What do schools expect? (Code CAL4WA5W2)

IO4. Cultural Awareness

Work Area 5

Workshop 2: What do schools expect?

1. General Information

Name of the key competence:
Culture in Education

Name of the workshop:

What do schools expect?

Main learning outcomes:

5.1.1: List similarities and differences of the educational system in your home and host country

5.1.2: Be able to understand study expectations

5.1.3: Develop a study plan to meet your educational expectations

5.1.5: Explain the educational system in your host country

Work area{s):

WA5: Culture in work and education


4 hours

AC entry level


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


depending of the way the host organisation is going to present itself!

Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required


  • Transport arrangement to the host institute
  • Selection of host institute is based on participants needs: either adult education, or children related education
  • Participants need to be informed well in advance


2. Didactical Methodology

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

3. Type of training activities used

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

4. Organization of the workshop

1 hour, 15 minutes


Learning outcomes:

5.1.5: Explain the educational system in your host country


Presentation of Dutch school system (formal education, adult education system) and their role for newly arrived by host school.


  • Welcome at the institute by the host
  • Presentation of educational system of NL by the host school
  • Presentation of the specific education the host school is providing
  • Looking into actual teaching and class room behaviour from a distance
  • Questions and answers

Time: 45 minutes


  • Excursion through the institute
  • Questions and answer session
  • Learning facilitator guides discussion on what is similar and what is different

Time: 30 minutes




Video and other useful links:


1 hour, 30 minutes


Learning outcomes:

5.1.1 List similarities and differences of the educational system in your home and host country

5.1.2 Be able to understand study expectations

5.1.5 Explain the educational system in your host country


Experiential lesson in a classroom


  • Participants are offered a 30 minutes lesson
  • The lesson is run in a way similar to lessons the regular learners receive
  • Participants are stimulated to be engaged in a similar way as learners do

Time: 30 minutes


  • The learning facilitator asks for feedback of their experiences (likes / dislikes)
  • What are the differences with education in the home country? Are there any surprising things participants might have noticed? Any difficulties
  • Learning facilitator invites participants to elaborate on the rules and norms governing the class rooms situation. How do these differ from the ones in the home country?
  • In small groups the learning facilitator invites the participants to elaborate on norms and values the class room situation demands from the learner: what are learners required to do/ how to behave?
  • Learning facilitator collects feedback and summarises this, and asks for conclusions.

Time: 1 hour




Video and other useful links:

1 hour, 10 minutes


Learning outcomes:

5.1.2 Able to understand study expectation

5.1.3 Develop a study plan to meet your educational expectations


Dealing with study expectations


  • Host elaborates on rules an norms the institute communicates to their (future) learners, as well as on specific (additional) demands of the institute
  • Learning facilitator engages the group into exploring what the demands mean for a learner and a parent
  • Alternatively: learning facilitator engages the group into exploring what the demands mean for oneself as a future learner
  • In small groups, the learning facilitator engages the participants to come up with tips and advices for one another to help meet these demands

Time: 20 minutes


  • The learning facilitator collects the tips and advices, and engages the participants in sharing their feelings as to whether they are capable of doing this.
  • Learning facilitator investigates the feelings expressed
  • Learning facilitator elaborates on homework demands expressed by the institute (what does it mean, how much time), and invites participants to share their ideas on this.
  • In small groups the participants are invited to brainstorm on how to deal with homework demands (for their children, for themselves).
  • Learning facilitator collects the ideas and elaborates on these with some general advices regarding a study plan and its implementation

Time: 40 minutes


  • Learning facilitator evaluates the visit

Time: 10 minutes