Presentation in STEPS 6 seminar for CLIL teachers. October 29th 2014 Tampere
- 1. MULTICULTURAL SCHOOL ANDTHE 21ST CENTURY KEYCOMPETENCESOF
GLOBAL CITIZENSTiina SarisalmiSTEPS 6 - TampereWednesday 29th
October
2. CONTENTSMulticultural school & education21st century key
competences and globalcitizenshipFinnish core curriculum
2016ValuesSchool Culture Cross-curricular approach Other
aspectsTODAYSMEET: https://todaysmeet.com/STEPS-6TI INA SARISALMI
STEPS 6 OCTOBER 29TH, 2014 3. DEFINITION
OFMULTICULTURALISMMulticulturalism is a system of beliefs
andbehaviors thatrecognizes and respects the presence of alldiverse
groups in an organization or society,acknowledges and values their
socio-culturaldifferences, andencourages and enables their
continuedcontribution within an inclusive culturalcontext
whichempowers all within the organization orsociety.TI INA
SARISALMI STEPS 6 OCTOBER 29TH, 2014 4. MULTICULTURAL SCHOOLMany
schools think they are multicultural simply becausetheres ethnic
diversity presentNot enough Multicultural school acknowledges and
respects thecontributions which the various racial/ethnic groups
havemade to society, and integrates these contributions in
thecurriculum and school culture which meet the needs of
anever-changing society and is sensitive to the personal andsocial
development of all persons concerned.TI INA SARISALMI STEPS 6
OCTOBER 29TH, 2014 5. FIVE DIMENSIONS OFMULTICULTURALISM IN
EDUCATION:1. Content integration different cultural contents, while
thatsimportant, thats really only one dimension2. Knowledge
construction find assumptions and attitudes behindinformation
becoming criticalthinkers/learners3. Equity pedagogy teachers
change their methods to enable kidsfrom diverse racial groups and
both genders toachieveTI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014
6. FIVE DIMENSIONS OFMULTICULTURALISM IN EDUCATION:4. Prejudice
reduction teachers should be sensitive and alleducators should use
methods to helpkids develop more positive racialattitudes5.
Empowering school culture andsocial structure looking not just at
individual classrooms,but at the total school culture to see howto
make it more equitableThe fact that where you stand determines what
you see is areality in most situations, and it is especially true
for theconcept of multiculturalism.TI INA SARISALMI STEPS 6 OCTOBER
29TH, 2014 7. MULTICULTURAL SCHOOLStudents grow up in a
multicultural and multilingual world.Culturally sustainable life
style and living in a manifoldenvironment entail intercultural
competence, respectfulcommunication and interaction skills and
know-how to expressoneself and ones opinions.Students are guided in
putting themslves in the positions ofothers and look at
things/issues from different perspectives. Atschool the knowledge
of and respect for human and childrensrights and world cultural
heritage as well as respect and trust ofpeople of different
ethnical backgrounds and interest ininternational cooperation.TI
INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 8. THINK AND DISCUSS!What
about your classroom and school? Which of the five dimensions of
multiculturalism ineducation have you implemented and how? What
have youdone? What could you do? Five Ps1. Content integration2.
Knowledge construction3. Equity pedagogy4. Prejudice reduction5.
Empowering the whole school
cultureTODAYSMEETPerspectivesPoliciesProgramsPersonnelPracticesTI
INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 9. 21ST CENTURY
KEYCOMPETENCESThe needs of the 21st century demand a citizenry that
is culturally sensitiveand internationally focused, with an
orientation toward the future rather thanthe past.TI INA SARISALMI
STEPS 6 OCTOBER 29TH, 2014 10. TRANSVERSALCOMPETENCES Thinking and
learning to learn Cultural knowledge, interactionand expression
Health care and daily life skills Multi-literacy Information and
communicationtechnologyWorking life andentrepreneurship Active
citizenship and buildingsustainable futureTI INA SARISALMI STEPS 6
OCTOBER 29TH, 2014 11. Global Education is education thatopens
peoples eyes and minds tothe realities of the world, andawakens
them to bring about aworld of greater justice, equity andhuman
rights for all.Global Education is understood toencompass
Development Education Human Rights Education Education for
Sustainability Education for Peace and ConflictPrevention
Intercultural EducationTI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014
12. TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 13. LINKS TO
COMPETENCE PADLETS Intercultural CompetencePadletSustainable Life
StylePadlet Civic Competence Padlet Global Responsibility
andDevelopment PadletEconomic CompetencePadletNew Ideas - ? -
PadletTI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 14. TI INA
SARISALMI STEPS 6 OCTOBER 29TH, 2014 15. THINK AND DISCUSS!What
about your classroom andschool? Which areas of Global Educationare
already integrated in thecurriculum or syllabus you follow?How? In
which school subjects? Which global competences
arelearned/developed in yourclassroom?TODAYSMEET
DevelopmentEducation Human RightsEducation Education
forSustainability Education for Peaceand ConflictPrevention
Intercultural EducationTI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014
16. VALUESEducation ensures that both individuals and
communitiesare able to solve conflicts basing the solutions on
ethicalreflection, empathy and informed consideration.Education is
based on the respect for life and humanrights and guides students
to defend them. It promoteswell-being, democracy and active
citizenship in civilsociety. Development towards equality is at the
basis ofeducation. It includes economic, social, regional andgender
equality. In education, the necessity of sustainability
isacknowledged, schools act accordingly and guidestudents to adop a
sustainable lifestyle. The dimensions ofsustainable development and
lifestyle are ecological andeconomic as well as social and
cultural.TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 17. SCHOOL
CULTUREThe school as a learning community is a part of aculturally
diverse and changing society in which thelocal and global overlap.
Different identities,languages, religions and beliefs, coexist and
interactwith each other. School exploits the countrys owncultural
heritage as well as the cultural and linguisticdiversity of the
community around it. One of the manifestations of cultural
diversity ismultilingualism. Different languages co-exist side
byside in everyday school life. It is considered naturaland
enriching. All languages are valued.TI INA SARISALMI STEPS 6
OCTOBER 29TH, 2014 18. CROSS-CURRICULAR LEARNING The goal of
cross-curricular or phenomenon-based learning is tohelp students
understand the relations and interdependenciesbetween the issues
studied in different school subjects to beable to study the real
world phenomena and look at them fromdifferent perspectives or as
entities. Cross-curricular learning projects are designed to
broadenstudents' experiences with the goal to strengthen the
students' participation provide opportunities to combine formal and
informal learning provide space for intellectual curiosity,
experiences and creativity to train the sustainable way of life and
to inspire students to actin the community and society in a
constructive way.TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 19.
INTERACTION ANDINTERNATIONALCOOPERATIONStudents are encouraged to
interaction and self-expressioneven if their language skills arent
very well-developed.Students get experiences about using ICT in
internationalinteraction and encounters. This way they can
betterconceive its meaning and possibilities in the global
world.Conections with schools in different countries enhanceglobal
citizens skills. They encourage students to act topromote equity,
human rights and peace.TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014
20. LANGUAGE EDUCATION Students language skills start to develop in
early childhood and itgoes on as a life-long process. Multilingual
competence developsat hoem, schools and free-time Language
instruction at schoolis based on using language in different
situations. It strengthensstudents language awereness and the
parallel use of differentlanguages. Student learns to detect texts
in different languagesand different ways of interaction, to use
linguistic terminology andconcepts in the interpratation of texts
and make use of differentways of learning languages. Student uses
his knowledge of different languages to enhanceher/his learning in
general. Student is guided to read texts thatsuit her/his level of
language competence and aquire informationin different languages.TI
INA SARISALMI STEPS 6 OCTOBER 29TH, 2014 21. BILINGUAL INSTRUCTION
The goal of bilingual instruction is to achieve good andvaried
language skills in the schools language ofinstruction and in the
target language. The long-term goal of bilingual instruction is to
create afoundation for life-long language learning andappreciation
of linguistic and cultural diversity. In bilingual education pupils
are offered an authenticlanguage learning environment.TI INA
SARISALMI STEPS 6 OCTOBER 29TH, 2014 22.
INTERESTINGAPPROACHESReading to Learn Method:
http://www.readingtolearn.com.au/ science lesson videosLanguage
Education Forum Forum materialsTodaysMeet
https://todaysmeet.com/STEPS-6TI INA SARISALMI STEPS 6 OCTOBER
29TH, 2014 23. Olen suomalainen http://youtu.be/v7ch4mJ51CATiina
Sarisalmi [email protected]
http://schoolsgoingglobal.blogspot.fi/
http://kvmentoriohjelma.wordpress.com/TI INA SARISALMI STEPS 6
OCTOBER 29TH, 2014
