Comm Coll Participant v2 Unlocked

CONNECTING
CLASSROOMS
Teaching communication
and collaboration
Participant resources
www.britishcouncil.org
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b Teaching communication and collaboration

PARTICIPANT RESOURCES
Introduction to the course
Learning outcomes for participants development of (intercultural) collaborative

and communicative skills in school contexts
By the end of the Communication and
for all students including those with special
collaboration course, you will be able to:
and additional needs
• reflect on your own communicative and • design, implement and evaluate sustainable
collaborative skills as an individual and initiatives to promote the development of
as a teacher communication and collaboration as core skills
• confidently propose and discuss ideas about in your school
how to integrate and develop (intercultural • collaborate with other participants to identify
and/or plurilingual) communicative and and create an action plan for a cross-school
collaborative skills into regular classroom and project to develop communicative and
school activities collaborative skills after completion of the
• work collaboratively with fellow participants to course.
create principles and activities to promote the
Overview and concepts been important for thousands of years,

but new forms of connection among people, such
The British Council definition of communication
as social media, mean that communication and
and collaboration is as follows:
collaboration are also taking new forms. How do
Communicate effectively orally, in writing, we communicate in our daily lives as individuals
actively listen to others in diverse and multi-lingual and teachers? How do we develop communication
environments and understand verbal and skills and collaboration skills in our students?
non-verbal communication. Work in diverse How do we prepare students to be able to
international teams, learning from and contributing communicate and collaborate beyond their
to the learning of others, assuming shared classrooms and communities with people from
responsibility, co-operating, leading, delegating other cultures and countries? These are some of
and compromising to produce new and innovative the questions that will be explored in this course.
ideas and solutions.
Communication and collaboration occur across
Communicative and collaborative skills are vital the curriculum, in all school contexts, every day.
for the purposes of obtaining, sharing, creating The key principles emphasised in this course
and disseminating information, knowledge, are that:
opinions, skills, values and ways of thinking and
• teachers need to be aware of and be able
seeing. Whether it is in the classroom, the
to facilitate different forms and modes of
playground, the home, the neighbourhood,
communication and collaboration, including
a place of worship, or through TV and the internet,
intercultural communication and collaboration
children and young people spend a huge amount
of time building and sharing knowledge, identities • language is key to communication and
and experiences through communication and collaboration
collaboration. • the development of communication and
collaboration skills needs to be relevant to
School education plays a major role in enabling
every student, including students with special
children to develop their communicative and
and additional needs
collaborative skills with peers and adults within
the school environment, but also further afield • communication and collaboration skills can be
through such means as media or digital developed in all subjects, across and beyond
engagement with people in other parts of the students’ experience of school.
world. Communication and collaboration have
Teaching communication and collaboration 1

Overview of the sessions
The course is structured as follows. Each face-to-face session is approximately 90 minutes long.
Day Session Content

Pre-course Pre-course task
1 Communication and collaboration awareness
One 2 Communication and collaboration in context
3 Communicative skills in the classroom
4 Collaborative skills in the classroom
5 Intercultural communication and collaboration skills
Two 6
7 Planning for implementation
8
School-based School-based project implementation and evaluation
project Preparing to share
9 Sharing lessons learned from school projects
Three 10 Identifying key communication and collaboration themes in local contexts
11 Selecting projects and creating action plans
12
Post-course Implementing projects with fellow participants
It is important that you engage fully in all aspects of the course including the pre-course task,
school-based project and post-course action in order to benefit fully from the course and be able
to pass on that benefit to your colleagues and students.
2 Teaching communication and collaboration

Assessment • The teacher can design, implement and
evaluate sustainable initiatives to promote
Key success indicators
the development of communication and
In line with the learning outcomes, the key collaboration as core skills in their school.
success indicators for the communication and Evidence: Sessions 3, 7, 8, 9, 10, 11,12
collaboration course are as follows: and the school-based project.
• The teacher can reflect on their own • The teacher can work collaboratively with
communicative and collaborative skills other participants to plan an initiative to
as an individual and as a teacher. develop communicative and collaborative
Evidence: pre-session task, Sessions skills across and beyond schools after
1, 2, 3, 6 and 9. completion of the course.
Evidence: Sessions 10,11 and 12.
• The teacher can confidently propose and
discuss ideas about how to integrate and These success indicators can be assessed by
develop intercultural communicative and yourself, your peers, colleagues and students,
collaborative skills into regular classroom and by your facilitator, through assessment
and school activities. of your engagement in the process of learning
Evidence: Sessions 2, 3, 4, 5, 6, 7, 8, 9, 10, such as participation in group discussions and
11 and 12. activities, and reflection on learning; and through
• The teacher can work collaboratively with assessment of the outcomes of that learning as
fellow participants to create principles and reflected in the school projects and action plan.
activities to promote the development of
intercultural collaborative and
communicative skills in school contexts for
all students, including those with special
and additional needs.
Evidence: Sessions 2, 3, 4, 5, 6, 7, 8, 9, 10,
11 and 12.
3
Preparing for the programme
Pre-task: You as a communicator and collaborator
Communication and collaboration are an essential part of social and professional life, and you probably
communicate and collaborate with many people every day. Before you begin the course, this task asks
you to reflect on yourself as a communicator and a collaborator. Please bring the results to the course,
as you will talk about them in the first session. After completing this task, you will be able to reflect
on your own communicative and collaborative skills as an individual and as a teacher.
Step 1
Read the definitions of communication and collaboration given in section the introduction.
Step 2
Choose a day when you are working. Make sure you have a notebook or paper to record your
experiences. From when you wake up to when you go to bed, notice your communication and
collaboration activities. Make notes of specific activities. Who are you communicating and collaborating
with? Why? For what purpose? In what language? What methods or strategies are you using in
communicating and collaborating with others? Is the communication and collaboration successful?
Why or why not? Make sure you make notes for both communication and collaboration.
Step 3
Complete Resource Sheets 1 and 2. Try to focus on specific examples rather than general statements
such as ‘I talked to the children in my class’. The example templates may help you, but please use your
own experience and activities to complete the sheets.
Step 4
Based on the examples you have written on the sheet, think about the questions in the ‘Think’ box
at the bottom of the sheet. Be prepared to show your worksheets to other participants and discuss
the questions in the ‘Think’ box in the first session of the course.
5
Resource Sheet 1
A day in my life as a communicator
ME
Think:
- Who do you communicate with? For what purposes?
- Which language(s) do you communicate in? With whom?
- How do you adapt your communication with different people?
- What kind of communication skills do you already encourage or develop in your classroom?

A day in my life as a communicator (example template)
Practise song using

sign language with
class in preparation for
Talk to children while next week’s concert.
making breakfast.
Use simpler language,
especially with Layla.
ME Child in class who

Take Layla to nursery.
struggles with reading,
Exchange greetings in My name is Sam. I am writing and social skills
Spanish with new nursery a primary school teacher proudly shows a story he
teacher from Colombia. in a small town in the UK. has finished writing. Praise
I met my wife, Aliya, at and read it out to the
university. She comes from class, who all applaud.
Kazakhstan and speaks
Russian and Kazakh as well
as English. I don’t speak
other languages fluently,
but I learned Spanish for
three years at school.
We have two children,
Text chat with teacher Alex and Layla, who are Spend break time with new
Elizabeth from Connecting five and two years old. child from China who does
Classrooms partner school not speak English yet. He is
in Kenya, asking her drawing pictures and I tell
questions from children in him the words in English
the class about recycling and he tells me in Chinese.
and reusing practices
in Kenya.
Two children in class had At home, eating dinner

an argument. Get them with family and talking
to sit down and listen to about the day, mainly in
each other and explain English, but sometimes
their perspective, and words and phrases in
they make friends. Kazakh and Russian.
Think:
7
Resource Sheet 2
A day in my life as a collaborator
ME
Think:
- Who do you collaborate with? For what purposes?
- What kinds of collaboration do you prefer? Are there times when you prefer to work alone?
-- How do you adapt your collaboration with different people?
- What kind of adaptation skills you already encourage or develop in your classroom?

A day in my life as a collaborator (example template)
Work with Teaching

Assistant during maths Ask two children in the
class on fractions, class to work with new
using small groups to child from China to put
differentiate learning. up display of art work
in the hall.
ME Encourage children to think

Phone sister and brother
about who they can work
to make arrangements My name is Sam. I am a
with to plan and implement
for surprise party for primary school teacher in
their environment projects.
mother’s 60th birthday. a small town in the UK.
One group wants to do a
I met my wife, Aliya, at
project on recycling with a
university. She comes from
Kenyan partner school. One
Kazakhstan and speaks
group wants to work with
Russian and some Kazakh
local nature reserve staff.
as well as English. I don’t
speak other languages
fluently, but I learned
Spanish for three years
at school. We have two
Plan final details of children, Alex and Layla, Invite the school caretaker
schedule of next week’s who are five and two and two local volunteer
concert with other years old. helpers to the Student
teachers. Council meeting to discuss
students’ plans to reform
and replant the school
garden.
Meet with head, Collaborate with Aliya to

special education needs make dinner and get the
co-ordinator and school children ready for bed.
nurse about transition
for child due to return to
school after long illness.
Think:
- How do you adapt your collaboration with different people?
- What kind of collaboration skills do you already encourage or develop in your classroom?
9
DAY ONE
Day one
Session 1
Communication and collaboration awareness
Duration: 90 minutes communication and collaboration relevant

to your classroom and school.
Learning outcomes
Success criteria
By the end of this session, you will demonstrate
the ability to: In achieving the learning outcomes, you will be
working towards the following success indicators:
• reflect on your own communicative and
collaborative skills as an individual and as • the teacher can reflect on their own
a teacher through discussion with others communicative and collaborative skills as
an individual and as a teacher.
• discuss theories and practices of
Welcome to day one of the communication and collaboration course. The focus today will be on
exploring definitions, theories and practices of communication and collaboration, and thinking about
how we can develop communicative and collaborative skills in our classrooms and schools.
Activity 1: A day in the life of a communicator and collaborator (30 minutes)
You have already spent some time reflecting on your own practices of communication and collaboration
in your daily life. In this first activity, you will use the pre-course task as a basis for discussion with your
fellow participants.
Step 1
Find a partner you do not already know. Using your pre-course task worksheets (Resource Sheets 1
and 2), introduce yourselves to each other, and talk about the examples you each wrote on the
worksheet. Feel free to ask follow-up questions to find out more about the communication or
collaboration in each situation. Discuss the questions in the ‘Think’ box of the pre-course
Resource Sheets 1 and 2 and be ready to discuss with the group.
Step 2
Discuss key ideas in response to the Resource Sheet 1 and 2 ‘Think’ questions with the whole group.
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Activity 2: What are the skills teachers need? (15 minutes)
What do you think are the key skills teachers need in order to promote good communication and
collaboration in the classroom? Discuss in groups and make a list of the three top skills. Be ready
to explain your choices.
Activity 3: Changing communication (25 minutes)
Step 1
Take a card but do not show it to anyone else. Find a partner and explain the word on your card but
do not use the actual word. You can give an explanation of the word or mime the word. Your partner
needs to guess the word on your card. Then you guess your partner’s word. When you have both
guessed each other’s words, exchange cards, and then find a new partner and repeat.
Step 2
In groups, put the cards into chronological order, starting from the oldest types of communication
and ending with the newest.
Step 3
How do these developments affect teaching and learning? Do teaching and learning need to change
in response to these developments? Why or why not?
Activity 4: Defining communication and collaboration skills (20 minutes)
Step 1
Read the following definition of communication and collaboration skills proposed by the British Council.
Communicate effectively orally and in writing, actively listen to others in diverse and multi-lingual
environments and understand verbal and non-verbal communication. Work in diverse international
teams, learning from and contributing to the learning of others, assuming shared responsibility,
co-operating, leading, delegating and compromising to produce new and innovative ideas
and solutions.
Step 2
Would you change or add anything to these definitions? Discuss in your group.
Step 3
Present any changes or additions. If the whole group agrees, the definitions will be revised accordingly.
The end result will be the working definition of communication and collaboration to be used by the
group for the rest of the course.

DAY ONE
Session 2 (90 minutes)
Communication and collaboration in context
Duration: 90 minutes • the teacher can reflect on their own

communicative and collaborative skills
Learning outcomes
as an individual and as a teacher
By the end of this session, you will demonstrate • the teacher can confidently propose and
the ability to: discuss ideas about how to integrate and
• discuss issues related to communication and develop communicative and collaborative
collaboration in your classroom and school skills into regular classroom and school
activities
• think about different ways of integrating
diverse forms of communication and • the teacher can work collaboratively with
collaboration in classroom activities. fellow participants to create principles and
Success criteria communicative and collaborative skills in
In achieving the learning outcomes, you will be school contexts for all students, including
working towards the following success indicators: those with special and additional needs.
In Session 1, we looked at definitions and experiences of communication and collaboration, and briefly
considered various forms of communication. In this session, we will explore some of the many forms of
communication and collaboration in greater depth. We will also think about challenges and ways in which
teachers can and do incorporate different forms of communication and collaboration into the classroom.
Activity 1: Communication in our context (40 minutes)
This activity is designed to stimulate thinking about communication challenges faced by teachers
in their own school contexts and to discuss ways of addressing these challenges in a constructive way.
Step 1
In pairs, think about some of the communication challenges in your own school context. These
might involve communication between teachers and students, communication among students,
communication among teachers, communication between teachers and parents, or other scenarios.
Write a short summary of one specific challenge at the top of your Resource Sheet 4.
Step 2
You will receive a summary of a communication challenge faced by your classmates. Read the summary,
discuss with your partner, and write a brief suggestion for a solution.
13
Activity 2: Collaboration in our context (40 minutes)
Step 1
With your group, brainstorm ideas from your own experience and write them on the sheet.
Step 2
When instructed move to a different table and add your ideas to a different sheet. When your
facilitator tells you, move to a third table and add ideas.
Step 3
Summary of the activity. Be prepared to highlight one or two key points from the sheet on your
current table.
Activity 3: Combining communication and collaboration

in a learning context (10 minutes)
In this final activity of the session, we will discuss the following questions:
Can collaboration exist without communication?

Can communication exist without collaboration?

DAY ONE
Communicative skills in the classroom

Duration: 90 minutes Success criteria
Learning outcomes In achieving the learning outcomes, you will be

the ability to: • the teacher can reflect on their own
• critically analyse how technology can be
used to develop communication skills
in the classroom • the teacher can confidently propose and
discuss ideas about how to integrate and
• explain and use specific strategies for
develop communicative and collaborative
promoting communication skills in the
skills into regular classroom and school
classroom
activities
• explain the main principles of UDL and
• the teacher can work collaboratively with
discuss links with communication
fellow participants to create principles and
in the classroom.
communicative and collaborative skills in
school contexts for all students, including
those with special and additional needs.
Activity 1: Technology in the classroom (25 minutes)
The first activity in this session focuses on the use of technology for communication
in the classroom.
Step 1
After watching the video clips of technology use in India and Kenya, work in groups
to complete the table on Resource Sheet 6 with arguments for positive and negative
aspects of using technology such as e-readers, tablets or smart phones instead
of textbooks in the classroom.
15
Resource Sheet 6: Positive and negative aspects of technology
Technology may completely replace conventional textbooks in the near future.

Is this a good or bad thing in terms of the development of communication skills?
Think of reasons for each.
Good, because… Bad, because…
For example it increases student engagement For example it lessens face-to-face

communication
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
Step 2
Now think more generally about using social media in the classroom, such as
Twitter and Facebook. Which of the following answers most closely reflects your
own opinion? Why?
Do you believe that social media and new communication technologies increase children’s
academic achievement?
(a) Yes, children love new technologies. Using social media for learning can increase their academic
interest, and hence, achievement.
(b) Yes, children can learn independently and find out much more than from teacher
and textbooks alone.
(c) No, social media should be kept out of school education as children get distracted by it.
(d) No, academic achievement requires focus and schools have a responsibility to select and present
knowledge and skills to children as they are too young to choose what to learn themselves.
(e) I don’t know, as it depends on the approach and the amount of usage. There should be
an appropriate balance.
Step 3
Now, think about your own workplace. How do you already use technology and social
media to facilitate communication in the classroom? Do you think that using social
media could be beneficial to your students? Why or why not? Discuss with a partner.

DAY ONE
Activity 2: Communication strategies in the classroom (15 minutes)
In this activity, we will briefly discuss two common strategies used to promote
communication in the classroom. These strategies can be used in any subject,
at any level of education.
Step 1
First, we will talk briefly about the think-pair-share strategy.
Step 2
Next, let’s look at the Three Before Me strategy.
Activity 3: UDL, inclusion and communication in the classroom (50 minutes)
Universal Design for Learning (UDL) is a way of thinking about and designing
education so all students are able to participate and achieve. In this activity, we will
consider UDL and its implications for communication in the classroom. The concepts
are applicable to any subject, at any level of education.
Step 1
Watch the video and be ready to discuss the aims of UDL.
Step 2
Read the text on Resource Sheet 8 then think about a situation in which you have
redesigned your classroom, curriculum or teaching style to provide the conditions for
an individual or group of students who might face barriers in learning to fully engage
and succeed in learning. Be ready to share an example from your group.
Step 3
Think about the following questions and be ready to share your ideas.
1. Do you provide multiple means of representation in your classroom? How do you
present information? How do you make sure language and symbols are accessible
to all students? How do you help students process new learning, link it to what they
already know and make meaning?
2. Do you provide multiple means of action and expression in your classroom?
How do students communicate with you? Are they allowed to demonstrate their
learning in different ways? Why/why not? Do you encourage students to set their
own goals and communicate these to you and others?
17
Collaborative skills in the classroom
Duration: 90 minutes
Success criteria
Learning outcomes
In achieving the learning outcomes, you will be
the ability to:
• the teacher can confidently propose and
• use the jigsaw method and role assignment
method for collaborative learning
• discuss and explain a variety of purposes and skills into regular classroom and school
benefits for using collaborative learning in activities
the classroom
• explain why Vygotsky’s theories are fellow participants to create principles and
important in collaborative learning activities to promote the development of
• design an ideal classroom layout for communicative and collaborative skills in
collaborative learning. school contexts for all students, including
those with special and additional needs.
The main aims of this session are (1) to introduce practical strategies and
considerations for facilitating collaborative learning and (2) to explore some of the
underpinning theory and research on collaborative learning.
Activity 1: Strategies for collaborative learning: the jigsaw method (35 minutes)
This activity introduces a method of collaborative learning called the jigsaw method 1.
It also covers the main research on the purposes and benefits of collaborative learning.
1
Jigsaw method: the jigsaw teaching technique is a method of organising classroom activity that makes students dependent of
each other to succeed. It breaks classes into groups and breaks assignments into pieces that the group assembles to complete
the (jigsaw) puzzle. It was designed by social psychologist Elliot Aronson to help weaken racial cliques in forcibly integrated
schools.
The technique splits classes into mixed groups to work on small problems that the group collates into a final outcome. For
example, and in-class assignment is divided into topics. Students are then split into groups with one member assigned to each
topic. Working individually, each student learns about his or her topic and presents it to their group. Next, students gather into
groups divided by topic. Each member presents again to the topic group. In same-topic groups, students reconcile points of view
and synthesise information. They create a final report. Finally, the original groups reconvene and listen to presentations from each
member. The final presentations provide all group members with an understanding of their own material, as well as the findings
that have emerged from topic-specific group discussion.

DAY ONE
Step 1
Watch the video about the jigsaw method carefully, as you will be using the method
in this activity.
Step 2
Following your facilitator’s instructions, you will now use the jigsaw method to learn
about the purposes and benefits of collaborative learning.
Activity 2: Strategies for collaborative learning: the role assignment method (35 minutes)
This activity demonstrates the role assignment method of collaborative learning and provides
a brief background to Vygotsky, whose theories are important for collaborative learning.
Step 1
Your task as a group is to prepare a one-minute presentation about the relationship
of Vygotsky’s theories to communication and collaboration in the classroom. You have
15 minutes to prepare. Please use your own knowledge and any other information
you can access as well as Resource Sheet 10a. Each member of the group will be
assigned a role – please make sure that you fulfil your role as you contribute
to your group.
Step 2
The presenter of each group will do a one minute presentation. You will be stopped
after exactly one minute, so you need to make your main points concisely!
Step 3
Reflection. How did it feel to have roles assigned in the group? What were the
advantages and disadvantages? How could you apply this strategy effectively
in your own classroom?
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Activity 3: Designing classrooms for collaborative learning (20 minutes)
Step 1
Think about your classroom layout. Is it good for collaborative learning?
Why or why not?
Step 2
In groups, you are going to design your ideal classroom layout for collaborative
learning. Your classroom can be any shape, with any furniture so use your imagination.
Think about how the layout will facilitate collaborative learning.

Day two

Intercultural communication and collaboration (Part 1)

the ability to: • the teacher can confidently propose and
DAY TWO
• discuss definitions and features of culture
develop intercultural communicative and
• explain what intercultural communication and collaborative skills into regular classroom
collaboration are, and why they are important and school activities
• discuss issues related to language and • the teacher can work collaboratively with
intercultural communication fellow participants to create principles and
• analyse strategies used to facilitate activities to promote the development of
intercultural communication between intercultural communicative and collaborative
interlocutors with different language levels. skills in school contexts for all students,
including those with special and
additional needs.
Welcome to day two of the communication and collaboration course. Today, we will
spend the morning looking at intercultural communication and collaboration, while
the afternoon will be spent planning projects to implement in school.
Activity 1: Thinking about culture (20 minutes)
What is culture? Your facilitator will give you a slip of paper. Please write your
own definition, beginning ‘Culture is ...’. There are no right or wrong answers to this
question, as there are many different definitions of culture, so please just express
your own ideas. Once you have thought about and written your own definition, you
will be asked to share it with the group as a contribution to making a group definition.
You will then compare your definitions with a specific model of culture designed
by researchers on intercultural communication.
21
Activity 2: Language and intercultural communication (40 minutes)
One important intercultural communication skill is being able to communicate

with someone who comes from a different language background. In intercultural
communication, it is often the case that communication requires someone to use
a language that is not their first or preferred language. For example, a person from
Germany and a person from China may e-mail each other in English, or a teacher from
the UK and a teacher from Senegal on an exchange visit may speak to each other
in French.
The important thing in such situations is not to speak the language perfectly, but to
communicate. Thus, the emphasis is on what you can do, not what you can’t do. This
is reflected in the Common European Framework of Reference for Languages (CEFR)10
which is now widely used in many parts of the world. In this activity, you will use
the CEFR self-assessment scale to create your own communication profile
in different languages.
Step 1
Using Resource Sheet 12b (the CEFR self-assessment scale), draw your own graph
of your communicative ability in different languages (Resource Sheet 12a). An example
is provided below for reference.

Step 2
Once you have drawn your graph (Resource Sheet 12a), find someone who has the
same language at a different level for ‘spoken interaction’. For example, if you have
marked level B2 or C1 for spoken interaction in French, try to find someone who has
marked A1 or A2 for spoken interaction in French, or if you have marked A2 or B1 for
Arabic, try to find someone who has marked C1 or C2 for spoken interaction in Arabic.
Now have a conversation with that person about your job in that language.
As you speak to each other, notice what strategies you use to communicate.
After the conversation, talk about the strategies you used in whatever language
is most convenient for you. If you have time, find another partner, using the
same criteria.
Step 3
DAY TWO
Be ready to share with the group some of the strategies you used to communicate
in your conversations.
Activity 3: What’s the difference? (30 minutes)
In this activity, we will think about intercultural communication and collaboration,

and look at one model of intercultural competence.
Step 1
How are intercultural communication and collaboration different from communication
and collaboration with people of the same culture? Brainstorm ideas.
Step 2
In your group, use Resource Sheet 13 to make a list of the knowledge, skills and
attitudes you think are required to communicate and collaborate effectively with
people from a different culture.
Step 3 Now compare your table to the Model of Intercultural Competence proposed
in the Council of Europe’s Autobiography of Intercultural Encounters. What are the
similarities? What are the differences?
23
Intercultural communication and collaboration part two

the ability to: • the teacher can reflect on their own
• reflect on your own experience
of intercultural communication and
collaboration • the teacher can confidently propose and
• analyse and share your own experience
of intercultural communication and
collaborative skills into regular classroom
collaboration
and school activities
• actively listen and provide feedback on
a partner’s experience of intercultural
fellow participants to create principles and
communication and collaboration
• identify ways that you already facilitate the intercultural communicative and collaborative
development of intercultural communication skills in school contexts for all students,
and collaboration in the classroom, and including those with special and
ways you could develop this further. additional needs.
Activity 1: My intercultural communication and collaboration

experience (60 minutes)
In this activity, you will reflect on one specific intercultural experience, and will
then share and analyse that experience with a partner. The activity is adapted from
the Autobiography of Intercultural Encounters, produced by the Council of Europe.
The Autobiography is available in various languages, and there is a version for young
children, as well as a self-study online course for educators, so it may be useful
to use in your own classrooms or schools.
Step 1
Use Resource Sheet 15 to describe and reflect on a specific intercultural
communication and/or collaboration encounter. Be prepared to share your thoughts
with a partner in the next step of the activity.
Step 2
In pairs, describe your intercultural encounter briefly to your partner. Then, still
in pairs, analyse your encounters using the Model of Intercultural Competence
(Resource Sheet 14). Did you already have the knowledge, skills, attitudes and
behaviours described in the model at the time of your intercultural encounters?
If so, how did you use them? If not, how did the lack of such knowledge, skills,
attitudes and behaviours affect the encounter?

Step 3
Be ready to share examples with the group of how aspects of the Model of
Intercultural Competence were present or were absent in your intercultural
experiences and the impact this had.
Activity 2: Developing intercultural communication and collaboration

in the classroom (30 minutes)
In this activity, you will have chance to apply some of your thinking about the
DAY TWO
concepts in the Model of Intercultural Competence and your own experiences
to your own teaching.
Step 1 (Think)
How do you integrate elements of the Model of Intercultural Competence into your
teaching, what opportunities do you have to extend this, and what are the barriers you
face? Complete the SWOT analysis of your own practice in relation to the Model
of Intercultural Competence.
Step 2 (Pair)
WIn pairs or small groups, discuss your SWOT analysis. What are the similarities?
What are the differences? Why?
Step 3 (Share)
Be prepared to share some of your key ideas with the whole group.
25
Sessions 7 and 8 (180 minutes)
Planning for implementation
Learning outcomes effective interventions to improve

pupil outcomes
In this session you will learn about:
• identify needs and challenges from a range
• the importance of prioritising actions of stakeholder perspectives to ensure that
• identifying actions that meet identified needs the innovations planned are relevant and
• planning for effective outcomes through valued by colleagues
lasting change. • create an appropriately detailed and
contextually relevant action plan to support
Success criteria your actions and provide useful feedback on
progress and impact on learning outcomes
In order to meet the learning objectives you will: for pupils.
• share, discuss and challenge your ideas with
colleagues in order to identify the most
Having been through this core skill, it is likely that 3. Why? For ten minutes, with a different
you have an idea or two of how you want to effect partner, consider what needs to change
change within your school. in this area. What do you want students
to be able to do better?
Your facilitator will now take you through a
4. How? For ten minutes on your own,
thinking framework (see Resource Sheet 17)
consider how the past has contributed
where you will work on your own, in pairs and in
to the need for change. How is the focus
groups to help you create possible projects to
currently developed by students, staff
take back to school to finalise with colleagues.
and the school?
5. What? For ten minutes with a thinking
1. Focus for a few minutes on your own. partner, consider three different ideas
Start with the skills you want to promote, under the categories:
and devise a project or a programme a. Tomorrow in the classroom.
of work that will give your students b. Throughout the year.
the reason and opportunity to use and c. Across the school.
develop these skills. 6. Take turns in a group of four, with about
2. For ten minutes, with a partner, share ten minutes each, to share the three ideas
what is already happening or has and help each other consider the four
happened in the past, and look for the headings for each idea:
opportunities to extend and adapt these a. Why?
activities so that your students and b. How?
teachers are able to put to use some c. Who?
of the skills we have discussed. d. When?

Resource Sheet 17: Action planning and review templates
What specific skill/s, disposition or aptitude do you want to focus on?
Focus
What needs to change in this area? What do you want students to be able to do better?
Why
DAY TWO
How has the past contributed to the need for change? How is the focus currently
developed by students, staff and the school?
How
How might barriers be mitigated? What hesitations might others have?
Idea Why How Who When

What
Tomorrow
in the
classroom
Throughout
the year
Across the
school
27
Between day two and day three: plan, do, review
1st Review 2nd Review 3rd Review Reflection

In general, how is
the focus going?
What have you
noticed?
What patterns
are emerging?
Core skills
additional stimulus?
In what ways is it
affecting learning
and students?
In what ways is it
affecting teaching
and teachers?
How could it be
better?
What are your next

steps before the
next review?

Before day three: preparing to share
After you have completed the final review you may want to use the structure below to help
you write notes in order to present your findings for day three.
Suggested case study structure
1. What was the focus? (Keep it brief.)

Three brief points to introduce with.
DAY TWO
a. What were you interested in finding out and where did it come from?
b. What did you want to change?
c. What was your chosen solution or approach?
2. What could other schools learn from you and use or adapt in their own setting?
a. List the three or four main things that other teachers need to take away from the
case study. List them as headlines or statements. You can return to this part at the
end if it is easier.
3. Who was involved?
a. General information such as the name, location and size of the school; the staff and
students involved.
b. Who was involved? Job roles and descriptions, not personal names or overly technical
terms. This can be a simple bullet list.
c. If partners other than the school were involved, make it clear who did what.
4. What were the challenges to your proposed actions and interventions and how were they tackled?
a. List the issues the focus sought to address, keeping to a maximum of six.
b. Follow each point with a note of the challenges faced and an account of how the
challenges were tackled.
c. As a result of facing the challenges, what changes occurred.
5. What were the outcomes and impact? (Go into depth.)
a. Ensure that there is a clear before and after.

b. What made the real difference?
c. Provide a real-life example.
d. Ensure key success factors are spelled out.
6. What could we have done better?
a. If it was repeated, what would be done differently?

b. If there was more time, what might have been achieved?
c. If there were less time, what could be focused on?
29
7. Were might you go next?
a. Where could you go from here?

b. What is your immediate next step in order to keep momentum?
c. If you had all the money and resources in the world what would you do next?
8. Where could others find out more?
a. One of the most important aspects of a case study is that it gives other people
in the sector a contact to share information with. Please provide the details of:
• someone from your organisation who knows the project in question, and who
can field the odd informal enquiry, give their name, position, email address,
and telephone number
a useful book or article to read
• a useful website to visit.

Day three
Sharing lessons learned from school projects

Learning outcomes In order to meet the learning objectives you will:
In this session you will learn about: • use active listening skills to discuss and
challenge fellow practitioners about their
• the challenges your fellow participants have
effective interventions to improve pupil
faced since the first training session and the
outcomes
strategies they have used to overcome these
challenges • be well prepared to share your own
experience confidently demonstrating impact
• the impact that your fellow participants
on pupil outcomes in your own setting.
have achieved in their individual settings
• presenting your experiences to a group
of fellow practitioners.
This is the day for sharing and reflecting on your thinking and learning, and looking
to the next steps for you and your schools.
Activity 1: Getting back into communication and collaboration (10 minutes)
DAY THREE
Before starting on reflection, the first activity is a quick game to warm up and return
to thinking about communication and collaboration. Your facilitator will give you
a copy of Resource Sheet 18. You must find someone who has done each thing since
the last session and write that person’s name by the item. You are free to move around
the room. You should only speak with one person at a time, and you can only use
each person’s name once.
31
Activity 2: Reflection and sharing (80 minutes)
Take a few minutes to revisit your action plan, review, and case study notes.
Working in a group of three, with partners from different contexts, share your
experiences using the format detailed below. Take it in turns to present.
1. The presenter presents uninterrupted for five minutes. The listeners can make
notes on the positives and any areas that they may want to explore further.
2. The two listeners have a professional conversation for five minutes about the
presenter’s experience in their project, focusing on the impact on learning,
teaching, and organisation, whilst the presenter listens to the conversation
but does not comment or respond.
3. The presenter is then invited to join in the discussion for a further

five minutes.
At the end of the 15 minute structured conversation, swap over twice, so everyone
has some designated time to consider and discuss their work.
To finish, spend ten minutes as a group summarising any overlaps of experience
and learning, and come up with three pieces of advice to share with your colleagues,
based on your joint experiences.

Identifying key communication and collaboration themes in local context
Duration: 90 minutes collaborative skills into regular classroom
Learning outcomes
By the end of this session, you will demonstrate fellow participants to create principles and
the ability to: activities to promote the development of
• identify locally relevant ideas for developing intercultural communicative and collaborative
communication and collaboration skills skills in school contexts for all students,
through collaborative cross-school projects including those with special and
additional needs
• assess and analyse which of these ideas
might be feasible. • the teacher can design, implement and
Success criteria
collaboration as core skills in their school
In achieving the learning outcomes, you will be • the teacher can work collaboratively with
working towards the following success indicators: other participants to plan an initiative to
• the teacher can confidently propose and develop communicative and collaborative
discuss ideas about how to integrate and skills across and beyond schools after
develop intercultural communicative and completion of the course.
Now that everyone has shared their experiences of implementing communication

and collaboration projects in their school and classroom contexts, it is time to think
on a larger scale. Using project planning skills, this session and the next two sessions
build on the school project experiences and on learning from the course so far to plan
a collaborative, locally relevant, larger-scale initiative to develop communication
DAY THREE
and collaboration skills among young people.
To do this, we will use some basic project planning processes, which can be applied
to any project or initiative.
33
In this session, we will focus on the stages of identification and assessment and
analysis. In the next two sessions, the focus will be on selection and planning.
The stages of implementation and evaluation will be done after the course.
Activity 1: Identifying themes (30 minutes)
The first activity is to work with your group to brainstorm ideas for projects to
develop communication and collaborative skills among young people in your local
area. You need to think about projects that can be done across several schools, or in
the community, led by a group of participants from this course. At this stage, the aim
is to generate ideas, so please use your imaginations and think of as many ideas
as possible in your group. Write each idea on a separate slip of paper.
Activity 2: Assessing and analysing (30 minutes)
In this activity, you will start to assess and analyse the ideas. With a partner, choose
an idea, and take that piece of paper. Then, using Resource Sheet 19, answer each
question in response to that idea. When you have finished, or if you realise the idea
would not work, choose a different idea and complete a separate resource sheet.
Activity 3: Presentation to the group (30 minutes)
Now, you will present the main points of each idea to the group.
Please keep your presentation focused on the following main points:
• Title or brief description of the idea.
• Why is it important?
• What would the desired outcomes be?
• Who could be involved?
As you listen to the presentations by other pairs, make notes on their ideas,
as you will be asked to evaluate the ideas in the next session.

Sessions 11 and 12 (180 minutes)
Selecting projects and creating collaborative action plans
Duration: 180 minutes collaborative skills into regular classroom

Learning outcomes
By the end of this session, you will demonstrate fellow participants to create principles and
the ability to: activities to promote the development of
• work collaboratively with other participants intercultural communicative and
to select a project idea to work on collaborative skills in school contexts for all
students, including those with special and
• contribute to planning a cross-school project
additional needs
• present your ideas to and receive feedback
• the teacher can design, implement and
from the group.
Success criteria collaboration as core skills in their school
In achieving the learning outcomes, you will be
other participants to plan an initiative to
• the teacher can confidently propose and skills across and beyond schools after
discuss ideas about how to integrate and completion of the course.
In these last two sessions, you will select projects that you would like to work on
in collaboration with fellow participants after the course, and then will plan your
group’s project.
DAY THREE
Activity 1: Selecting projects (40 minutes)
The aim of activity 1 is to select the communication and collaboration skills projects
you will work on with your fellow participants. Based on the assessment of ideas in the
last session, you will each have the chance to vote for the projects you think have the
greatest potential and are the most interesting.
Each person can vote for five projects, in priority order. Please give points as follows:
Top priority project = five points
Second priority = four points
Third priority = three points
Fourth priority = two points
Fifth priority = one point
When your facilitator asks you to vote, please write your points on the relevant
resource sheets.
35
Points will then be counted, and the most popular projects will be selected. You can
then choose which of these projects you want to be involved in. Your choice of project
is completely free, but if there are not enough people interested in a specific project,
it may not be possible to run it and you will need to choose an alternative.
Activity 2: Planning your project (90 minutes)
Now that you have selected a project to work on, it is time to move on to the next
stage of planning. Using Resource Sheet 20 as a guide, you have about 90 minutes
to plan your project in as much depth and detail as possible.
Activity 3: Presentation of plan and feedback (30 minutes)
The aim of this final activity is to obtain and give constructive peer feedback on
projects before implementing them. You now have the opportunity to present your
project plan briefly to the group and obtain their feedback and suggestions. If you
would like to invite participants from other groups to be involved in your project
in some way, please specify how they can do this. As you listen to other groups’
presentations, please think about whether there are any links between their
project and your project that could be developed or strengthened.
Conclusion (20 minutes)
Thank you for your participation in this course. We hope you have found it useful, and
we hope the learning from it will be sustained and disseminated to others. The British
Council will continue to monitor and be involved with participants and groups after
day three of the face-to-face training to identify and share best practices, and
to identify and meet needs as appropriate.

Appendix 1: Resource Sheets
Day-session- No. Description
Pre-task 1 A day in my life as a communicator (blank and example)
Pre-task 2 A day in my life as a collaborator (blank and example)
1-1-3 3 Cards for session 1, activity 3
1-2-1 4 Communication challenges and solutions
1-2-2 5a-5d Brainstorming collaboration in professional contexts
1-3-1 6 Positive and negative aspects of technology
1-3-2 7 Three before me strategy
1-3-3 8 Universal Design for Learning (UDL)
1-4-1 9 Purposes and benefits of collaborative learning
1-4-2 10a-10b Overview of Vygotsky’s theories and role assignment cards
2-5-1 11 Model of Culture
2-5-2 12a-12b My language communication profile and CEFR self-assessment descriptors
2-5-3 13 Table of intercultural knowledge, skills and attitudes
2-5-3 14 Model of Intercultural Competence
2-6-1 15 My intercultural communication or collaboration encounter
2-6-2 16 SWOT analysis of self, vis-à-vis elements of Model of Intercultural

Competence
2-7/8 17 Action planning and review template
3-9-1 18 Find someone who …
3-10-2 19 Assessing and analysing ideas
3-11/12-2 20 Project action plan

APPENDIX ONE
37
Resource Sheet 1 (pre-task)
A day in my life as a communicator
ME
Think:

Resource Sheet 2 (pre-task)
A day in my life as a collaborator
ME
APPENDIX ONE
Think:
- How do you adapt your collaboration with different people?
- What kind of collaboration skills do you already encourage or develop in your classroom?
39
Resource Sheet 3 (day one, session 1, activity 3)
Communication cards for session 1, activity 3
Telegraph Radio
Mobile phone Dance
Facial expressions College/university lecture
Morse code Skype/video chat
Television Postal letter
Telephone (landline) Facebook/WhatsApp
Face-to-face conversation Drums/instruments

Communication challenges and solutions
Step 1: In your pair, think of a specific communication challenge you or your colleagues have faced
in your school context. Write a brief summary description of the challenging situation. Please don’t
write any solutions.
Step 2: Read the challenge above, discuss with your partner, and write a possible solution to the
challenge. Remember to be constructive in your suggestions.
Step 3: Read the challenge and proposed solution above, discuss with your partner, and write another
possible solution to the challenge. Remember to be constructive in your suggestions.
APPENDIX ONE
41
Resource Sheet 5a (day one, session 2, activity 2)
Brainstorming collaboration in professional contexts
When do you collaborate in your professional life (which activities)?
When do you work independently?

Resource Sheet 5b (day one, session 2, activity 2)
Who do you collaborate with in your professional life?
APPENDIX ONE
43
Resource Sheet 5c (day one, session 2, activity 2)
How do you collaborate with others in your professional life?
What methods and forms of collaboration do you use?

Resource Sheet 5d (day one, session 2, activity 2)
Why do you collaborate in your professional life?
What would happen if you didn’t collaborate?
APPENDIX ONE
45
Positive and negative aspects of technology
‘Technology may soon completely replace conventional textbooks.’
Is this a good or bad thing in terms of the development of communication skills?
Think of reasons for each.
Good, because… Bad, because…
For example it increases student engagement For example it lessens face-to-face

communication
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

Three Before Me
Three before me’ is a strategy that teachers use to encourage children to become more autonomous
in their learning and to create a dynamic, collaborative classroom environment where communication
is promoted. There are slight variations on the theme, but the model below is common.
Three Before Me!
If you have a question or you are struggling, ask three before me …
1. Brain.
Think by yourself first. Maybe you already know the answer.
1. Browse.
Can you find the answer in a book or somewhere else?
1. Buddy.
Ask a friend.
If you still don’t know after trying these three, come and ask me!
APPENDIX ONE
47
Universal Design for Learning (UDL)
The fundamental idea of UDL is that barriers to educational access and success could be due
to environments, systems, policies and curricula rather than individual student ability or personal
circumstances. This means that it is necessary to shift the focus away from the idea of the ‘normal’
student and the expectation that all students will adapt to this norm. As the video said, ‘the way
people learn is as unique as their fingerprints’. Accepting this diversity as the norm means that
schools and teachers have a responsibility to provide conditions to enable success for all
their students.
Read the text above and think about a situation in which you have redesigned your classroom,
curriculum or teaching style to provide the conditions for an individual or group of students to fully
engage and succeed in learning. For example, have you ever had a child with a visual or hearing
impairment in your class? Or a child who was not able to understand the language of instruction?
Or a very shy child who found it difficult to communicate with others? What did you do to ensure
that the individual child or group of children in your example felt included in the class and could
fully engage in learning?
Example 1:
(Optional) Example 2:
(Optional) Example 3:

Purposes and benefits of collaborative learning (jigsaw method)
A. Improved social competencies B. Improved self-esteem

• respect for human differences Within co-operative groups, self-esteem
• appreciation of minority rights is enhanced since individuals tend to:
• awareness of equity and justice
• interact more with peers
• willingness to negotiate differences
• promote each other’s success
• patience for orderly participation
• form multidimensional and realistic
• openness to others’ ideas impressions of each other’s competencies
• respect for the rights of others • give accurate and more immediate feedback.
• sense of responsibility for the general welfare.
C. Improved positive relationships between D. Improved leadership skills

majority and minority students
• greater cross-ethnic interactions • a chance to be a leader
• greater perceived helping • better initiative
• greater generalisation of social interactions • better ability to provide positive feedback
between ethnic groups. • better resistance to peer pressure.
E. Improved preparation for the workplace F. Improved student achievement

• requires schools to teach students to work • higher individual achievement
in teams to make decisions, solve problems • increased retention with active participation
and create new ideas. (Mandel, 2003)
• more frequent higher-level reasoning,
• Most jobs require teamwork. Teamwork
• deeper-level understanding and critical
involves getting others to co-operate,
thinking
leading others, coping with complex power
and influence issues, and helping solve • peer learning through student interaction
people’s problems while working with each improves achievement.
other. Teamwork involves communication,
co‑ordination, empathy and division of labor. APPENDIX ONE
49
Resource Sheet 10a (day one, session 4, activity 2)
Overview of Vygotsky’s theories
• Vygotsky was a Russian psychologist who lived from 1896 to 1934.

• Vygotsky developed a sociocultural theory of cognitive development. He argued that cognitive
development occurs through social interaction in specific cultural contexts.
• Vygotsky argued that children construct knowledge through engagement in their social
environments. This is known as social constructivism.
• Children learn from ‘more knowledgeable others’. This could be a teacher, parent, other adult,
sibling, peer or friend who interacts with the child.
• Vygotsky developed the concepts of the zone of proximal development (ZPD) and scaffolding.
Learning occurs in the ZPD – this is the area of learning between what the learner can already
do alone and what is not yet possible. The teacher’s role is to ‘scaffold’ learning in the ZPD,
so that the learner becomes confident and gradually knows/can do something independently.
• Vygotsky argued that language was the most important cultural tool for cognitive development.
Language contributes to the development of thought and is not just a means of expressing thought.
• According to Vygotsky, children learn through co-operative or collaborative dialogue. Language
and communication are key to children’s learning and development.

Resource Sheet 10b (day one, session 4, activity 2)
Roles and role descriptions
Facilitator Secretary
• Makes sure everyone understands • Takes notes.
what needs to be done. • Co-ordinates preparation of content
• Makes sure that everyone’s opinion is heard. to be presented.
• Co-ordinates decision-making.
Presenter Researcher
• Presents group outcomes to the class. • Co-ordinates materials and information.
• Is ready to answer any questions about • Checks accuracy and relevance of data.
the presentation.
Time keeper
• Makes sure the group remains on task
and on time.
APPENDIX ONE
51
Resource Sheet 11 (day two, session 5, activity 1)
Model of culture
Source: Adapted version of Dodd, C. (1998). Dynamics of Intercultural Communication (5th ed.).
Boston: McGraw-Hill, published in
Lin, S., Volcic, Z. & Gallois, S. (2011). Introducing Intercultural Communication: Global cultures and contexts.
Los Angeles: SAGE. P.58.

Sheet 12a (day two, session 5, activity 2)
My language communication profile (using CEFR descriptors in Resource Sheet 12b)
My language profile
C2
C1
B2
B1
A2
A1
Listening Reading Spoken interaction Spoken production Writing

Language 1 Language 2 Language 3
APPENDIX ONE
53
Resource Sheet 12b (day two, session 5, activity 2)
CEFR self-assessment grid
A1 A2 B1 B2 C1 C2
I can recognise I can understand I can understand I can understand I can understand I have no difficulty
familiar words phrases and the main points extended speech extended speech in understanding
and very the highest of clear standard and lectures and even when it any kind of spoken
basic phrases frequency speech on familiar follow even complex is not clearly language, whether
concerning vocabulary matters regularly lines of argument structured and when live or broadcast,
myself, my family related to encountered in provided the topic is relationships are even when delivered
and immediate areas of most work, school, reasonably familiar. only implied and not at fast native speed,
concrete immediate leisure, etc. I can I can understand signalled explicitly. provided. I have some
surroundings personal understand the most TV news and I can understand time to get familiar
when people relevance main point of current affairs television with the accent.
Listening
speak slowly and (e.g. very many radio or TV programmes. I can programmes and
clearly. basic personal programmes on understand the films without too
and family current affairs or majority of films in much effort.
information, topics of personal standard dialect.
shopping, or professional
local area, interest when the
UNDERSTANDING
employment). delivery is relatively

I can catch slow and clear.
the main
point in short,
clear, simple
messages and
announcements.
I can understand I can read very I can understand I can read articles I can understand I can read with ease
familiar names, short, simple texts that consist and reports long and complex virtually all forms of
words and very texts. I can mainly of high concerned with factual and literary the written language,
simple sentences, find specific, frequency everyday contemporary texts, appreciating including abstract,
for example predictable or job-related problems in which distinctions of style. structurally or
on notices and information in language. I can the writers adopt I can understand linguistically complex
Reading
posters or in simple everyday understand the particular attitudes specialised articles texts such as manuals,
catalogues. material such as description of or viewpoints. and longer technical specialised articles
advertisements, events, feelings and I can understand instructions, even and literary works.
prospectuses, wishes in personal contemporary when they do not
menus and letters. literary prose. relate to my field.
timetables and I
can understand
short simple
personal letters.

I can interact I can I can deal with I can interact with I can express I can take part
in a simple way communicate most situations a degree of fluency myself fluently and effortlessly in any
provided the in simple and likely to arise whilst and spontaneity spontaneously conversation or
other person routine tasks travelling in an area that makes regular without much discussion and have a
is prepared requiring a where the language interaction with obvious searching good familiarity with
to repeat or simple and direct is spoken. I can native speakers quite for expressions. idiomatic expressions
rephrase things exchange of enter unprepared possible. I can take I can use language and colloquialisms.
Spoken Interaction
at a slower information on into conversation an active part in flexibly and I can express myself
rate of speech familiar topics on topics that are discussion in familiar effectively for social fluently and convey
and help me and activities. familiar, of personal contexts, accounting and professional finer shades of
formulate what I can handle interest or pertinent for and sustaining my purposes. I can meaning precisely. If
I’m trying to very short social to everyday life views. formulate ideas I do have a problem
say. I can ask exchanges, (e.g. family, hobbies, and opinions with I can backtrack and
and answer even though work, travel and precision and relate restructure around
simple questions I can’t usually current events). my contribution the difficulty so
in areas of understand skilfully to those of smoothly that other
SPEAKING
immediate enough to keep other speakers. people are hardly

need or on very the conversation aware of it.
familiar topics. going myself.
I can use simple I can use a I can connect I can present clear, I can present clear, I can present a clear,
phrases and series of phrases phrases in a detailed descriptions detailed descriptions smoothly-flowing
sentences to and sentences simple way in on a wide range of of complex subjects description or
describe where to describe in order to describe subjects related to integrating sub- argument in a style
I live and people simple terms experiences my field of interest. themes, developing appropriate to the
Spoken Production
I know. my family and and events, my I can explain a particular points context and with
other people, dreams, hopes and viewpoint on a and rounding off an effective logical
living conditions, ambitions. I can topical issue giving with an appropriate structure which
my educational briefly give reasons the advantages and conclusion. helps the recipient to
background and and explanations for disadvantages of notice and remember
my present or opinions and plans. various options. significant points.
most recent job. I can narrate a story
or relate the plot
of a book or film
and describe my
reactions.
I can write a I can write short, I can write simple I can write clear, I can express I can write clear,
short, simple simple notes connected text detailed text on myself in clear, smoothly-flowing text
postcard, and messages on topics which a wide range of well-structured text, in an appropriate
for example relating to are familiar or of subjects related to expressing points of style. I can write
sending holiday matters in areas personal interest. my interests. I can view at some length. complex letters,
greetings. I can of immediate I can write personal write an essay or I can write about reports or articles
fill in forms with needs. I can write letters describing report, passing complex subjects in which present a case
WRITING
Writing
personal details, a very simple experiences and on information or a letter, an essay or with an effective
for example personal letter, impressions. giving reasons in a report, underlining logical structure which
entering my for example support of or against what I consider to helps the recipient to
name, nationality thanking a particular point be the salient issues. notice and remember
and address on a someone for of view. I can write I can select style significant points.
hotel registration something. letters highlighting appropriate to the I can write summaries
form. the personal reader in mind. and reviews of
significance of events professional or literary
and experiences. works.
Source: Council of Europe (Council of Europe. (2001), Common European Framework of Reference for Languages: Learning,
teaching, assessment. http://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf, p.26-27)
APPENDIX ONE
55
Table of intercultural knowledge, skills and attitudes
What knowledge, skills and attitudes do you think people need in order to communicate
and collaborate effectively with people from a different culture?
Knowledge
Skills
Attitudes

Model of intercultural competence
Attitudes and feelings Behaviour

• Acknowledging the identities of others: • Being flexible: adapting one’s behaviour
noticing how others have different identities to new situations and to what other
and accepting their values and insights. people expect.
• Respecting otherness: showing curiosity about • Being sensitive to ways of communicating:
others and being willing to question what is recognising different ways of speaking and
usually taken for granted and viewed as ‘normal’. other forms of communication that exist in
• Having empathy: being able to take someone other languages or other ways of using the
else’s perspective, to imagine their thoughts same language.
and feelings.
• Identifying positive and negative emotions
and relating them to attitudes and knowledge.
• Tolerance for ambiguity: accepting that,
because people who belong to different
cultures have different beliefs and different
values, there can be multiple perspectives
on and interpretations of any
given situation. Model of
intercultural
competence
Action Knowledge and skills
• Taking actions: as a consequence of • Having knowledge about other people:
all the rest, being willing and able to become knowledge facts about people whom one
involved with other people in making things meets, and knowing how and why they are
different and better.. what they are.
• Discovering knowledge: using certain skills
to find out about people one meets, by asking
questions, seeking out information, and using
these skills in real-time encounters.
• Interpreting and relating: understanding
people or places or things by comparing them
to familiar people, places, things in one’s own
environment, seeing similarities and
differences.
• Being critical: noticing how other people think
and act and distancing oneself from one’s
own ways of thinking and acting, and being
able to explain one’s judgements about both.
• Becoming aware of one’s own assumptions,
APPENDIX ONE
preconceptions, stereotypes and prejudices.
Source: COE (2009). Autobiography of Intercultural Encounters for Younger Learners. Notes for Facilitators. (online)
Available at: http://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIEYL_notes_for_facilitators_en.pdf (Accessed 1 Sep. 2015).

My intercultural communication/collaboration encounter
Think of one specific intercultural encounter you have had. It should be an encounter that involved
communication and/or collaboration with someone from a different culture. It does not have to be
a very special or unusual event, but it should be specific, so that you can remember the details.
Answer the questions below in relation to this specific encounter.
This activity is adapted from the Council of Europe Autobiography of Intercultural Encounters
1. Give a name or title to the encounter.
2. When did it happen?
3. Where did it happen?
4. Who was there?
5. Did you initiate the encounter, or was it initiated by someone else?
6. What happened in this encounter? Describe the communication or collaboration

in specific terms.
COE (2015). Autobiography of Intercultural Encounters. (online) Available at: http://www.coe.int/t/DG4/AUTOBIOGRAPHY/

AutobiographyTool_en.asp (Accessed 1 Sep. 2015).

8. Did you think there were any problems with communication or collaboration?
If so, what were they and how did you deal with them?
9. How did you feel during and after this encounter?
10. Why did you choose this encounter? Why was it important for you in terms of intercultural
collaboration or communication?
11. What did you learn from this encounter that could be useful for improving communication
and collaboration skills?
APPENDIX ONE
59
SWOT analysis of own practice in relation to the Model of Intercultural Competence
Using the Model of Intercultural Competence (Resource Sheet 14), do a SWOT analysis of your own
teaching practice by answering the questions in each box.
Strengths Weaknesses
• Which elements of the model do you • Which elements of the model do you not
already focus on in your teaching practice? include in your teaching? Would it be good
Give examples. to include them?
SWOT
analysis of my
practice
Opportunities Threats
• What opportunities do you have to • What are the barriers to including these
include some of these elements more elements?
consciously?

Resource Sheet 17 (day two, sessions 7 and 8)
Action planning and review templates
What specific skill(s), disposition or aptitude do you want to focus on?
Focus
What needs to change in this area? What do you want students to be able to do better?
Why
How has the past contributed to the need for change? How is the focus currently
developed by students, staff and the school?
How
How might barriers be mitigated? What hesitations might others have?
Idea Why How Who When

What
Tomorrow
in the
classroom
Throughout
the year
Across the
school
APPENDIX ONE
61
Resource Sheet 18 (day three, session 9, activity 1)
Find someone who…
Your task in this activity is to find someone who has done each thing since the last session, and write
that person’s name by the item. You are free to move around the class. You should only speak with
one person at a time, and you can only use each person’s name for one item.
Find someone who……
1. …has collaborated with family members to plan an

event.
2. …has communicated in a foreign language with

someone.
3. …has changed the layout of their classroom.
4. …has talked to someone about Vygotsky.
5. …has used the ‘three before me’ strategy.
6. …has talked about this course to their students.
7. …has made a presentation about this course to other

teachers.
8. …has done an activity with students to develop

inter‑cultural skills.

Resource Sheet 19 (day three, session 10, activity 2)
Assessing and analysing ideas
Title or brief description of the idea.
Why is it important?
What would the desired outcomes be?
Who could be involved?
APPENDIX ONE
63
Resource Sheet 20 (day three, sessions 11 and 12, activity 2)
Project Action Plan
Project title
Summary description
Rationale for the project (Why is it important?)
Desired outcomes (By the end of the project, …..)
Objectives (SMART – specific, measurable, attainable, relevant, time-bound)
Risks (What could stop the project being completed successfully?)

Stakeholders (Who will be involved, and what will their roles be?)
Resources (What resources are required, and can we obtain them?)
Evaluation and reporting (How will we know whether the project is successful?
How can we prove that the project has been successful? Who will we tell about it? How?)
APPENDIX ONE

Time line and roles (What will we do, when, and who will take responsibility for each task?)
What? By when? Who?

Appendix 2: Further Reading and Resources
Books and articles

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon:
Multilingual Matters.
Downing, J., Hanreddy, A. & Peckham-Hardin, K. (2015). Teaching Communication Skills to Students with
Severe Disabilities (3rd Ed.). Baltimore: Paul H. Brookes.
Gross, J. (2013). Time to Talk: Implementing outstanding practice in speech, language and communication
Abingdon: Routledge.
Jackson, J. (2014). Introducing Language and Intercultural Communication. London: Routledge. Johnson,
D.W., & Johnson, R.T. (1991). Cooperation in the classroom. Edina, MN: Interaction Book Company.
Johnson, D.W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and
individualistic learning (5th Ed.). Boston: Allyn & Bacon.
Johnson, D.W., Johnson, R.T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.
(online) Available at: http://www.clcrc.com/pages/cl-methods.html.
Johnson, R., & Johnson, D.W. (1982). Effects of cooperative, competitive, and individualistic learning
experiences on cross-ethnic interaction and friendships. Journal of Social Psychology, 118, 47–58.
Johnstone, C. (2014). Access to School and the Learning Environment II – Universal Design for Learning
Webinar Booklet. UNICEF. (online) Available at: http://www.inclusive-education.org/sites/default/files/
uploads/booklets/IE_Webinar_Booklet_11.pdf
Kagan, S. (1994). Cooperative Learning. San Clemente, California: Kagan Publishing.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching. Oxford: Oxford
University Press.
Liu, S., Volcic, Z. & Gallois, C. (2011). Introducing Intercultural Communication: Global cultures and
contexts. Los Angeles: SAGE.
Mandel, S.M. (2003) Cooperative Work Group. Corwin Press, Inc. U.S.A.
Mercer, N. & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking: A sociocultural
approach. London: Routledge.
Pollard, A. (2014). Reflective Teaching in Schools (4th Ed.). London: Bloomsbury.
Pritchard, A. & Woollard, J. (2010). Psychology for the Classroom: Constructivism and Social Learning.
London: Routledge.
Schmuck, R. & Schmuck, P. (2001). Group Processes in the Classroom. Boston: McGraw Hill.
Slavin, R.E. (1994). Using Student Team Learning, (4th Ed.). Baltimore, MD: Johns Hopkins University.
Spooner, L. & Woodcock, J. (2011). Teaching Children to Listen: A practical approach to developing
children’s listening skills. London: Continuum.
APPENDIX TWO
REFRENCES
67
Website resources
Council of Europe Autobiography of Intercultural Encounters: http://www.coe.int/t/DG4/
AUTOBIOGRAPHY/AutobiographyTool_en.asp
Council of Europe Platform of Resources and References for Plurilingual and Intercultural Education
http://www.coe.int/t/dg4/linguistic/langeduc/le_platformintro_EN.asp
CAST resources on Universal Design for Learning: http://www.cast.org/our-work/about-udl.html#.
XFaXN1wzbIV
Intercultural Training for School International Co-ordinators http://school-partnerships.
eu/01introduction/
Partnership for 21st century learning: http://www.p21.org/about-us/p21-framework/261

References
(Endnotes)
1 Assessment.tki.org.nz, (n.d.). What is assessment for learning? (online) Available at http://assessment.
tki.org.nz/Assessment-for-learning/Underlying-principles-of-assessment-for-learning/What-is-
assessment-for-learning (Accessed 2 February 2019).
2 YouTube. (2018). ePathshala | Use of ICT | Use of ePathshala | NCERT. Available at https://www.
youtube.com/watch?v=eS-oKjsMQgk (Accessed 2 February 2019).
British Council. (n.d.) Connecting Classrooms: Pupils of Kagio Pri Schl interact with counterparts in UK
on Skype. Available at https://www.britishcouncil.co.ke/programmes/education/connecting-classrooms
(Accessed 2 February 2019).
3 Teach for Life. (2018). Think, Pair, Share. Available at https://www.youtube.com/watch?v=Mig4olzUy4M
4 CAST. (n.d.). About Universal Design for Learning. Available at www.cast.org/our-work/about-udl.html.
5 CAST. (n.d.) UDL at a glance. Available at www.cast.org/our-work/about-udl.html. (Accessed 2 February
2019).
6 Schmuck, R. & Schmuck, P. (2001). Group Processes in the Classroom. Boston: McGraw Hill.
Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN, US:
Interaction Book Company.
Johnson, R., & Johnson, D.W. (1982). Effects of cooperative, competitive, and individualistic learning
experiences on cross-ethnic interaction and friendships. Journal of Social Psychology, 118, 47–58.
Kagan, S. (1994). Cooperative Learning. San Clemente, California: Kagan Publishing.
Larsen-Freeman, D. & Anderson, M. (2011). Techniques & Principles in Language Teaching. Oxford: Oxford
University Press.
Johnson, D.W., Johnson, R.T. & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis.
http://www.clcrc.com/pages/cl-methods.html.
Johnson, D.W., & Johnson, R.T. (1991). Cooperation in the classroom. Edina, MN: Interaction Book
Company.
Slavin, R.E. (1994). Using Student Team Learning, (4th Ed.). Baltimore, MD: Johns Hopkins University.
7 YouTube. (2015). The Jigsaw Method. Available at https://www.youtube.com/watch?v=euhtXUgBEts
8 The Jigsaw Classroom. (n.d.). Available at https://www.jigsaw.org/. (Accessed 2 February 2019).
9 Liu, S., Volcic, Z. & Gallois, C. (2011). Introducing Intercultural Communication: Global cultures and con-
texts. Los Angeles: SAGE.
REFRENCES
10 Council of Europe (2001). Common European Framework of Reference for Languages: Learning,
teaching, assessment. Cambridge University Press. (online) Available at: http://www.coe.int/t/dg4/
linguistic/Source/Framework_EN.pdf (Accessed 1 Sep. 2015)
69
11 COE (2009). Autobiography of Intercultural Encounters for Younger Learners. Notes for Facilitators.
(online) Available at: http://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIEYL_notes_for_facilita-
tors_en.pdf (Accessed 1 Sep. 2015).
12 COE (2015). Autobiography of Intercultural Encounters. (online) Available at: http://www.coe.int/t/
DG4/AUTOBIOGRAPHY/AutobiographyTool_en.asp (Accessed 1 Sep. 2015).

Core skills definitions
Critical thinking and problem solving

Self-directed thinking that produces new and innovative ideas and solves problems.
Reflecting critically on learning experiences and processes and making effective
decisions.
Collaboration and communication

Communicate effectively orally, in writing, actively listen to others in diverse and
multilingual environments and understand verbal and non-verbal communication.
Work in diverse international teams, learning from and contributing to the learning
of others, assuming shared responsibility, co-operating, leading, delegating and
compromising to produce new and innovative ideas and solutions.
Creativity and imagination

Economic and social entrepreneurialism, imagining and pursuing novel ideas, judging
value, developing innovation and curiosity.
Citizenship
Active, globally-aware citizens who have the skills, knowledge and motivation to address
issues of human and environmental sustainability and work towards a fairer world in
a spirit of mutual respect and open dialogue. Developing an understanding of what
it means to be a citizen of your own country and your own country’s values.
Digital literacy
Using technology as a tool to reinforce, extend and deepen learning through
international collaboration. Enabling the student to discover, master and communicate
knowledge and information in a globalised economy.
Student leadership and personal development

Honesty, leadership, self-regulation and responsibility, perseverance, empathy
for contributing to the safety and benefit of others, self-confidence, pupil voice,
resilience, personal health and well-being, career and life skills and learning
to learn/life-long learning.
71
© British Council 2020
The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities.

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CONNECTING

b Teaching communication and collaboration

Introduction to the course

Learning outcomes for participants development of (intercultural) collaborative

Overview and concepts been important for thousands of years,

Teaching communication and collaboration 1

Day Session Content

2 Teaching communication and collaboration

Pre-task: You as a communicator and collaborator

6 Teaching communication and collaboration

Practise song using

ME Child in class who

Two children in class had At home, eating dinner

8 Teaching communication and collaboration

Work with Teaching

ME Encourage children to think

Meet with head, Collaborate with Aliya to

Duration: 90 minutes communication and collaboration relevant

Activity 1: A day in the life of a communicator and collaborator (30 minutes)

Activity 3: Changing communication (25 minutes)

Activity 4: Defining communication and collaboration skills (20 minutes)

12 Teaching communication and collaboration

Communication and collaboration in context

Duration: 90 minutes • the teacher can reflect on their own

Activity 1: Communication in our context (40 minutes)

Activity 3: Combining communication and collaboration

Can collaboration exist without communication?

14 Teaching communication and collaboration

Communicative skills in the classroom

Learning outcomes In achieving the learning outcomes, you will be

Activity 1: Technology in the classroom (25 minutes)

Technology may completely replace conventional textbooks in the near future.

For example it increases student engagement For example it lessens face-to-face

16 Teaching communication and collaboration

Activity 3: UDL, inclusion and communication in the classroom (50 minutes)

Collaborative skills in the classroom

18 Teaching communication and collaboration

20 Teaching communication and collaboration

Session 5 (90 minutes)

Duration: 90 minutes Success criteria

Activity 1: Thinking about culture (20 minutes)

One important intercultural communication skill is being able to communicate

22 Teaching communication and collaboration

Activity 3: What’s the difference? (30 minutes)

In this activity, we will think about intercultural communication and collaboration,

Duration: 90 minutes Success criteria

Activity 1: My intercultural communication and collaboration

24 Teaching communication and collaboration

Activity 2: Developing intercultural communication and collaboration

Learning outcomes effective interventions to improve

26 Teaching communication and collaboration

What specific skill/s, disposition or aptitude do you want to focus on?

Idea Why How Who When

1st Review 2nd Review 3rd Review Reflection

What are your next

28 Teaching communication and collaboration

Suggested case study structure

1. What was the focus? (Keep it brief.)

3. Who was involved?

5. What were the outcomes and impact? (Go into depth.)

a. Ensure that there is a clear before and after.

6. What could we have done better?

a. If it was repeated, what would be done differently?

a. Where could you go from here?