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The ICE course focuses on teaching and learning in international, multi- and cross-cultural environments. Students will learn about cultural frameworks and intercultural attitudes and competences, and apply these both in the Netherlands and abroad to address cases of cultural clash. They will learn culturally responsive teaching methodology and apply this in their lessons and teaching. Finally they will reflect on their acculturation in the host country abroad and propose inclusive arrangements to their school abroad.
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The ICE course consists of 2 modules. These are:
1. Cultural Education & Multicultural Teaching
In this module the students focus on defining culture based on recognized models and learn techniques to design both culturally responsive and culturally inclusive lessons.
The goals for this module are that by the end of the course the students will be able to:
- Know and apply various models of culture
- Use methods (such as Pinto's 3-step method) to analyse cultural clash and devise culturally relevant alternatives
- Create and implement culturally responsive learning activities.
2. Personal Acculturation
In this final module, students will focus on themselves as a learner in a multicultural or foreign context, and will reflect on both their professional and personal development during their second internship. They will use models of culture to describe their experience from both an etic (outsider) and emic (insider) perspective. They will also use input from members of the target culture and their own experiences to suggest inclusive approaches for the school.
The goals for this module are that by the end of the course the students will be able to:
- Reflect on their own personal and professional acculturation in a foreign/new educational context from both an insider and outsider perspective.
- Propose inclusive improvements and suggestions for the school
Assessment tasks include:
| Task 1: Awesome ICE lesson: Students design a lesson using culturally responsive teaching strategies |
40% |
| Task 2: Cultural Dissonance: Students analyze a case of cultural dissonance at school |
20% |
| Task 3: Acculturation at the foreign school – case study: Students analyze their foreign host using cultural frameworks and reflect on their own acculturation |
40% |
Tasks 4-6: Self diagnoses (2x) & shock log / reflections abroad
Students perform 2 self diagnosis tasks, keep a shock log and reflect while abroad, as well as do activities aimed at guiding their acculturation while abroad. |
Portfolio, assignment 4-6 (0%): part of the Uteach biography (pass/fail, formative). Tasks 4-6 needs to be a pass to get full credits for this course*.
* Tasks 4-6 will be assessed in the Uteach biography. The Uteach biography includes reflections on all the Uteach electives: the reflection on how to internationalize your classroom (1a) reflection on CLIL (1b), reflection on ICE (1c). |
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