In more and more globalized and multicultural societies, teachers need to upgrade their cross-cultural competences. In this course, teachers will reflect on concepts such as ethnocentrism, racism, discrimination, segregation etc. and get insights Geert Hofstede’s studies on cultural differences.

Taking into account the current situation with migrants, refugees, asylum seekers and adults with low incomes, teachers need to improve their cultural understanding and flexibility skills. In this course, teachers will improve their intercultural communication skills, empathy, tolerance and mental and behavioral flexibility. They will also discuss and reflect on concepts such as ethnocentrism, racism, discrimination, segregation etc. and get insights on how to teach them in creative ways. Teachers will also increase their cultural awareness by getting familiar with Geert Hofstede’s five cultural dimensions that he developed based on his studies in over 50 countries.

When teachers and learners come from different cultures, a series of challenges may arise. The participants to this course will reflect on the difference between the expected teacher/learner and learner/teacher interactions. They’ll learn Hofstede’s dimensions of cultural differences: Individualism vs Collectivism, large vs small Power Distance, strong vs weak Uncertainty Avoidance, Masculinity vs Femininity. The task of adaptation in cross-cultural learning situations should primarily be on the teachers‘ shoulders, and, only by setting an example first can they teach intercultural skills to their learners also.

The nature of this course is highly practical and hands on, so the participants will experience themselves the methods of building intercultural competences while also reflecting on how to apply them to their context.

Objectives

  • Improve intercultural competences and cultural awareness.
  • Understand on the realities of immigrant/refugees/asylum seekers learners.
  • Reflect on concepts like ethnocentrism, racism, discrimination, segregation etc.
  • Increase self-awareness about cultural differences.
  • Develop cross-cultural empathy, flexibility and tolerance for ambiguity.
  • Learn how to apply the cultural differences based on Geert Hofstede’s theory.
  • Exchange best practices with other teachers on how to handle difficult situations with learners from vulnerable backgrounds.
  • Get inspired on how to encourage a stimulating and open learning environment and foster collective learning.

Target audience

Teachers (pre-school, primary, secondary, vocational, adult education centers), teachers trainers, school leaders and other school staff and professional workers that work with learners from disadvantaged backgrounds. Any other professionals that are interested in improving their intercultural competences.

For groups of 8 teachers or more, we adapt the course content and approach to the specific needs of your educational center and offer personalized funding assistance.

Training activities

Day 1 – The realities of intercultural classrooms

  • Welcome to the course
  • Ice breaking: Bubble tour exercise
  • Sharing stories about the realities of intercultural classrooms
  • Case study: Refugees vs asylum seekers vs immigrants
  • Exercise in groups: Sculptures/Living pictures to reflect difficult family situations
  • Group dynamics: Building trust in the group
  • Concept mapping: ethnocentrism, discrimination, racism, segregation etc.
  • Exchanging good practices on how to handle difficult situations with learners from vulnerable backgrounds.

Day 2 – Building intercultural competences

  • Mindfulness exercises
  • Think-pair-share: What are intercultural competences?
  • Exercise: Awareness of the communication and interaction with others
  • Exercise: Active listening and building cross-cultural empathy
  • Active game: Building empathy towards learners studying in a second language
  • Getting out of your comfort zone. Accepting ambiguity.
  • Flexibility in the classroom
  • Reflection exercises: How can I improve the intercultural competences of my learners?

Day 3 – Geert Hofstede’s cultural theory

  • Warm-up and creative exercises
  • Introduction to Geert Hofstede’s theory
  • Concept mapping: Individualism vs Collectivism, large vs small Power Distance, strong vs weak Uncertainty Avoidance, Masculinity vs Femininity
  • Group work: Applying Geert Hofstede’s theory on cultural differences to the classroom
  • Finger painting exercise to create a stimulating and engaging learning environment
  • Exchanging other examples of visual arts techniques for adults and seniors
  • Group reflection: How can I adapt this understanding of cultural differences to my teaching?

Day 4 – Teaching intercultural skills

  • Warm up and group division exercises
  • Group reflection: Ethnocentrism and the causes of class segregation
  • Introduction to art-based techniques to teach interculturality
  • Overview of different materials and styles to make collages
  • Collaborative collage exercise: What is diversity?
  • Using body movement and non-verbal exercises
  • Collaborative drawing exercise: Reflections on cultural differences
  • Group reflection: How can I use collage techniques in my class?

 Day 5 – Networking and closing

  • Energizer and quiz with Kahoot
  • Group dynamics: Networking skills
  • Open discussion on possible future collaborations and planning follow up activities
  • Summary of key learning points
  • Final course evaluation and feedback
  • Validation of learning outcomes and handling certificates
  • Cultural activity or guided visit (optional)

Methodology

We tailor our working methods based upon the participants‘ needs and professional profiles in order to ensure easier adaptability and application of the tools to the real life.

Our standard methodology is based on active learning and it is highly participative and practical. We have a hands on approach that comprises group exercises, role plays and simulation exercises. We use collaborative learning techniques to foster the exchange of good practices and collective learning.

The pedagogical methods used in this training course are based on art-based and learning by doing methodologies. Our focus is on showing the participants how the learners’ motivation increases when they become the actors of their own learning because the teacher takes the role of facilitator or learning guide. Thus, the participants get the chance to experience on themselves the benefits of the active learning methodology at the same time as learning how to apply it in their classroom.

Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.

Group reflections and daily brief feedback sessions are planned to help adapting the learning programme to the specific needs of the participants.

We organize optional social and cultural activities in order to give the participants the opportunity to get to know the Canarian and Spanish culture as well as to do some professional networking and exchange good practices.

Certification and validation of learning outcomes

  • Certificates of attendance, including a description of the training content
  • Support with the Europass mobility certificates – to be issued by the applicant’s National Agency

Upon request, we also provide educational centers with additional documents that are required to certify the presence to the course and the competences learned. For example, we provide photos of the training course and a sum-up video that can be used for dissemination purposes.

As follow-up activities, we also create online group discussions so that the participants can share with their peers the results of the course and continue reflecting on how they can adapt the methodologies and tools learnt in their context.

 Pre-register to our courses!

Write us some details about your project idea. How many participants do you want to send? What are the profiles of the teachers/staff interested in the course?