Presentation in STEPS 6 seminar for CLIL teachers. October 29th 2014 Tampere

1. MULTICULTURAL SCHOOL AND
THE 21ST CENTURY KEY
COMPETENCES
OF GLOBAL CITIZENS
Tiina Sarisalmi
STEPS 6 - Tampere
Wednesday 29th October

2. CONTENTS
Multicultural school & education
21st century key competences and global
citizenship
Finnish core curriculum 2016
Values
School Culture
 Cross-curricular approach
 Other aspects
TODAYSMEET: https://todaysmeet.com/STEPS-
6
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

3. DEFINITION OF
MULTICULTURALISM
Multiculturalism is a system of beliefs and
behaviors that
recognizes and respects the presence of all
diverse groups in an organization or society,
acknowledges and values their socio-cultural
differences, and
encourages and enables their continued
contribution within an inclusive cultural
context which
empowers all within the organization or
society.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

4. MULTICULTURAL SCHOOL
Many schools think they are multicultural simply because
there’s ethnic diversity present
Not enough
 Multicultural school acknowledges and respects the
contributions which the various racial/ethnic groups have
made to society, and integrates these contributions in the
curriculum and school culture which meet the needs of an
ever-changing society and is sensitive to the personal and
social development of all persons concerned.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

5. FIVE DIMENSIONS OF
MULTICULTURALISM IN EDUCATION:
1. Content integration
 different cultural contents, while that’s
important, that’s really only one dimension
2. Knowledge construction
 find assumptions and attitudes behind
information  becoming critical
thinkers/learners
3. Equity pedagogy
 teachers change their methods to enable kids
from diverse racial groups and both genders to
achieve
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

6. FIVE DIMENSIONS OF
MULTICULTURALISM IN EDUCATION:
4. Prejudice reduction
 teachers should be sensitive and all
educators should use methods to help
kids develop more positive racial
attitudes
5. Empowering school culture and
social structure
 looking not just at individual classrooms,
but at the total school culture to see how
to make it more equitable
The fact that where you stand determines what you see is a
reality in most situations, and it is especially true for the
concept of multiculturalism.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

7. MULTICULTURAL SCHOOL
Students grow up in a multicultural and multilingual world.
Culturally sustainable life style and living in a manifold
environment entail intercultural competence, respectful
communication and interaction skills and know-how to express
oneself and one’s opinions.
Students are guided in putting themslves in the positions of
others and look at things/issues from different perspectives. At
school the knowledge of and respect for human and children’s
rights and world cultural heritage as well as respect and trust of
people of different ethnical backgrounds and interest in
international 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 in
education have you implemented and how? What have you
done? What could you do?
 Five Ps
1. Content integration
2. Knowledge construction
3. Equity pedagogy
4. Prejudice reduction
5. Empowering the whole school culture
TODAYSMEET
Perspectiv
esPolicies
Programs
Personnel
Practices
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

9. 21ST CENTURY KEY
COMPETENCES
The needs of the 21st century demand a citizenry that is culturally sensitive
and internationally focused, with an orientation toward the future rather than
the past.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

10. TRANSVERSAL
COMPETENCES
 Thinking and learning to learn
 Cultural knowledge, interaction
and expression
 Health care and daily life skills
 Multi-literacy
 Information and communication
technology
Working life and
entrepreneurship
 Active citizenship and building
sustainable future
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

11. Global Education is education that
opens people’s eyes and minds to
the realities of the world, and
awakens them to bring about a
world of greater justice, equity and
human rights for all.
Global Education is understood to
encompass
 Development Education
 Human Rights Education
 Education for Sustainability
 Education for Peace and Conflict
Prevention
 Intercultural Education
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

12. TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

13. LINKS TO COMPETENCE PADLETS
 Intercultural Competence
Padlet
Sustainable Life Style
Padlet
 Civic Competence Padlet
 Global Responsibility and
Development Padlet
Economic Competence
Padlet
New Ideas - ? - Padlet
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

14. TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

15. THINK AND DISCUSS!
What about your classroom and
school?
 Which areas of Global Education
are already integrated in the
curriculum or syllabus you follow?
How? In which school subjects?
 Which global competences are
learned/developed in your
classroom?
TODAYSMEET
• Development
Education
• Human Rights
Education
• Education for
Sustainability
• Education for Peace
and Conflict
Prevention
• Intercultural Education
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

16. VALUES
Education ensures that both individuals and communities
are able to solve conflicts basing the solutions on ethical
reflection, empathy and informed consideration.
Education is based on the respect for life and human
rights and guides students to defend them. It promotes
well-being, democracy and active citizenship in civil
society. Development towards equality is at the basis of
education. It includes economic, social, regional and
gender equality.
 In education, the necessity of sustainability is
acknowledged, schools act accordingly and guide
students to adop a sustainable lifestyle. The dimensions of
sustainable development and lifestyle are ecological and
economic as well as social and cultural.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

17. SCHOOL CULTURE
The school as a learning community is a part of a
culturally diverse and changing society in which the
local and global overlap. Different identities,
languages, religions and beliefs, coexist and interact
with each other. School exploits the country’s own
cultural heritage as well as the cultural and linguistic
diversity of the community around it.
 One of the manifestations of cultural diversity is
multilingualism. Different languages co-exist side by
side in everyday school life. It is considered natural
and 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 to
help students understand the relations and interdependencies
between the issues studied in different school subjects… to be
able to study the real world phenomena and look at them from
different perspectives or … as entities.
 Cross-curricular learning projects are designed to broaden
students' 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 act
in the community and society in a constructive way.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

19. INTERACTION AND
INTERNATIONAL
COOPERATION
Students are encouraged to interaction and self-expression
even if their language skills aren’t very well-developed.
Students get experiences about using ICT in international
interaction and encounters. This way they can better
conceive its meaning and possibilities in the global world.
Conections with schools in different countries enhance
global citizen’s skills. They encourage students to act to
promote 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 it
goes on as a life-long process. Multilingual competence develops
at hoem, schools and free-time… Language instruction at school
is based on using language in different situations. It strengthens
student’s language awereness and the parallel use of different
languages. Student learns to detect texts in different languages
and different ways of interaction, to use linguistic terminology and
concepts in the interpratation of texts and make use of different
ways of learning languages.
 Student uses his knowledge of different languages to enhance
her/his learning in general. Student is guided to read texts that
suit her/his level of language competence and aquire information
in different languages.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

21. BILINGUAL INSTRUCTION
 The goal of bilingual instruction is to achieve good and
varied language skills in the school’s language of
instruction and in the target language.
 The long-term goal of bilingual instruction is to create a
foundation for life-long language learning and
appreciation of linguistic and cultural diversity.
 In bilingual education pupils are offered an authentic
language learning environment.
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

22. INTERESTING
APPROACHES
Reading to Learn Method:
 http://www.readingtolearn.com.
au/
 science lesson videos
Language Education Forum
 Forum materials
TodaysMeet
 https://todaysmeet.com/STEPS
-6
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014

23. Olen suomalainen
 http://youtu.be/v7ch4mJ51CA
Tiina Sarisalmi
 tiina.sarisalmi@orivesi.fi
 http://schoolsgoingglobal.blogspot.fi/
 http://kvmentoriohjelma.wordpress.com/
TI INA SARISALMI STEPS 6 OCTOBER 29TH, 2014