IO4. Cultural Awareness
Work Area 3
Workshop 6: Understanding Host Country Culture
Name of the key competence:
Analysing Media Messages
Name of the workshop:
Women, Migrant Communities and The Media
Main learning outcomes:
3.1.1. Describe the similarities of the host country’s culture to your home country culture
3.1.2 Describe the differences of the host country’s culture to your home country culture
3.1.3. Give examples of the similarities and differences of the host and home country cultural heritage
3.1.4. Compare the traditions of the two countries and decide to which of those you would like to participate
Work area{s):
WA3: Home versus host country culture
Duration:
4 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:
3.1.1. Describe the similarities of the host country’s culture to your home country culture
3.1.2 Describe the differences of the host country’s culture to your home country culture
Process
- The facilitator will present some proverbs and ask the participants to tell the similar one in their country. He /She will provide an example before the beginning of the exercise.
- The facilitator will divide the class into 3 groups (he/she will try to make groups from participant of different cultural background).
- The facilitator will allocate a big paper sheet and markers in each group.
- The participants will make two columns on the sheet labeled as: a) Cultural similarities and b) cultural differences.
- The facilitator will ask the participants to discuss with each other as a group and find similarities and differences among their cultures referring to a particular list (Annex. 1).
- Participants then will fill in the paper sheet and present it one by one in the classroom creating a big group discussion.
Annexes:
Annex 1
Video and other useful links:
No
Duration: 1 hour and 30 min
Learning Outcomes:
3.1.3 Give examples of the similarities and differences of the host and home country cultural heritage.
Process
- The facilitator will ask the participants to watch the video “Cross Cultural Etiquette – Mr. Baseball” (link A.)
- The facilitator will ask participants what differences they can identify between the two cultures of the main characters. Can they spot any similarities between the two cultures? Do they spot any similarities and differences with their own culture? The facilitator will ask participants to provide examples
- The facilitator will provide the A3 exercise paper sheet (Annex 2) to all participants.
- The participants have to write 3 examples of the similarities and differences of their host and home country cultural heritage for each of the below categories:
- Tangible culture (such as buildings, monuments, landscapes, books, works of art, and artifacts)
- Intangible culture (such as folklore, traditions, language, and knowledge)
- Natural heritage (including culturally significant landscapes, and biodiversity)
Annexes:
Annex 2
Video and other useful links:
Duration: 1 hour and 30 min
Learning Outcomes:
3.1.4 Compare the traditions of the two countries and decide to which of those you would like to participate
Process
- The facilitator will initiate a discussion among participants referring to traditions around the world. What do we mean with the term tradition? What are examples of cultural traditions? Why tradition is important? How does tradition affect culture?
- The facilitator will ask the participants to watch the video “Celebrations around the World” (link A).
- The facilitator will ask the participants to identify the cultural, environmental, social or other factors that might have influenced each one of these celebrating traditions presented in the video. How these participants perceive the different elements of these traditions?
- The facilitator will ask the participants to write down particular traditions that they would like to participate both in their host and home country. Which ones they really like and want to participate in and which are these traditions with which they feel uncomfortable.
- Before this activity, the facilitator will explain the participants that the exercise will be done privately and their answers will be anonymous. This is crucial for the results of the exercise as many participants will feel reluctant to say that they want to participate in a tradition that they like but it opposed to their culture (for example Christmas celebration for Muslims).
- When all answers are gathered from all participants, the facilitator will share some of them with the class, while trying to highlight the participants’ needs behind their answer.
- The outcomes of the exercise will be presented on a flipchart and the participants will be asked to discuss about why/how their needs for supporting their customs and traditions, keeping their identity, be integrated in the host country or enjoy new traditions etc. have affected their answers.
Annexes:
No
Video and other useful links: