The approach will be theoretical, practical and empirical, based on the analysis of real cultural contexts and the personal and professional concerns of the group. Different strategies (such as Flipped Classroom and Project Based Learning itself) enable the participants to develop and to create their solutions for their own professional needs and the needs of their students. During the course, they will have the opportunity to learn (and also teach) alongside other colleagues from different countries and discuss their own projects and experiences.

We will mainly work through group exchange and small group interactions, encouraging reflection and creativity in order to increase the understanding of options and alternatives to take action. We will also work through role plays, group dynamics, media, language, expressions, and case analysis. Throughout the classroom sessions, maximum advantage is taken of tools such as the interactive screen for projecting videos and digital material, and the tables and chairs for setting up the furniture (in the form of an auditorium, forum, coworking, etc.), generating different interchange situations. We will be learning by doing both on laptops with specific software as well as with analogical materials such as markers, post-its, whiteboards, and poster boards.

Every day participants will dedicate some time to reflect on their own improvement plan and the actions they may take in terms of multicultural and intercultural education in their professional and personal environment. In addition to their commitment, participants will be required to promote their actions through online platforms as well as to create professional and community support networks.

One day of the week, a didactic outing called "Museums Day" is proposed, where emblematic spaces of the city are visited –related to the subject of the course and the speciality of the teachers– in order to encourage creativity, connections and exchanges with the local area.

The participant:

• has adequate knowledge to apply modern teaching methods in the classroom,
• knows how to implement in his/her school the appropriate methodology learned during the project,
• perceives the differences and similarities between the Spanish educational system and the educational system in his/her home country,
• knows and applies different methods to increase students' interest in the topic discussed,
•  knows how to adapt his/her teaching method to the audience,
• can promote Intercultural Education and values such as equality, solidarity, social justice, peace, and respect for cultural diversity,
• encourages a critical opinion about mediatic and politic speeches, and the use of certain expressions,
• understands the importance of essential strategies for a quality education which is more efficient and equitable in the contexts of interculturality, globalization and immigration, 
• knows how to boost participation by different actors in the school community, social institutions, companies and municipal bodies thanks to awareness and work campaigns,
• is aware of the benefits of collaborative and teamwork for the 21st century,
• has adequate knowledge regarding the use of their classroom physical space, new approaches to connect with parents and creating ground breaking initiatives for their school,
• knows the benefits of providing “voice and choice” with continuous feedback to their students.

Skills

The participant knows how to:

• use its own experience in working with students,
• choose and implement the best teaching methods used in Spain,
• teach in an active, varied and interesting way,
• identify the topic the students are working on in their lessons,
• evaluate the quality of teaching,
• distinguish between different teaching methods,
• design and deliver a multicultural and intercultural education plan including assessment and feedback,
• come up with and create resources based on empathy, collaborative and innovation techniques for everyday challenges,
• motivate students, detect and assist learning necessities,
• take advantage of ICT in order to promote digital co-creation and teamwork,
• use digital classroom tools such as Google Drive shared folders and files and collaboration software (Docs, Presentations, Sites and Jamboard),
• implement PechaKucha format and software to create visual and oral public presentations.

Competences

Participant:

• demonstrates readiness to teach, be active and  initiatives,
• has a sound knowledge of the work in a vocational training center,
• has knowledge of teaching in a foreign language,
• shows sufficient self-confidence to predict which activities will be positively received by the group,
• approaches all activities with a good mood and positive attitude, as he/she understands how this can affect the mood and abilities of the students,
• has the necessary skills to evaluate different teaching methods,
• contributes to the creation of a modern new open-minded and all-inclusive school,
• promotes school and social inclusion among students by ensuring reception, integration and avoiding any type of discrimination,
• gives the opportunity to their students or classroom to be more aware and empathetic of each other,
• will be able to detect opportunities to work for change in their communities,
• comes up with ideas for planning courses and a groundbreaking environment that they want and need,
• encourage the working groups to systematize actions in their centers and to move forward.