1. Development of an International Model for Curriculum Reform in Multicultural Education and Cultural Diversity Training Monitoring Meeting at TSU, Tbilisi, Georgia June 6, 2013

2. 1.Tbilisi State University 2.Ilia State University 3.Sokhumi State University 4.Civic Development Institute 5.Center for Civil Integration and Inter-Ethnic Relations Participants:

3. Working Team CURRICULUM DEVELOPMENT AND ASSESSMENT Roxana Reichmann, Team Leader, Gordon College, Israel ManalYazbek, Yaser Awar, Sachnin College, Israel Izabella Petriashvili, TSU, Georgia Tina Gelashvili, SJSTU George Gakheladze, ISU Nino Sozashvili, Telavi State University

4. Curriculum Assessment Team:  has created a Syllabus TEMPLATE that all courses must use and relate to  is finalizing the tools to academically assess the courses  is preparing a bibliography and a glossary related to curriculum issues

5. Continue work in the following three directions:  ASSESSMENT OF THE SYLLABI (the developed curriculum)  TEACHER DELIVERY (the way we will assess what the teacher has actually taught - which can be different than the developed curriculum )  STUDENT LEARNING (what have the students actually learned from what the teachers have taught) Summary of the Curriculum Team Skype Meeting, April 30, 2013:

6. For the Consortium 3 rd meeting in Linz, to come prepared with different ideas/possibilities on the following issues: 1.How to conduct observations of teachers. One suggestion: Georgian members will observe teachers in Georgia and report to the group and Israeli members will observe teachers in Israel and report to the group 2.Prepare checklist for observation for the discussion at Linz 3.Pre and post exams for the students in order to see what they knew before the course and what they have learned after the course.

7. Working Team Culturally Specific Materials for Georgia Team Leader: Nino Chikovani, TSU, Georgia

8. Meeting at the Institute of Cultural Studies, Tbilisi State University April 12, 2013, 16.00-18.30 The question for discussion: separate syllabi on different topics or the joint syllabus reflecting ethnic/religious/cultural diversity of Georgia? Discussion on the content and structure of the syllabus as well as methodological approach; Setting the title: Multiethnic and Multicultural Georgia; Distribution of the topics among the team members.

9. Meeting at the Institute of Cultural Studies Tbilisi State University May 1, 2013, 16.00-18.30 Presentation of the topics (parts of the joint syllabus) agreed at the meeting of April 12; Setting the general format for bibliography; Setting the schedule of future work:  Final versions of the topics – to be sent by May 15.  Merging topics and finalizing the syllabus; sending the final version to the team members for remarks and suggestions – by May 25.  Finalizing methodological part of the syllabus – by June 1.  Translating syllabus into English – by June 15.

10. Working Team “Identity Formation in a Multicultural Environment ” Group leader – Miriam Schildkraut Members from Georgia: Sophio Arsenishvili (Telavi State University); Nino Chikovani and Ketevan Kakitelashvili (Iv.Javakhishvili Tbilisi State University)

11. Work done Discussion and finalization of the course rationale as well as rationales for each module; Elaboration of the module “Identity through Memory” (Nino Chikovani, Ketevan Kakitelashvili)

12. Working Team Pedagogical Approaches that Promote Inter-Cultural- Ethnic Understanding in the classroom Sylvia Saba Sa’di, Team Leader, Gordon College, Israel Nino Chiabrishvili, David Malazonia, Giorgi Gakheladze, Sofiko Lobjanidze - ISU Izabella Petriashvili, Ina Baratashvili - TSU Lia Akhaladze, Tamar Shinjiashvili, Rusudan Pipia, Tamar Jojua - SSU Irma Kurdadze, Gulnara Janova, Vasil Mosiashvili - SJSTU

13. Pedagogical Approaches Team:  has developed a scheme according to which pedagogical approaches will be delivered: - Children’s literature by Sylvia Saba Sa’di -The ABCD-crown, A Multicultural Approach by Bernadet Tijnagel and Gerbert Sopman - The Holistic Approach by Georgian team  is finalizing the development of syllabuses  is preparing a bibliography and teaching materials.

14. Continue work in the following three directions:  Transfer the presentation “Principles and strategies of multicultural education” prepared by the Georgian team into DOIT template and upload to the DOIT portal.  Modify the syllabus on Communication and Social Media (ISU & TSU) to focus on pedagogical practices which promote communication skills in multicultural classrooms  Team leader will upload introductory unit for our module and other relevant materials Summary of the Pedagogical Approaches Skype Meeting, May 11, 2013:

15. For the Consortium 3 rd meeting in Linz to come prepared with: 1. Holistic approach model 2. Syllabi

16. Meeting at the Sokhumi State University April 5, 2013, 14.00-16.30 The question for discussion: integrate the holistic approach into each syllabus or use the approach as a separate unit for separate syllabus? Discussion on the content and structure of the syllabus as well as methodological approach; Distribution of the topics among the team members.

17. Meeting at the Sokhumi State University May 17, 2013, 13.00-15.00 Presentation of the topics (parts of the joint syllabus) agreed at the meeting of April 5; Setting the general format for bibliography; Setting the schedule of future work:  Final versions of the topics – to be sent by June 10.  Translating syllabus into English – by June 15.

18.  Sokhumi State University is in two working teams of DOIT: Pedagogical Approaches that Promote Inter-Cultural- Ethnic Understanding in the classroom and Culturally Specific Materials for Georgia.  SSU team has developed two syllabi for the group of Pedagogical approaches: 1.Active citizenship (Tamar Shinjiashvili, Rusudan Pipia) 2. Perception of Culture and Identity (Lia Akhaladze, Tamar Jojua). Sokhumi State University

19.  2 Syllabi developed in the framework of DOIT are reflected in two educational programs of SSU: I. Intercultural Relations in Abkhazia: History and Modernity in: 1. Master program “Education Sciences” 2. Master program “History” სტორ II. Pedagogical Approaches for Intercultural Education in the module of Master Program - Education Sciences: History Teaching Methods.  DOIT group from Sokhumi State University together with the Quality Assurance Service is preparing additional minor program at the Bachelor level: 030104 Intercultural Education. According to the qualifications framework of Georgia this program is included in education direction and is sub-branch or specialization of specialty of education sciences. The Influence of DOIT on the education programs of SSU

20.  July 11-14, Brighton, England: The European Conference on Education: Learning and Teaching Through Transformative Spaces. 1.The panel: The Influence of a Tempus Project DOIT on University Research and Development. Georgian Participants: Izabella Petriashvili (TSU), Nino Chiabrishvili(ISU), Tamar Jojua (SSU), Nino Sozashvili (Telavi State University) 2.Izabella Petriashvili, Nino Chiabrishvili: The ways of intercultural communication to promote multicultural education in Georgia (Paper Presentation) 3.Nino Sozashvili from Telavi State university is presenting a paper Dissemination through Conferences:

21.  National (regional) conferences: 1.7 th Faculty Scientific Conference dedicated to Ekvtime Takaishvili’s 150 anniversary, Faculty of Humanities, TSU, June 16-18, 2013. Izabella Petriashvili: Teacher Training for Multicultural Education – Challenges and Transformations (Paper Presentation) 2. Conference dedicated to Dimitri Uznadze's 125 anniversary organized by the Faculty of Education of SSU, two reports will be presented: 1. Nino Chiabrishvili, David Malazonia, Holistic approach to multicultural education 2. Lia Akhaladze, Tamar Shinjiashvili, Marine Khubua, The Challenges and Prospects of the EU grant project DOIT Dissemination through Conferences (cont):

22. This List will be permanently updated and shared via DOIT portal. James W. Neuliep. The necessity of Intercultural Communication. A Contextual Approach. Fifth Edition. SAGE Publications. 2012. Shuang Liu, Zala Volčič, Cindy Gallois. Introducing Intercultural Communication. Global Cultures and Context. SAGE Publications. 2010. Cheong, Pauline Hope / Martin, Judith N. / Macfadyen, Leah P. (eds.) New Media and Intercultural Communication. Identity, Community and Politics. Series: Critical Intercultural Communication Studies - Volume 13Critical Intercultural Communication Studies Year of Publication: 2012 Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45-72. The Books to be purchased:

23. Banks, J. A. (1994). An introduction to multicultural education. Boston: Allyn and Bacon. Banks, J. A. (2002). Teaching for diversity and unity in a democratic multicultural society. In W. C. Parker (Ed.), Education for Democracy: Contexts, Curricula, Assessments. Greenwich, Connecticut: Information Age Publishing. Biseth, H. (2009). Multilingualism and education for democracy. International Review of Education, 55(1), 5-20. Burnett, G. (1994). Varieties of multicultural education: An introduction. New York, N.Y.: ERIC Clearinghouse on Urban Education. Bennett, C. I. (1999). Comprehensive Multicultural Education: Theory and Practice (4th ed.) Boston, MA: Allyn & Bacon.[7th. ed. In 2011] Golnick, D.M., & Chinn, P.C. (2013). Multicultural Education in a Pluralistic Society. (9th ed.) New York, NY: Pearson. Grant, C. A., & Sleeter, C.E. (1997). Turning on Learning: Five approaches for multicultural teaching plans for race, gender, and disability. (2nd ed.) Colombus, Ohio: Merrill. The Books to be purchased (Cont.)

24. Grant, C. A. & Gilette, M. (2006). Learning to Teach Everyone’s Children : Equity, empowerment and education that is multicultural. Belmont, CA: Thompson Wadsworth. Howe, William & Penelope Lisi (2013). Becoming a Multicultural Educator. UK: Sage Nuri Robins, K.J.N., Lindsey, D.B. Lindsey, R.B.& Terell, R.D. (2012). Cultural Proficient Instruction: A guide for people who teach (3rd ed.). Thousands Oaks, CA:Corwin. Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Gomez, R. A. (1991). Teaching with a multicultural perspective. Urbana, I.L.: ERIC Clearinghouse on Elementary and Early Childhood Education. Martins, I. F. (2008). Learning to live together: The contribution of intercultural education. European Journal of Education, 43(2), 197-206. The Books to be purchased (Cont.)

25. THANK YOU FOR COMING ANY QUESTIONS?