions. Every question can be answered with
- “I totally agree” (1)
- “I rather agree” (2)
- “I rather disagree” (3)
- “I totally disagree” (4)
- After every question, the participants will walk to the corresponding corner of the room (1-4). The facilitator will provide the information part to the participants (Annex 2), so as to make them understand in which dimension they belong to.
- Develop a group discussion based on participants’ answers to spot perception similarities and differences upon cultural dimensions.
Annexes:
Annex 1, Annex 2
Video and other useful links:
A. https://www.youtube.com/watch?v=wf0vNHwtzdw
B. https://casework.eu/lesson/dimensions-of-culture/
Duration: 1 hour and 30 min
Learning Outcomes:
2.1.3 Name different eating habits, religions, customs in various cultures
2.1.4 Explain to others about different eating habits, religions, customs in various cultures
Process:
- The facilitator will start with an introduction about eating habits, religions and customs in different culture presenting the slides number 12-21.
- The facilitator will ask the participants to watch the video “Unbelievable Cultural Norms from Around The World – Fact Point” (link A).
- The facilitator will create a group discussion about the different customs and norms that exist worldwide involving the learners’ own experience. Given this opportunity, each participant will indicate a weird custom that has in his/her culture.
- The facilitator will then initiate the first exercise. For this exercise, he/she will need to collect a variety of cards containing information about a particular eating habit. In addition he/she will have collected a set of photos food and customs related (Annex 3).
- The facilitator will divide the participants into 5 groups and provide each group with one from column A. All the cards from the B column will be presented one by one by the facilitator, and the person representing each group that matches the group’s card with the one presented by the facilitator will raise his/her hand to get it.
- The group that answers correctly in most of the card matching wins the exercise.
Annexes:
Annex 3
Video and other useful links:
Duration: 1 hour and 30 min
Learning Outcomes:
2.2.1 Describe differences among cultures concerning gender and family
2.2.2 Give example of different gender roles among cultures
Process:
- The facilitators will ask participants to write down on a paper what they would do differently if the next day would wake up as men. How would their day be? What would be their role in the family?
- Following the exercise, the facilitator will start a discussion about how the exercise relates to culture trying to answer the questions below:
- How does gender relate to culture?
- What are the gender roles in society and culture?
- Why is gender and culture important to development?
- How does culture affect gender equality?
- What are the current trends in gender roles?
- What accounts for the different gender roles across cultures?
- The facilitator will ask the participants to watch the video “Gender Roles in the Family: Igbo vs. American” (see link).
- The facilitator will create a discussion among all the participants and ask them to give examples of different gender roles among cultures. In continuance, the facilitator will ask them about their role in their family and how this role is affected by their culture.
- The facilitator will record the most basic conclusions of the discussion on a flipchart.
Annexes:
No
Video and other useful links: