This project has been funded with support from the European Commission partner logo INCOM – VET WP 3 – Examples of learning materials… FIRST PROPOSAL OF STRUCTURE AND CONTENTS  II Transnational Meeting  Aosta, Mai 2014

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  WP3 - References: WP1 – strategies of adaptation (and theoretical references) WP4 – Living Labs ICIC Experience and Handbook I-VET Project (and Handbook – to be printed) The European Council Guidelines Our methodological proposal set up in Vilnius  Transfer of Innovation: an intercultural task itself!

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  6 key principles (intercultural competence development) FOCUS ON EXPERIENTIAL AND REFLECTIVE LEARNING SETTINGS AND PROCESSES CONCEIVE THE DEVELOPMENT OF INTERCULTURAL COMPETENCE AS A CONTINUOS PROCESS RETHINK LEARNING SPACES ADOPT A STRATEGIC APPROACH TO INTERCULTURAL LEARNING EMBEDD LEARNING PROCESSES IN REAL WORK AND DAILY LIFE TAKE INTO ACCOUNT THE ETHICAL DIMENSION OF INTERCULTURAL COMPETENCE

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Aims of learning materials and tools foster through adequate strategies (encounters, visits, creation of multicultural settings…) the actual experience of diversity foster interactions between people belonging to diverse cultures enhance the cooperation between people, in problem setting and solving create disjunctural experiences, challenging mental schemes, provoking reflection, fostering transformation and change.

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Methods and tools should be coherent with the comprehensive approach defined by the general frame (WP1), therefore they should be inspired by: the aim of fostering multiculturalism (take in charge the richness of differences, instead of minimizing them) the focus on cognitive, affective and behavioral dimensions of learning and intercultural competence in action the philosophy of the Pyramid model (Deardorf) complemented by the Bennett approach to intercultural sensitivity, focusing on processes of acquisition of intercultural competence and a shifting from ethno-centered towards ethno-relative mind settings

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145 From learning strategies to methods, tools, artifacts TRANSFER SCAFFOLDING RESTRUCTURATIO N OF MENTAL SCHEMES FOSTER EXCHANGE FEEDING REFLECTION

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Guidelines for preparing materials and tools foster the construction of multicultural groups as a resource for learning value media and ICT to produce artefacts and experiences, and to enhance intercultural and cross national communication (Living Lab strategy) do not underestimate the need of creating challenging experiences and to work in spaces of exchange external to the classroom apply the Knowledge Attitudes and Practice (KAP) approach in designing learning paths adopt Problem Based Learning as a key effective methodology to organize the training sessions

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Rethink the structure of deliverables (2 Annexes) - 1 Each chapter should include examples, based on multiple media and tools. The approach of the Tool Kit addressed to teachers and trainers will be different from the one adopted by the second Tool Kit addressed to the learners. Teachers and trainers will be provided with methodological hints and tools for designing, managing and assessing learning processes, when the section addressed to the learners will provide teachers and trainers with practical examples of activities and tools usable within classes.

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Rethink the structure of deliverables (2 Annexes) - 2 Learning outcomes ought to be referred to the capability of managing the change of behaviors, questioning our mental schemes. Each activity should foster the capability of finding the right dimensions / factors of tension / misunderstanding in intercultural practices, focusing on the role of Knowledge gaps interlinked with attitudes / representations guiding our reasoning, and orienting our action. The 2 “annexes” at the Handbook should be conceived as a flexible and dynamic repository

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Annex 1 – addressed to teachers and trainers  Preparing a learning unit / session ◦ The Knowledge, Attitudes and Practice approach ◦ Knowing the learners (including tools for profiling...) ◦ Designing a didactical plan (including examples and structures…)  Managing intercultural learning (according to the key principles) ◦ Team building ◦ Experiential and reflective learning – the Reggio’s Model ◦ Designing and managing Problem Based Learning sessions – the 7 steps ◦ Working on disjunctural experiences: learning spaces and settings  Accompanying and assessing intercultural learning ◦ Tutoring, mentoring, coaching ◦ Learning diaries / journals (introduction and samples) ◦ Project works (individual and collective levels) ◦ Case studies

This communication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Nr. LLP-LDV-TOI-2013-LT-0145  Annex 2 – addressed to learners  Experiencing diversity through explorations, visits, encounters ◦ Articles, texts, books ◦ Study visits ◦ Structured encounters ◦ Town explorations  Use of multimedia approaches to feed reflection - ◦ Images, Videos ◦ Using media for producing feed-backs and summarizing our reflections (screenplay and story boards)  Narratives and dramatizations to scaffold transformation and transfer - ◦ Project works ◦ Role playing techniques and examples ◦ Case studies and self-cases