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Final Class: Human Diversity & Intercultural Competence and Understanding Course Synthesis

In this presentation by Ása, a class in Iceland explores human diversity and intercultural competence. The classroom environment, teaching methods, classroom design, roles of teacher and students, student behavior, and recommendations to the school are discussed. The focus is on inclusive learning, adapting teaching to individual differences, and fostering respect and curiosity in students.

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Final Class: Human Diversity & Intercultural Competence and Understanding Course Synthesis

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  1. Final Class: Human Diversity & Intercultural Competence and Understanding Course Synthesis Presentation by Ása

  2. Classroom Environment in Iceland: • Very few, if any, immigrants • The majority is middle class, some would be considered poor and some rich (but all got a place to live and food on the table) • There can be disabled students in the classroom • Typical classroom consists of 25 students and one teacher

  3. 4th class in Reykjavík 2003

  4. Methods of teaching: • As many as possible. • Everybody learns differently (Multiple intelligences by Gardner). • A teacher has to get used to using a lot of methods and demonstrations. • What you’re used to (and how you were taught) • What you feel comfortable with • This is the best time!

  5. Examples of different teaching methods: • Explain in words • Drawing a picture of the thing you’re trying to describe on the blackboard • Show a video about it (if available) • Making the students do a little play about it (even possible in science!) • think, pair, share • Demonstration experiments • Many other ways...

  6. Learning about electric circuits

  7. Classroom decoration and design: • All kinds of chemistry, physics and biology posters and objects like the periodic table, pictures of animals and plants and maybe real ones as well. • Pictures of children all over the world looking at and studying the same things. • Posters of children from poor countries doing other things. • Pictures from laboratories where both men and women work side by side. • Now it seems that my classroom walls will just be filled with all kinds of stuff, but isn’t that what science classrooms are supposed to look like?!? I think so 

  8. Ása and Íris, studying chemistry in Finland!

  9. Roles of teacher and students: • The teacher is there to teach the subject and help in any way he can. • The teacher is also a role model (in everything he does) • Ready to teach and explain in the simplest way and using all kinds of methods, as discussed earlier. • Some have maybe understood most of it • Others might be completely lost and have no idea of what’s going on. • Faith in the students, patience. • The students are there to be interested, willing to learn and have fun.

  10. Cont. • “if my teacher can learn this,so can I. He isn’t really smarter than me in any way, he’s just studied more over the years” • Our brains aren’t that different • Interest • Positive thoughts • Students as researchers. • Finding information is easy: • -a good library or an internet connection.

  11. Student behavior • No bullying or ignoring • Turn in assignments at the right time • Show up in class (and at the right time) • Show me (the teacher) the same respect that I show them

  12. Recommendations to the school: • Display: • All kinds of family types • Children from all over the world • Men and women in different jobs • ... • Look at each school • 

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