Capstone Project

1. post infographic
2. Explore school systems that already implement intercultural competence training
   1. Aligning mission, vision and values of your school community with international-mindedness
3. Diversity Toolkit: Cultural Competence for Educators: ACTIVITY in the presentation that I will complete - used as an eg.

   Annotations:

   • http://www.nea.org/tools/30402.htm
4. "1. Acknowledge that racism, classism, sexism, heterosexism, and other institutionalized forms of oppression exist. 2. Acknowledge that one mechanism of institutionalized racism, classism, sexism, heterosexism, and the like is that we are all systematically misinformed about our own group and about members of other groups. 3. Agree not to blame ourselves or others for such misinformation, but accept responsibility for not repeating such misinformation. 4. Agree not to blame victims. 5. Assume that people do the best they can. 6. Pursue information about our own group and others. 7. Share information about our group with other members of the class. 8. Agree to combat stereotypes about our groups and other groups so that we can break down the walls that prohibit group cooperation and success. 9. Create a safe atmosphere for open discussion.

   Annotations:

   • "Fostering Positive Race, Class, and Gender Dynamics in the Classroom." Women's Studies Quarterly, 1990:1 & 2: 126-134.  https://www.jstor.org/stable/40004032?read-now=1&seq=2#page_scan_tab_contents
5. Ground Rules for Discussion - Lynne Weber Cannon - Great to establish before co-planning with a teaching community

   Annotations:

   • "Fostering Positive Race, Class, and Gender Dynamics in the Classroom." Women's Studies Quarterly, 1990:1 & 2: 126-134.  https://www.jstor.org/stable/40004032?read-now=1&seq=2#page_scan_tab_contents ADDITIONAL LINK THAT HELPED - https://tomprof.stanford.edu/posting/472

1. How can we use the curriculum we have
   1. New Teacher Hand Book for FSL - Looks at Intercultural understanding https://www.omlta.org/wp-content/uploads/2017/09/New-FSL-Teacher-Handbook.pdf

      Annotations:

      • Look at the points that are use-able and talk about this as a compliment to the curriculum yet how only FSL teachers have this type of intercultural training tool https://www.omlta.org/wp-content/uploads/2017/09/New-FSL-Teacher-Handbook.pdf
   2. Ideas underlying the Ontario Arts Curriculum: Understanding Culture • understanding cultural traditions and innovations • constructing personal and cultural identity (developing a sense of self and a sense of the relationship between the self and others locally, nationally, and globally) • making a commitment to social justice and dealing with environmental issues

      Annotations:

      • http://www.edu.gov.on.ca/eng/curriculum/elementary/arts18b09curr.pdf
2. How can we use new and diverse literature to guide our planning
   1. Table below- From Intercultural Competence in Teaching: Defining the Intercultural Profile of Student Teachers

      Annotations:

      • https://www.researchgate.net/publication/316474449_Intercultural_Competence_in_Teaching_Defining_the_Intercultural_Profile_of_Student_Teachers
      1. ABOVE - teachers use the definition to help establish goals
      2. helpful hint
3. ‘Intercultural competence is the ability to interact effectively with people of cultures other than one’s own’ (Byram, 2000, p. 297)1

   Annotations:

   • Byram, M. & Zarate, G. (1997). Defining and assessing intercultural competence: some  principles and proposals for the European context. Language Teaching, 29, 14-18.         
4. This is the Why above

   Annotations:

   • https://www.edu.uwo.ca/research/documents/ITC%20in%20the%20Disciplines_Jan%202017_Faculty%20of%20Ed.pdf

1. look at Cultural Dissonance and Cultural Variables
   1. Cultural dissonance - People working together from a variety of countries and feeling a clash in cultural expectations and norms that causes discomfort to the learners. An example could be having a students approach to a learning space be collectivist vs. individualistic. Students may have difficulty working with others that have different expectations and learning styles.
   2. Cultural variables - things that are engrained in students based on their culture like having a more introverted demeanour, expecting certain opportunities or outcomes based on action. This might also include a students understanding and expectation of body language, use of humour, responses to authority figures, gender roles, attitude toward families, religion, etc.
2. gaps in teachers understanding of global education systems, values and beliefs
   1. Culturally defined goals - the goals set by a culture that students are taught to follow. Some students are expected to achieve high standards, others are expected to excel in skill based activities vs. effort based activities. Some schools will have culturally defined goals that international teachers should consider and follow in order to allow their students to become successful in their context of learning
3. empathy project
   1. ADD information from Fernandez, 2016 PDF about empathy
   2. PME853 Final Assignment: Empowerment Through Empathy

      Annotations:

      • https://nadialeiningen.wordpress.com/part-3-empowerment-through-empathy/

Annotations:

• https://www.mosaicbc.org/services/workplace-training/intercultural-competency-training/ MOSAIC intercultural competency training

1. Evidence of knowledge based content
2. Evidence of scholarly activity in preparation
3. Evidence of rigorous research enquiry
4. Technical Innovation and Creativity
5. Audience appeal
6. GENERAL IMPACT?
7. CRITERIA FOR SUCCESS