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An Inquiry into the practices to build Intercultural Competencies

14 April 2015

purpose To engage practitioners in building a progression of practice


(teaching and learning) that builds intercultural competencies (student
learning outcomes).
outcome Data and evidence describing developmentally appropriate
approaches to building intercultural competencies
process Participants engage in preparatory professional development and
then conduct original action research, resulting in a model for developing
research-informed approaches to building intercultural competencies
Organisation

Professional Learning Community (PLC) with representative teachers from


upper and lower school from each campus. This would be a minimum of 8 and
a maximum of 12 people.
Led by Fran Bidwell and Ginger Haag
Supported by Ben Hren and Latifa Hassanali

Exemplary teaching practice for developing


intercultural competency in global educational settings (where, when and how are
intercultural competencies manifested and how are they being measured)
Literature Review: Summer 2015.

First Movement: How do I investigate the outcomes of my teaching practice?


(~five weeks, beginning September 2015)

Each participant builds a working understanding of action research through


participation in an on-line course: Getting Started with Action Research,
delivered as a flipped learning webinar, conducted by Ben Hren and Latifa
Hassanali
Each person develops a theoretical action research project plan for
implementation in their classroom

Coinciding with the first movement, the project leaders will prepare for the second and third
movements.
Second Movement: What are intercultural competencies?
(~ten weeks, beginning mid November 2015 to February 2016)

Each participant builds a working understanding of intercultural competencies


(IC) through participation in an on-line course: Intercultural Competencies in
an International School, delivered as a flipped learning webinar, conducted by
Ginger Haag and Fran Bidwell
An IC framework is identified and discussed as a working hypothesis.
Each participant uses a IC practice evaluation tool (based on the framework)
to identify problems or needs (opportunities for improving classroom-based
practice)

Third Movement: What can I learn about my efforts to build intercultural competencies?
(February May)

Each participant carries out a classroom-based action research project , using


lesson study focusing on a teaching strategy aimed at enhancing intercultural
competencies

Fourth Movement: What have we learnt about building intercultural competencies?

Individual action research is mapped against an IC framework to show what


aspects of practice were identified and investigated by the participants
Action research findings are communicated