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
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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?