understand the teachers and students' ideas/ theories/ models by interviews, writing diaries

methods for understanding:

    individuals, cases,surveys

advocacy:the feasibiliy/ practicality of                       teaching method

overview

two approaches to research:

conceptual (ideas, theory, models); empirical           (explaining of cause and effect,            understanding of the experience of people, advocating of creation of change)

assessment evaluation

Type of assessment:  Tests, tasks

Criteria:    unconscious, consious

Example  Evaluation of ShuoQian's course: 

Aims, evaluate coherence. evaluate learning, assess

Developmental model of intercultural sensitivity-Bennett

intercultural develpoment inventory

跨文化学习是一种过程（什么不是呢？）

不能想当然，不能态度极端，要动态地看待文化。

个人的身份、认知的改造和重组。

不断地反思。

by ic (knowledge and empathy)

Education is freedom这段话真好，摆脱偏见，开放宽容。

从跨文化教学的角度看待。

awareness 还是核心。

I would like to know more about the research:

why use the HK student's diary entry as the lead-in? 

I am not very sure of the logic of the order of objectives set for the students.

What is the why objectives for acquirint IC?

I like the idea that knowing how is more important than merely accumulating what.

The findings are quite enlightening. Details will be otherwise overlooked such as the registered charity number.

The extended discussion regarding charities in Britain and China is also amazing. It also has something to do with the religion, the institution and set of laws, therefore, Chinese should not be blamed for not being active in donation. Hence, I believe the so called critique is not critical enough.

The model of intercultural communicative competence could be more detailed and elaborate, for example, arrows could be added to illustrate how specific skills, knowledge and awareness interact with each other.

This could also be applied to writing that beyond textual features, teachers should also teach students about genre and context and raise their awareness.

I appreciate the idea that by analysing different stereotypes, one can reflect upon his own culture.

The research is quite interesting. I am not sure how the change of tradition can be illustrate from the research project. Otherwise, it is intriguing.

The criteria of cateorization could be different.

Culture difference might affect people's interpretation of the same utterance. The differences exist among different western countries as well instead of only between east and west.

The belief that nearly all people like to social seems a bit generic. It might also vary depending on different occasions. 

Since it has variations, what kind of variant can be qualified as the general rule?

I appreciate the definition of 'teaching' culture, it is about discover, analyse and critique.

Culture is a verb. This is a quite unexpected idea yet does make sense. However, some terms could still use some furthur explanation, such as value and belief. Moreover, whether behaviour is entirely determined by values and beliefs is still under question.

importance of IC

  (survival skill, university program, dual tasks)

components of IC competence

   (knowlege, skills, disposition)

7 C of IC:

criteria

cultures

   (culture-general knowlege

    culture-specific knowlege)

contextualizing

comparing

challenging

   (stereotypes)

critiquing

    (analyze, criticize)

applying

I came ,I saw, I was conqered/inspired

 Objectives

Stages of the lesson:

1. leading-in

culture is a verb: is what people do

=behaviours and values

learning culture means discoveing beliefs,values and behaviors of other's.