Module 2: Designing and implementing learning experiences

Short description of module

School teachers involved in international partnerships may sometimes find it difficult to evoke students’ interest and to keep the level of motivation within the timespan of a project. Successful partnerships on class or school level may fail because of intercultural misunderstandings or the inability to solve problems due to intercultural issues.
Therefore international co-ordinators and co-operating language teachers need to know about a range of teaching techniques and intercultural activities, tasks and settings which enable their student learners to develop the right attitude, knowledge and skills they will need to engage in successful intercultural interaction.
The teaching techniques being presented in this module give the participants the opportunity to reflect on how to design and implement learning experiences and learning environments conducive to intercultural learning.
Especially task based learning (TBL) activities and challenging task-based projects motivate learners to get involved and create a learning atmosphere free of fear and mistake-orientation. They also provide the opportunity to develop individual and co-operative problem solving skills needed in interactive scenarios.
Once the teacher has been successful in establishing relevant knowledge, skills and positive attitude in the classroom, this often leads to ambitious multinational projects.
The co-ordinator will then face the challenge to integrate class-or subject-bound projects into the school-curriculum and to develop meaningful cross-curricular projects relevant to the school curricula(s) and focusing on global themes.
The module shows how simple activities can turn into micro-projects integrating current global issues. It also provides best practice examples for projects within the framework of global education as a contribution to the development of a world with a viable future.

Topics and learning outcomes

1.    Intercultural teaching and learning
At the end of the module participants
•    Are able to create a learning atmosphere that encourages learners to critically examine their own values and attitudes, thinking and feeling – to look below the surface.
•    Have knowledge about how to deal with critical incidents due to intercultural and/ or language issues.
•    Have knowledge about task based teaching techniques leading into intercultural learning.
•    Are able to create a learning atmosphere that motivates intercultural learning experiences for students that build on students’ enthusiasm and creativity

2.    Knowledge of global education
At the end of the module participants
•    Are aware of global issues and how they can influence school partnerships and be a focus for them.

3.    Involving students in international projects
At the end of the module participants
•    Value the importance of learning for sustainability and have knowledge about global issues relevant to the school curricula.
•    Are able to develop meaningful cross-curricular projects and are able to embed them into projects focusing on global issues.

This project has been funded with support from the European Commission.

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