Transcript Creative Assessment, the Intercultural Approach and

The Intercultural Approach, Creative
Assessment and the Curriculum for Excellence
Cherry Hopton
Angus College
[email protected]
Some Definitions
• Class climate – preparation for Co-Operative
Learning
• Status Treatment – activities that address classroom
hierarchies
• Multiculturalism
Interculturalism – the next
step on from
• Co operative Learning – a form of structured group
work
• Creative/Diverse Assessment – use of Gardner’s
Multiple Intelligence Model – underpins
• CLIM – Complex Learning Instruction Model
Interculturalism
• Assimilation and
exclusion
• Anti-racist
• Multiculturalism and
inclusion
• Interculturalism
• All groups are
intercultural – (See
Petursdottir (2008)
Better Education for
Everyone)
Sirens and Ladson Billings
• Sirens (2000) Us, Them, Ours
• Interculturalism is for all students – moves away from
stereotypes
• Culture – is defined in its broadest sense – thus all
classes are multicultural
• Gardner, Howard (1985)(1999) Intelligence – multi
model
• Glassers Learning Pyramid
• The attitude of the teacher is the most important
thing – belief in potential/importance of self esteem
• Group work alone does not ensure co-operation or
inclusion
Interculturalism
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In groups/out groups
Status groups
Sub cultures
Ethnicity
Gender
Religion
Social class
Health and disability
Age
Sexuality
Social skill set
Academic skill set
• Body/movement
• Musicality
• Logical/Maths
• Linguistic
• Spatial
• Self awareness
• Interpersonal
in any combination/not
exhaustive
Key Concepts
• Sensitisation training to
ensure educators
understand the issues
• Equal access to education
– in real terms not just
policies
• Status groups – occur
everywhere
• Intercultural competence
– pre requisite for
employability and social
cohesion
• Co-operative learning
Preparation for Status Treatment/Class
Climate
• Vital to prepare the groups for co-operative
learning
• Important to increase understanding of
interculturalism
• Training currently available in Iceland at ICI
• Funding from Grundtvig/Comenius
• http://ec.europa.eu/education/trainingdatabas
e/search.cfm
• http://www.ici.is
• Or from Angus College/SFEU (?)
What works to support Co-operative
Learning
• Thinking and walking
homework
• Flip video recorders
• Image
• Graphic Novels
• Pre Reading – student
selections
• Poetry
• Photography
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Installations
Facebook
Stuff in a box
Talking heads
Critical thinking made
easy – oppositional
marketing
• Virals and memes
• Music
Examples in Practice
Facebook – ownership/peer support
- Russian Revolution Play
- Tescopoly Film
- Education COL theme day
- The Culture Show
• Andy Warhol Project – Practical Investigation
• Suffrage Tea Party
• Gender through Art - Titian’s ‘Venus of Urbino’/ Manet’s
‘Olympia’/ Walton’s ‘Romance’
• Conference and Residential
• Timelines – taking the pulse of the time – music,
technology, geopolitical picture
Tangleha
The Common
Tewkesbury
Cambs
22nd February 1904
My Dear Sir or Madam,
As an active supporter of the cause of Women’s Suffrage we would like to extend to you
an invitation to contribute to our meeting which will be held at Ye Olde 205 Tearooms
on Monday 5th March at 1:15. We trust you will be able to speak of your experiences in
pursuit of the cause of Women’s Suffrage be you male, female, suffragette or suffragist.
The format of our meeting will be thus:
1:15 – meet and introduce
1:30 - recounting of experiences
2:15 – withdraw for tea and scones (optional)
2:30 – discussion on the way forward
3:30 – magic lantern show on the work thus far
4:00 – farewells
I look forward to meeting you at the appointed hour.
The Hon. Millicent Petticoat
Titian’s Venus of Urbino
Edouard Manet’s Olympia
Cecile Walton’s ‘Romance’
Skills for 21c
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Communication skills •
Co operation skills •
Team work
•
Being able to see
•
different points of
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view
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• Creative thinking
Flexibility
Critical thinking
Information selection
Conflict management
Initiative
Confidence
How do we deliver this in addition to the
core curriculum ?
• Co operative learning/ for example, delivered
through structured group work
• Non structured reinforces inequalities
• No one can do everything – everyone can do
something
• Active learning
• Glassers Learning Pyramid
• CLIM
Glassers Learning Pyramid
Teaching
Reading
Seeing/hearing
Audiovisual material
See/hearing
demonstration
Talk about the issue
Doing/performing
Explaining to others
The teacher is active, speaks
and explains.
The pupils are inactive.
The pupils are active,
the teacher is a
facilitator
• Co operative learning is one way to practice
intercultural competencies
Group work – in its usual format ?
• Task has no structure or
roles = aimlessness
• Individuals are not
accountable for their
work
• There is not equal
participation – one pupil
often takes over, one or
more inactive = status
problem
• Group work can reflect
the injustices already
present and be worse for
some than individual
work
Group work in a structured format
• All participants feel
confident of their
role/part in the task
• Everybody participates
equally and feels valued
• Greater sense of
achievement
• Builds confidence
• Status of individuals is
equalised
• Learning is enjoyable
through increased social
interaction
Why roles ?
• Group work is more efficient if each student
has a role
• A role gives better access to the task
• Students learn to take joint responsibility for
the task
• More likely that all are active
• Dominant students give others a chance to
participate – low status students participate
as they have defined role
The Roles
• Facilitator/organiser – makes sure everyone
understands instructions, ensures all participate,
calls for assistance
• Reporter – takes notes, organises presentation
• Planner – Develops time schedule, keeps time.
• Materials manager – collects materials to manage
activity
• Harmoniser – encourages participation of all,
ensures praise is given, encourages helping and
ensures no one is neglected
• Time-keeper – Ensures task is completed on time –
time pressure creates efficiency over several tasks
Red Clydeside
Organis
er
Note
Taker
Harmonis Time
er
Keeper
Presenter Materials
Gatherer
GROUP Sam
A
Sarah
Laura
McD
David
Kirsten
David
GROUP James
B
Hannah Angie
Claire
Claire
Alison
GROUP Gordon
C
Laura
Munro
Chloe
Fiona
Sharon
Conar
GROUP Daniel
D
Derek
Alison
Kirsty
Laura
McD
Kim
Structure of a COL Task
• Task: to understand different categories of culture and
relate identity – high, popular, sub, folk
• A task – prompts for discussion. Draw on own
knowledge. Research or information sheets.
• B task – jigsaw work – feedback from other groups
• C task – revise material from A task in the light of new
information
• D task – devise a way of presenting findings to the rest
of the class
• (in this instance students contributed a short film to a
‘Culture Show with Kirsty Wark’)
Benefits to your class?
• High level of upfront
preparation
BUT
• Breaks down subject
boundaries
• Improved retention
• Greater understanding
• Empowered learners able to
cope with the outside world
• Cross-fertilisation of ideas
across curriculum – more
productive working
environment
Co-Operative Learning Norms and
Attitudes
• Every one can do something – no one can do
everything
• It is your duty to help others if you can
• You have the right to ask others for help
• Pay attention to the needs of each member
of the group
• Nobody has finished until everybody has
finished
Assessments and the Potential Scope of
Curriculum for Excellence
• Plenty of scope for formative assessment
• Currently less for summative – but this is
changing
• Students still have to evidence their learning
• Individual performance can still be assessed
• Traditional assessment still has place – active
learning leads to greater retention and better
motivated students
• Link to Curriculum for Excellence
Increased Cultural Capital
• Can join up the dots – students are exposed to
more opportunities, wider contextualised
learning
• Across curriculum – Gender – history, economics,
sociology, politics, psychology, literature.......but
also art, photography, volunteering, community,
film, music
• Theme Days
• Speakeasy
Increased Cultural Capital
• Choice of material – Cultural Capital increases,
for example, Eisenstein’s Oktober/ Lucas’s Star
Wars /The Men who Stare at Goats/ Quentin
Tarantino, Kill Bill – Postmodern Cinema
• Box of ‘stuff’ + Flip Camera
Goals identified by the I.C.I. for the 21ST
Century
• The Commission identified four key objectives:
- Learning to learn
- Learning to be
- Learning to do
- Learning to live together
• Learning to live together, learning to live with
others. This type of learning is probably one of the
major issues in education today. (Delors et al
2006)
Finally….
• ‘Cultures’ ‘ethnicities’ and ‘groups’ tend
to be about separation and difference
rather than inclusion and diversity
• Intercultural competencies are the key
skills in a globalised economy