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Intercultural relationships

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fatima el nabouche

on 7 October 2014

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Transcript of Intercultural relationships

Intercultural relationships
Alison Fatima Marie Lauren
Vital aspect of teaching
Intercultural relationships
interactions between individuals and groups of different cultures
How countries work together and the cultural interactions between them
Diversity, Respect & Values
Help eliminate Fears, stereotypes and prejudices.
Year 8 Geography class
Midday class session
Introduction!
How intercultural relationships relate to the society
Work force
Education
Politics
Government
Charities
Lesson Plan
Values in Schools project
Geography Stage 4 Syllabus
Conclusion
Value based education should be significant in the education system
Synchronized with the syllabus
Develop a better understanding of cultures will help assist with cognitive, moral and emotional progress
Students will learn that there is no place for negative stereotypes, prejudice or connotations of different cultures
Students will be able to use this understanding to better develop intercultural relationships
The knowledge, values and attitudes that enable them to be tolerant, respectful and socially inclusive members of society
The skills, abilities and resilience for social, emotional and physical well being as confident, engaged learners.

Syllabus
Watch and discuss
Outcomes of the Lesson Plan
- Understanding of other cultures
- Absence of Bias
- Acceptance of Diversity
- Positive Views
- Positive Relationships

Watch -> Learn -> Understand
VASP (2011)
Giving Voice to the Impacts of Values Education identifies five key and
interrelated impacts of the VASP:
1. Values consciousness
2. Wellbeing
3. Agency
4. Connectedness
5. Transformation

“The development of a values consciousness was also enhanced through the many
opportunities for dialogue and communication provided across the clusters.”
“Personal stories also played a central role in embedding values consciousness in
many of the cluster schools and communities.”

“The evidence indicates that student wellbeing was enhanced through the application of values-focused and student-centred pedagogies, which allowed students to reflect deeply on the nature of values and what these mean to them and others.”
“There is also evidence that shows changes in students’ understanding of the impact of their actions on the wellbeing of others.”

Vasp (2011)
Kohlberg's Theory
Piaget's Theory

References
Department of Education, Employment and Workplace Relations (2011). Values in Action Schools Project clusters. Retrieved October 4, 2014, from http://www.valueseducation.edu.au/values/val_vasp_clusters,25921.html

Department of Education, Employment and Workplace Relations (2011). Values in Action Schools Project: Final Report. Retrieved October 4, 2014, from http://www.valueseducation.edu.au/values/val_vasp_final_report,30121.html

Department of Education, Employment and Workplace Relations (2010). Giving Voice to the Impacts of Values Education: The Final Report of the Values in Action Schools Project. Retrieved October 4, 2014, from http://www.valueseducation.edu.au/verve/_resources/VASP_FINAL_REPORT_2010_execsummary.pdf

McLeod, S. (2010). Formal Operational Stage. Retrieved October 4, 2014, from http://www.simplypsychology.org/formal-operational.html

Cherry, K. Kohlberg's Theory of Moral Development. Retrieved October 4, 2014, from http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm



Level 3- Post Conventional Morality:
• Stage 5 - Social Contract and Individual Rights
At this stage, people begin to account for the differing values, opinions, and beliefs of other people. Rules of law are important for maintaining a society, but members of the society should agree upon these standards.
- world viewed as having different perspectives & should be mutually respected across differing communities and people
- social contract
→ http://psychology.about.com/od/developmentalpsychology/a/kohlberg.htm

Stage Four- Formal Operational Stage:
ability to think in an abstract manner
ability to combine and classify items in a more sophisticated way
capacity for higher-order reasoning.

“…age 11+ years, the child begins to manipulate ideas in its head, without any dependence on concrete manipulation; it has entered the formal operational stage. It can do mathematical calculations, think creatively, use abstract reasoning, and imagine the outcome of particular actions.”
“Piaget concluded that … the children were thinking logically, in the abstract, and could see the relationships between things. These are the characteristics of the formal operational stage.”
→ http://www.simplypsychology.org/formal-operational.html

Road Blocks
Time of day
Media influence
Misunderstanding


Enables class to point out facts
Examples of how and why intercultural understanding is
the basis for intercultural relationships:
Interfaith and charity functions
Government Interactions
Basis to understand and analyze situations

Lesson plan
1.Introduction to the topic and discussion
2.Research
3.Presenting and conversing with their peers
4.Discussion and conclusion to the lesson
Discussion
Full transcript