1. This project has been funded with support from the European Commission partner logo INCOM – VET WP 3 – Examples of learning materials… DRAFT OF THE 2 ANNEXES, WITH EXAMPLES TO BE PILOTED  III Transnational Meeting  Lugano, 8-9 September 2014

2. 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  One step further:  Didactical strategies and tools, the Handbook, the Living Labs approach The Pyramid Model (Deardorf) as the main theoretical reference WP4 approach – the Living Labs Model (blended learning and the learners as protagonists in a social learning perspective)

3. 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  Highlights of the Pyramid Model (in an intercultural competence development perspective)  The role of attitudes  Respect to others and to the cultural diversity, (…) valuing other cultures  Openness to intercultural learning and to people from other cultures, withholding judgment  Curiosity and discovery implying willingness to risk and to move beyond one’s comfort zone, and tolerating ambiguity and uncertainty.

4. 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  Highlights of the Pyramid Model (in an intercultural competence development perspective)  Knowledge and understanding  Cultural self-awareness, which means the ways in which one’s culture have influenced one’s identity and worldview.  Deep understanding and knowledge of culture (including contexts, role and impact of culture and others’ worldviews).  Culture-specific information.  Sociolinguistic awareness.

5. 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  Highlights of the Pyramid Model (in an intercultural competence development perspective)  Develop minimal skills  Listening.  Observation.  Interpreting.  Analyzing.  Evaluating.  Relating.

6. 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  Highlights of the Pyramid Model (in an intercultural competence development perspective)  Learning outcomes Behaving and communicating effectively and appropriately (in an intercultural setting…) …implies a certain number of transformative learning outcomes:  Adaptability to different communication styles and behaviors; adjustment to new cultural environments.  Flexibility by selecting and using appropriate communication styles and behaviors; also cognitive flexibility.  Ethnorelative view.  Empathy. 

7. 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  Highlights of the Pyramid Model (in an intercultural competence development perspective)  Developmental process The entire cycle of intercultural competence development begins from the attitudes and continues to the external outcomes time and again. (…) This process model discloses the continual process of improvement, and it should be noted that attitudes are the starting point in the cycle of intercultural competence development

8. 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  Learning materials and tools (Annexes) aims at complementing the Handbook in a coherent perspective, according to some choices: Multidimensional / multidisciplinary approach: exploiting diverse methods (from cognitive to – mainly – experiential and reflective) Contribute at the development of attitudes, knowledge and minimal intercultural skills, in a process oriented perspective Make tangible and vivid the inventory of traditional and innovative tools for intercultural learning

9. 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  Learning materials and tools (Annexes) aims at:  Fostering the actual experience of diversity Fostering interactions between people belonging to diverse cultures Enhancing the cooperation between people, in problem setting and solving Creating disjunctural experiences, challenging mental schemes, provoking reflection, fostering transformation and change.

10. 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

11. 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  The 2 Annexes) – an overview General Guidelines, and some concrete examples, in order to let teachers and trainers produce and exploit learning materials and tools (open material)…  4 macro-features:  multicultural groups as a resource for learning  media and web resources to produce artefacts and experiences (Living Labs strategy)  challenging experiences, working whenever possible in spaces of exchange external to the classroom  Problem Based Learning as a key effective methodology to organize the training sessions

12. 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  aims at providing them with methodological hints and tools for designing, managing and evaluating learning processes.  3 sections:  preparing a learning unit or a training session: from needs’ analysis to didactical planning, according to the characteristics, resources and expectations of the learners  managing intercultural learning, which focus on how to exploit group dynamics in a cooperative way  accompanying and assessing intercultural learning

13. 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  This annex provides concrete examples of activities and practices, to be actually used in classes and courses.  Materials are organized in chapters, considering diverse media and techniques.  Moreover it includes indications on how to implement additional exercises, creating them on the basis of a coherent methodology, exploiting the web as a powerful data mine and last but not least following a strategy coherent with individual teaching and learning styles.

14. 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 Aims of methods, tools, scaffolds and concrete examples:  activate reflective learning, according to a PBL logic,  go through the steps of development of intercultural learning:  facilitate socialization and mutual trust in a multicultural group  prepare a good ground for peer and cooperative learning  create experiential settings activating dynamics in the group of learners and using the context (territory, workplace, etc.) as a source for experiencing the encounter with the others  produce memories, describe, notice what we live experiencing diversity  facilitate analysis, comparative work, focalization, understanding  transform, create, transfer learning into a new practice.

15. 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  Examples presented in the different sessions have to be conceived as hints and proposals.  Teachers and trainers should be always able to produce their own materials, taking in charge the didactical planning of their lessons / units of learning on the basis of a good knowledge of resources and needs of the learners. And last but not least, being aware of learning styles of participants, and of their own teaching attitudes.  Therefore each section of the Annex provides some guidelines helping the users create their own didactical tool kit, both drawing on web resources, exploiting available repertories…

16. 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 4 chapters  Introduction and socialization  Create self awareness  Prepare to overcome ethno-centered reasoning, accepting diversity as a reality and an enriching factor  Consolidate learning

17. 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 – the structure General hints / recommendations “More in deep” boxes Web additional sources (multimedia)

18. 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 – Introductory sections General hints / recommendations “More in deep” boxes Web additional sources (multimedia)

19. 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 – didactical tools Intro and aims Development of the activity Timing Tools (multimedia)