IO4. Cultural Awareness
Work Area 1
Workshop 2: Experiential workshop on basic cultural awareness
Name of the key competence:
Cultural awareness and expression
Name of the workshop:
Experiential workshop on cultural awareness
Main learning outcomes:
1.3.3. Refer to the various aspects of life that are affected by cultural awareness and expression
1.3.4. Be able to interpret how cultural awareness and expression may affect some elements of your and your friends and family’s lives.
Work area{s):
WA1: Introduction to Cultural awareness and expression
Duration:
4 hours
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:
1.3.3 Refer to the various aspects of life that are affected by cultural awareness and expression
Process:
- The facilitator will start with a revision of what is culture, cultural awareness and cultural expression and sum up the concussions of the previous workshop.
- The facilitator will ask the participants to give examples of the various aspects of life that are affected by cultural awareness and expression.
- The facilitator will ask the participants to read carefully the instructions presenting in slide no 25, and deliver the exercise. The participants should have gathered a set of various images from their own culture before the workshop and present it to the classroom. In continuance, they have to answer the questions provided in the slide. The facilitator will remind the participants to take out the images they have prepared and give an example at the beginning of the exercise so as to provide a deeper understanding of it (Annex 1).
- The facilitator will initiate a group discussion based on the participants’ answers and point out the conclusions.
Annexes:
Annex 1
Video and other useful links:
No
Duration: 1 hour and 30 min
Learning Outcomes:
1.3.3 Refer to the various aspects of life that are affected by cultural awareness and expression
Process
- The facilitator will ask all the participants to cite everyday attitudes/ activities that are a result and/or being affected by culture through the brainstorming technique.
Before the exercise the facilitator will explain to the participants what brainstorming is and when this method is used and will give them an example in order to have a deeper understanding of the exercise. - One participant will write up the findings of the previous exercise on the whiteboard. All answers should be included on the whiteboard.
- The facilitator will initiate a group discussion in order to explore the common and different elements that the participants have in relevance to their own culture.
Annexes:
No
Video and other useful links:
No
Duration: 1 hour and 30 min
Learning Outcomes:
1.3.4 Be able to interpret how cultural awareness and expression may affect some elements of you and your friends and family’s lives.
Process
- Give each participant a piece of A4 paper and two pens (a blue and a red) and ask them to divide the paper into 4 equal boxes.
- Explain that the next part of the activity can be done in private and does not need to be shared.
- Ask participants to write with the blue pen in each box an aspect of their identity directly related with their culture that is most important to them.
- Ask participants to write under each sentence of each box, with the red pen, three ways of how this part of culture may affect some elements of their own and their friends and family’s lives and how cultural awareness and expression is connected with this influence. (e.g religion as a part of someone’s identity – being Muslim: 1. In Ramadan me and my family do not eat before sunset. 2. My female family members dress always modestly. 3 During the day we stop whatever we are doing in order to pray in particular times of day).
- Develop a group discussion among the participants on all sentences written in red. How others perceive these statements? Can everyone relate these statements with the element of culture that corresponds to them?
- Give an overall example at the beginning of the exercise to give participants a deeper understanding of the exercise.
Annexes:
No
Video and other useful links:
No