This course is for teachers working in multicultural classes. Diversity challenges traditional teaching strategies and asks for innovative solutions. This introductory course will address issues such as: how is it possible to create a syllabus suitable both for native and for non-native students? How can educators face language and communication difficulties? How can students interact in a productive way regardless of their cultural belonging?
Through case discussion, sharing of good practices, and engaging activities, participants will explore intercultural educative practices. They will receive prompts to foster communication in their classes and will explore solutions to plan activities aiming at meeting newcomers’ needs without interrupting the regular didactic flow. Teaching strategies with concrete, across-the-board objectives will be presented (role-playing, cooperative learning, and many others).
By the end of the course, participants will have gained broader awareness about different learning approaches, intercultural communication, innovative methods, and how to convert diversity from burden to opportunity.
Concept by: Ilaria Barbieri
The course will help the participants to:
- Know about students’ different learning approaches to be able to choose the correct teaching strategies;
- Ability to choose suitable methods for different classes, contexts and moments during the lesson;
- Teaching strategies with concrete, across-the-board objectives: role-playing, cooperative learning;
- Expertise related to intercultural communication;
- Ability to convert diversity from burden to opportunity.
Day 1 – Course introduction & setting goals
- Introduction to the course, the school, and the external week activities;
- Icebreaker activities using drama for trust and ensemble building;
- Identification of needs and goals for each participant and relevant populations;
- Presentations and Warm up games;
- Dealing with typical multicultural classroom management problems;
- Needs analysis and Classroom “Identikit”;
- Presentations of the participants’ schools.
Day 2 – Mindfulness and reflection
- Getting to know each other: active listening, empathy, mindfulness;
- Towards an inclusive school: what unites us and what divides us? Games and soft skills are serious stuff.
Day 3 – Relation vs tolerance
- A matter of identity: relation VS tolerance;
- Recognizing oneself and being recognized;
- The narrative construction of identity;
Day 4 – Language for communication
- Communicative needs;
- Language to establish relationships;
- Language to study;
- Language for full integration;
- Mixed ability classes: Methods of Differentiation and cooperative learning.
Day 5 – Inclusive school
- Families and schools: strengthening relations;
- Building Inclusive Environments: from multicultural to intercultural classes;
Day 6 – Course Closure & Excursion
- Course evaluation: round up of acquired competences, feedback, and discussion;
- Awarding of the course Certificate of Attendance;
- Excursion and other external cultural activities.
The schedule describes likely activities but may differ significantly based on the trainer delivering the specific session and the requests of the participants.
If you would like to discuss a specific topic, please indicate it at least 4 weeks in advance. Course modifications are subject to the trainer’s discretion.
The number and schedule of the cultural activities depend on the location, not the course; further information is available on each location webpage. The trainer will send you the definitive course schedule approximately two weeks before the course.