ࡱ> QSRM'(   / Speech_by_David_Bell_HMCI_further_education_The_first_Ofsted_inspection_cycle_and_the_way_ahead_(Word_format).doc Inspection&quality\Speech_by_David_Bell_HMCI_-_further_education_The_first_Ofsted_inspection_cycle_and_the_way_ahead_(Word_format).docCommon_Inspection_Framework_for_inspecting_education_and_training_(Word_format).docInspection&quality\Common_Inspection_Framework_for_inspecting_education_and_training_(Word_format).docVCornwall College Ofsted monitoring 2009.pdf|Inspection&quality\Cornwall college ofsted monitorong 2009.pdf fOfsted to inspect cultural diversity in schools.pdfInspection&quality\Ofsted to inspect cultural diverity in schools.pdf*DFE and terrorism from Guardian.dochttp://www.guardian.co.uk/education/2008/feb/11/furthereducation.uk/ 0LDArialT0T0pLtׯ0t@ .  @n?" dd@  @@`` h`| O      0AA@hʚ;ʚ;g4BdBdׯ0ppp@ <4ddddvS0LL g4ddddׯ0p@ pp0___PPT10 pp___PPT9*?  %O  =Cultural Diversity and NVC Spring 2009 Aims and OutcomesAim: To build on the introduction to NVC in previous module, this time in the context of promoting cultural diversity Outcomes: learners to be able to: Understand the importance of quality measures for promoting cultural diversity Have an awareness of recent policy initiatives for colleges to help prevent violent terrorism Have practised methods of discussing difference without making judgements Have explored responses to potential conflict in class .Z0Z0Policy BackgroundJSpeech_by_David_Bell_HMCI_further_education_The_first_Ofsted_inspection_cycle_and_the_way_ahead_(Word_format).doc Common_Inspection_Framework_for_inspecting_education_and_training_(Word_format).doc Cornwall College Ofsted monitoring 2009.pdf Ofsted to inspect cultural diversity in schools.pdf FE and terrorism from Guardian.doc KJqS"   0q 0r 0 0%*0&H Link to this module,Examine and critically evaluate ways in which equality of opportunity and respect for diversity can be built into teaching and learning practice. (WPP 1.2) Paired activity  can you explain, as if to an Ofsted inspector, how you build respect for diversity into your teaching?,z BReading exercise  Mixed blessings""( What strategies can/do you use to extract meaning from a fairly long and complex article like this? Study picture Skim read and then re-read Look for key words/sentences Read beginning and end first Highlight important points Make notes  summarise  mind map  flow chart*dd'Communicating about cultural difference(((eLook at these three pictures Jot down thoughts/reactions Why do you think I have shown them to you?(:+f!Being criticised for your cultureDivide into two groups  one will be English and one will be  foreigners Scenario is a social get together for people on a computers for beginners course  Foreigners to go out and prepare  come in, find an English person to talk to and respond to their question English people to start by asking:  So what do you think of England then?  then react to answer Back to whole group  how did it feel to be criticised for basic cultural practices? Respectful communicationRemember Non-Violent Communication? How could it help here? The first stage of the NVC process is to observe without judging Can you re-phrase the comments on English hygiene habits so that they are non-judgemental? (but still explore difference)How do we react to difference?Look at these pictures Note your reactions/thoughts Why have I shown you these pictures? What do we/our students find difficult to understand/accept about some aspects of cultural practices linked to some Muslim communities? In groups of 3 practice asking someone from a Muslim community about their culture without being judgemental  How did you find this?hh 8Using empathetic listening to tackle anger and prejudice99(Read the extract by Marshall Rosenberg In threes check you understand the method he is explaining Can you see how using these techniques of empathetic listening and reflecting back could help deal with difficult situations in your classes? Possible scenarios Responding to a story in the news, one of your students says loudly  You can t trust any of them, all Muslims are terrorists An English born and bred student from a Pakistani background aggressively tells you they will support any team against England in the world cup >Summary  what have you learnt? (/     0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> t(  t t 6x " `}  T Click to edit Master title style! !$ t 04 " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S t 0p "^ `  >* t 0 "^   @* t 0  r  S  -t `    H  0޽h ? 33___PPT10i. +D=' = @B + 0 (0(  (x ( c $t `}   x ( c $t `  H ( 0޽h ? Z\l[]kfEo___PPT10i.02}+D=' = @B + 0 `0(  x  c $t-ut `}  u x  c $L.ut ` u H  0޽h ? Z\l[]kfEo___PPT10i.@ ?+D=' = @B + 0 ,0(  ,x , c $t `}   x , c $t `  H , 0޽h ? Z\l[]kfEo___PPT10i.@+D=' = @B + 0 8F(  8x 8 c $ t `}    8 c $pt `  "p`PpH 8 0޽h ? Z\l[]kfEo___PPT10i.+D=' = @B +0 0 @0(  @x @ c $6t `}   x @ c $07t `  H @ 0޽h ? Z\l[]kfEo80___PPT10.70 0  H0(  Hx H c $jut `}  u x H c $|iut ` u H H 0޽h ? Z\l[]kfEo80___PPT10.C0  0 @P0(  Px P c $t `}   x P c $dt `  H P 0޽h ? Z\l[]kfEo80___PPT10.0 0 PT0(  Tx T c $dut `}  u x T c $ t ` u H T 0޽h ? Z\l[]kfEo80___PPT10.т60 0 p\0(  \x \ c $%t `}   x \ c $&t `  H \ 0޽h ? Z\l[]kfEo80___PPT10.`$0 0 `0(  `x ` c $@At `}   x ` c $<t `  H ` 0޽h ? Z\l[]kfEo80___PPT10.i0 0 h0(  hx h c $\t `}   x h c $Ht `  H h 0޽h ? Z\l[]kfEo80___PPT10.\-50  E(   X  C    u  S , 0  u GIt is clear from these policy documents ( which you can access on Scoodle) that there has been an increase in importance attached by the government via Ofsted to quality indicators linked to cultural diversity. It will be an important part of your next Ofsted inspection. BH  0޽h ? 3380___PPT10.Pu! 0 $(  $X $ C     $ S  0    H $ 0޽h ? 3380___PPT10.m&0 06(  0X 0 C     0 S # 0   8$You may find this hard  I certainly did when I first thought about it. You may also realise, like me, that you don t really do this very much  after all most of us we live and work in a relatively culturally homogeneous part of the country. So we have to creative in what we do. Luckily our ESD agenda and the work you did on modules 4 and 5 will give some possibilities. What others did you come up with? Tonight s session contains some more ideas. Note: make the group get up and move about and work standing up and with someone they don t usually work with in order to break the ice for later exercises and to get some physical activity into session. H 0 0޽h ? 3380___PPT10.$0 0 4(  4X 4 C     4 S P2 0    H 4 0޽h ? 3380___PPT10.jr0 <(  <X < C     < S 7 0   pMake separate copy for handout with these missing  look for answers from class. Ask to read in 10 minutes and try and tell me in one sentence what this is saying that is relevant to our discussion My attempt  Different cultural groups have a tendency to stick together and not interact or communicate with others. If we are to build respect for cultural diversity we perhaps need to encourage communication about cultural difference.H < 0޽h ? 3380___PPT10.`?0 &D(  DX D C     D S hA 0   Show picture of taps/bath/washing up Give out article on Face book survey  read.H D 0޽h ? 3380___PPT10.0 `X0L(  LX L C    X L S K 0   Give slips out to  foreigners and get them to practice outside of room  put some passion into their disgust! H L 0޽h ? 3380___PPT10.q70 .&`X(  XX X C    & X S R 0   Suggestions could include: For us having a drink at a social gathering often helps people relax and talk more to each other  how do you break the ice when you are meeting people you don t know very well? Most restaurants serve a lot of meat dishes  do you and your family ever find it difficult to eat out? Its hard for me to understand why some women in your community choose to cover themselves so fully  do you think you could explain to me why they do this? H X 0޽h ? 3380___PPT10. 0 @8d(  dX d C    8 d S  0   Try using student/s to take on the role of these learners  and then tutor to try and model NVC response in terms of reflecting back and empathetic listening. Try and get the conversation going until there is ground for discussion. E.g. 1)  You seem angry with Muslims in general because of what you see some Muslims doing .  you seem to be feeling threatened by possible terrorist attacks  You seem distrustful of a community that perhaps you don t know very well 2)  You seem angry at the English in general  You feel that you and your family haven t been treated well in England and this makes you hostile to the English sports teams  You don t feel you belong here  You don t feel accepted by English people generally? H d 0޽h ? 3380___PPT10.h\N0 l^(  lX l C     l S  0   `LSuggestions Back home we always have mixer taps in the bathroom  I wonder why it is different here? Do you find it easier to have 2 taps? How do you get the water to be the right temperature? Most people back home shower rather than take a bath  is that true here as well? Why do you think people here like baths so much? We usually rinse our dishes when we wash them  People here don t seem to, I wonder why not?H l 0޽h ? 3380___PPT10.5rl]7y<;1SW9 ?YAI`]bBDgzFjHJmm"MZO#sQzU' AwOh+'0` hp    $,Cultural Diversity and NVCMargie SavoryDenise Summers47Microsoft Office PowerPoint@p+y@@Z,2G, g   &WMFCNlx EMF)@F(GDICx!b $$=='% % V0xx x % % $$AA" FGDICF(GDICl.wFGDICF(GDIC6ljwFGDICF(GDIC $@FGDICRp@ArialwL\Arial ؈ tX@Arial 0 `zxO0 SA0U0%0tݏpT}Տ(0LD\0,dv%    T,8AA6LCultural Diversity and NVC % ( F(GDICCdFGDICRp@Arial(L\Arial tX@Arial 0 $z xO0 SA0U0%0tݏpT}Տ (0LD\0,dv%    T=EcKAA=K LdSpring 2009 % (   x--$xx--'@Arialw?-. .2 6Cultural Diversity and NVC."System-@Arial(?-. 2 K= Spring 2009.-0՜.+,D՜.+,l(    On-screen Showـh  ' ArialDefault DesignCultural Diversity and NVCAims and OutcomesPolicy BackgroundLink to this module"Reading exercise Mixed blessings(Communicating about cultural difference"Being criticised for your cultureRespectful communicationHow do we react to difference?9Using empathetic listening to tackle anger and prejudicePossible scenarios Summary what have you learnt?  Fonts UsedDesign Template Slide Titles  8@ _PID_HLINKSA|Inspection&quality\Speech_by_David_Bell_HMCI_-_further_education_The_first_Ofsted_inspection_cycle_and_the_way_ahead_(Word_format).docgInspection&quality\Common_Inspection_Framework_for_inspecting_education_and_training_(Word_format).doc?Inspection&quality\Cornwall college ofsted monitorong 2009.pdfFInspection&quality\Ofsted to inspect cultural diverity in schools.pdfDhttp://www.guardian.co.uk/education/2008/feb/11/furthereducation.ukRoot EntrydO)pB'TCurrent UserJSummaryInformation(APowerPoint Document(ـ  !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHJKLMNOP[&_㵀|Your User NameYour User Name  !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHJKLMNOPRSTUVWX[Root EntrydO)Current UserQSummaryInformation(APowerPoint Document(ـDocumentSummaryInformation8I