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Intercultural & International Mindedness in Standards-b
Intercultural & International Mindedness in Standards-b

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By Arayna Lindsay Yearwood George Mason University July 12 2011 a raynalyearwoodgmailcom Warm up What is culture How would you describe your culture Make a list of characteristics ID: 490955 Download Presentation

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Slide1

Intercultural & International Mindedness in Standards-based Classrooms

By Arayna Lindsay YearwoodGeorge Mason UniversityJuly 12, 2011arayna.l.yearwood@gmail.comSlide2

Warm up

What is culture?How would you describe your culture? –Make a list of characteristicsSlide3

AgendaWarm Up

Discuss culture and teachingDefine Terminology – Intercultural Awareness & International MindednessCultural Differences and Teaching ResearchTeaching Intercultural Competence ResearchTeaching International Mindedness using the Standards ResearchPractical ApplicationsQuestions / Exit SlipSlide4

ObjectiveS

tudents will demonstrate an understanding of the relationship between teaching and learning about cultural products and perspectives.Slide5

TerminologyWhat is Intercultural

Awareness?Intercultural awareness comes from the continuous examination of your own culture and the culture of others in your personal and professional relations with the world (Yearwood, 2011).What is International Mindedness? Internationally minded people are “those who possess an ecological worldview, believe in the unity of humankind and the interdependence of humanity, support universal human rights, have loyalties that extend beyond national borders, and are futurists” (Hett, 1993, p. 9).Slide6

Intercultural AwarenessPart 1Slide7

Activity 1

With a partner compare the characteristics from the warm up. Now, together list all of the characteristics that others would use to define your culture.How does the world see you, how do you see yourself? Is it what is important to you, important to the world?Slide8

Cultural differences in teaching and learning (Hofstede,

1986)Archetypal Role PairPatterns are products of a society’s culturePatterns are deeply rooted and transcend environmental changes

What archetypal roles do you see or have you experienced in your school?

What effect do these roles have on teaching and learning?Slide9

Hofstede, G. (1986) Cultural differences in teaching and learning

Teachers should learn about their own culture/ (s) and intellectually and emotionally understand that other societies learn differentlyAn anthropological approach to teaching is needed

“The burden of adaptation in cross-cultural learning situations should be primarily on the teachers” (

Hofstede

, 1986, p.4).Slide10

Activity 2In groups of 3 or 4 examine each of the pictures in your handout. Discuss and interpret what each picture depicts. There may be multiple answers.

Hofstede

, G.J., Pedersen, P.B., &

Hofstede

, G. (2002) Exploring culture: Exercises, stories, and synthetic cultures. Yarmouth, ME: Intercultural PressSlide11

Cultural differences in teaching and learningThere are several challenges the teacher should address.

Differences in social positions between teachers and students of two societies.Differences in ability between populations.Differences in relevance of the curriculum to two societies.Differences in expected patterns of teacher – student and student- student interaction.Slide12

The Teacher is the change AgentSlide13

Teaching intercultural competenceWorld language teachers should take social and political responsibility in education.

The world language teacher is the mediator between two or more cultures.The purpose of teaching is not to make learners a part of the other culture, but to make them mediators.Critical reflection on the part of the teacher and student is necessary. Byram, M. & Feng

, A. (2005) Teaching and researching intercultural competenceSlide14

Activity 3

In groups of 2 or 3 discuss the following questions. Can you teach language without teaching culture?What are the advantages and disadvantages of teaching culture?Create a role play that demonstrates and advantage and disadvantage of teaching culture.Slide15

BreakSlide16

International Mindedness Part 2Slide17

What does the research say about IM?

The absence of an international point of view has the potential to leave teachers and students feeling disconnected. Duckworth, Levy & Levy (2005) proposed that culturally based misunderstandings are detrimental to the learning process. Developing IM helps to rise above an ethnocentric lens and positively influences teacher

efficacy (

Amenta

& Yearwood, 2011).

Ethnocentric

Stages

Ethnorelative

Stages

(Heyward, 2002)

Bennett’s Model of Intercultural SensitivitySlide18

Characteristics of International Mindedness

(Oxfam Education, 2006)Slide19

Why is integrating International Mindedness in classrooms important?

Schools and teachers are faced with the challenge of preparing students for involvement in both the

local community

and the

global community

.

Educators who bring a

global perspective

into the classroom demonstrate the importance of all cultures and acknowledge the rapidly changing world in which we now live.

Promoting international-mindedness in classrooms worldwide is a realistic and responsible attempt at providing an

equitable education

for all students.

An IM approach gives students the opportunity to develop

multiple perspectives

, global awareness, and the fundamental tools for our increasingly interconnected world.

Teachers and students can engage in

dialogue

and

action

across local and global boundaries.Slide20

How can

it be achieved using standards based lessons?

Teachers need to be

reflective

, clever, and willing to incorporate IM into a standards-based lesson.

“Best practices”

can be used.

What can teachers do?

Value students’ prior knowledge

Value student, family, and community resources

Incorporate multiple perspectives

Promote self and global awareness

Use stories and storytellingSlide21

Model Lesson PlanSlide22

Activity 4How can international mindedness be incorporated in a standards-based classroom?

In groups of 2 or 3 people choice a World Language Standard and discuss how you can use international-mindedness / intercultural awareness to teach the standard.Slide23

What are the benefits gained by students?

Students will increase their

self esteem

, self worth, and become more aware of their

self identity

(Pearce,2007)

Students will

develop

positive attitudes and greater

cultural awareness

(Munro, 2007)

Students will

empathize

and identify with self and other in their movement between a local and global self

Students will

become open- minded curious learners

Students will

value multiple perspectives

(Heyward, 2007; Dooley & Villanueva, 2006)

Students will build a greater appreciation for global and local communitiesSlide24

What benefits can be gained by teachers?

Teaches will discover that:

Richer-content engages both the teacher and student!

IM lessons complement standards -

No more teaching to the test

Real life re-enters the classroom

An IM approach creates a positive classroom climate

An IM approach builds school and community connections

They have the opportunity to reflect

They have more teacher time!Slide25

Questions / Exit slipWhat is culture?

Why is it important to use intercultural awareness in world language classrooms?What did you learn?

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