Intercultural Awareness in Central and Eastern European Context

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• Intercultural Awareness in Central and Eastern European Context

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    Welcome to the course Page

    

    
    

    This comprehensive 30-hour course is designed to help you enhance your intercultural competence, foster empathy, and promote inclusivity, with a special focus on the Central and Eastern European (CEE) context. Participating will give you valuable skills and insights to prepare for diverse career paths in education and business. Through engaging modules and dynamic learning materials, you’ll acquire practical tools to navigate multicultural environments with confidence and ease.

    This course has been developed collaboratively by international experts as part of the CAMINO project (project number 101143824), representing the expertise and experience of eight renowned universities: the University of Latvia, Vilnius University (Lithuania), the University of Tartu (Estonia), the University of Opole (Poland), J. E. Purkyně University in Ústí nad Labem (the Czech Republic), Comenius University Bratislava (Slovakia), Ludovika University of Public Service (Hungary), and King Danylo University (Ukraine).

    This course is designed to enhance your intercultural competence, foster empathy, and promote inclusivity by combining theoretical insights, practical skills, and real-world applications. It prepares you for diverse career paths in education and business, providing tools to navigate multicultural settings effectively. By participating, you will develop the ability to understand and adapt to diverse cultural environments while cultivating a mindset of respect, empathy, and collaboration across cultural boundaries.

    DISCLAIMERS

    This course provides a general overview of Central and Eastern European (CEE) cultures, but it does not claim to cover all cultural nuances or individual perspectives. Participants are encouraged to approach the course content with an open mind and to recognize that culture is dynamic and context-dependent.

    While the course aims to address common themes in intercultural interactions, the experiences of individuals and communities may vary widely. Participants should avoid generalizing cultural traits to all members of a particular group.

    The strategies and insights provided in this course are intended as tools to foster understanding and inclusivity. They are not prescriptive solutions, as every intercultural interaction is unique and requires context-sensitive judgment. 

    Sensitive Content: Discussions on stereotypes, biases, and discrimination may involve sensitive or challenging topics. Participants are encouraged to engage respectfully and supportively in these discussions. 

    Educational purposes only: This course is designed for educational purposes and does not constitute professional advice. Any real-world application of the course content should consider the specific cultural and organizational context. 

    The views and examples presented by the lecturers, guest speakers, or in the course materials are their own and do not necessarily represent the official stance of the CAMINO project or the partner universities.

    Access to the course platform (Moodle) may depend on participants having appropriate technology and internet connectivity. Technical support is available, but participants are responsible for ensuring they meet the minimum requirements to access course materials. 

    All course materials, including text, videos, and activities, are protected by copyright. They are for personal use only and may not be redistributed or reproduced without permission from the course creators.

    Participants are responsible for their own learning and engagement. Active participation, respectful communication, and critical reflection are key to achieving the course outcomes.

    EU Disclaimer and Acknowledgment

    Each module is part of the course Intercultural Awareness in Central and Eastern European Context, developed under the CAMINO project funded by the European Union. The European Union’s support for this project does not constitute an endorsement of the content, which reflects the authors' views only. The European Union cannot be held responsible for any use of the information contained herein.

    For inquiries or additional support, please contact: courses@uni.opole.pl

     

    
    

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    Announcements Forum
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    EU Survey on Justice, Rights and Values Page

    https://ec.europa.eu/eusurvey/runner/CERV_2021-2027

• Module 1 Intercultural Communication Theoretical Foundations
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    Module 1 Introduction Page

    
    

    Theoretical Foundations gives an insight into understanding intercultural communication as a concept by showing various definitions and metaphors that describe it. It shows a historical overview of the study on IC, pointing to different disciplines and topics together with various theories and theorists involved in the studies. The module focuses on the study of cultural dimensions and the culture map idea. The role of humor in intercultural communication is mentioned as well. The aim of the module is to help the learners to recognize their own synthetic cultures and be able to use the broader knowledge to solve the problems included in the next modules of the course. The exercises that allow students to practice different perspectives on the complex issue of interculturality are also included to show the practical side of theoretical knowledge.

    
    

    Introducing the course: Stankomir Nicieja, authors of the other Modules and authors of MODULE 1: Ieva Margeviča-Grinberga, Egija Laganovska, Dorota Brzozowska, IA 

    
    

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    Module 1.1. Intercultural communication - what do you think it is? Page

    

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    Module 1.2. Historical overview Page

    

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    Module 1.3. Different researchers and various models Page

    

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    Module 1.4. Intercultural communication in education Page

    

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    Module 1.5. Cultural dimensions Page

    

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    Module 1.6. Recognise your own culture  Page

    

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    Module 1. References Page

    

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    Module 1 Final Quiz

    

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    Evaluation survey Page

    
    

• Module 2 Cultural Awareness
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    Module 2 Introduction Page

    
    

    Thank you for your interest in this course! Regardless of where you live and who you are, it is very likely that sooner or later you are exposed to some kind of interaction with individuals from other cultural backgrounds. This course module aims to make you more comfortable when facing the challenges of multicultural interactions.

    THE WHAT:

    In Part 1, you will learn about the complex construct of culture and the various factors that influence it. You will be able to distinguish between the processes of enculturation and acculturation. You will have the opportunity to reflect on your cultural background, confront this with others, and challenge your current points of view. You will learn about cultural and traditional behaviours and events in the mid- and east- European countries and reflect upon how your culture approaches them.

    Part 2 continues the practical experience of cultural awareness viewed from the educational context. The classroom is a compassionate environment where intercultural encounters may offer both opportunities and pitfalls. The Culturally Responsive Teaching pedagogy responds to this demand. In this module, you will learn more about this pedagogic framework and become aware of didactic practices for inclusivity in multicultural classrooms.

    Part 3 highlights the role of cultural awareness and intercultural sensitivity in intercultural communication and offers several self-reflection tasks.

    THE HOW:

    In this course module, you will study by:

    • listening to audio files
    • familiarizing yourself with the text materials and PowerPoint presentations
    • doing tasks that support your learning

    THE WHY:

    After finishing this course module

    • You realize that the definition of culture is multifaceted and complex.
      
    • You have a basic understanding about cultural awareness and dimensions of culture.
      
    • You raise awareness about enculturation and acculturation.
      
    • You get the ideas of what Culturally Responsive Teaching is.
      
    • You recognize the significance of intercultural sensitivity.
      

    Module co-ordinator: Magdalena Szyszka, University of Opole, Poland

    Co-authors: Magdalena Szyszka (mszyszka@uni.opole.pl) Ieva Margevica-Grinberga (ievam@lu.lv), Egija Laganovska (egija.laganovska@lu.lv), Michaela Hroteková (michaela.hrotekova@uniba.sk), Lucia Hlavatá (lucia.hlavata@uniba.sk), Lubomyr Ilyn (liubomyr.ilyn@ukd.edu.ua)
    

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    Module 2.1 Towards defining what is indefinable – culture and its dimensions Task 1 Page

    
    

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    Module 2.1 What do philosophers say about culture? Task 2 Page

    
    

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    Module 2.1 Raising awareness - different culture perspective. Task 3 Page

    
    

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    Module 2.1 Task 4 Page

    
    

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    Module 2.1 Enculturation and acculturation Task 5 Page

    
    

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    Module 2.2 Introduction to Culturally Responsive Teaching Page

    
    

    Cultural awareness (CA) is crucial in several walks of life. Constantly increasing global migrations make CA particularly needed in such areas as business and education. These settings trigger interactions which involve both behavioural and value-level dimensions of culture. In the following part, we want to focus on the role CA plays in pedagogical contexts. One of the theoretical frameworks, providing support for teachers who are challenged to educate students from multicultural backgrounds, is Hammond’s (2014) Culturally Responsive Teaching. This is explained in the following presentation.

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    Module 2.2 What is culturally responsive teaching? Task 6 Page

    
    

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    Module 2.2 Culturally Responsive Teaching Self-efficacy Scale (CRTSES) Task 7 Page

    
    

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    Module 2.3 The role of cultural awareness and intercultural sensitivity Page

    
    

    Cultural awareness (CA) and intercultural sensitivity (IS) are particularly valuable when facing the challenges of intercultural communication. In the following part, you can learn what IS is and how both CA and IS are related to intercultural communication competence, defined as interlocutors’ abilities activated in intercultural communication.

    
    

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    Module 2.3 What is intercultural sensitivity? Task 8 Page

    
    

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    Module 2.3 Reflect on your “cultural lens” Task 9 Page

    
    

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    Module 2.3 Self-assessment of intercultural sensitivity. Task 10 Page

    
    

    
    

    What is your level of intercultural sensitivity?
    

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    Module 2 Final Quiz

    

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    Module 2 References Page

    

    
    

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    Evaluation survey Page

    
    

• Module 3 Effective communication
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    Watch the introduction to Module 3, in which you meet the authors and learn about what to expect in this module materials. To watch the video, click 

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    Authors:

    Małgorzata Adams-Tukiendorf (University of Opole, Poland)

    Ieva Margeviča-Grinberga, Egija Laganovska (University of Latvia, Latvia)

    Vytautas Kontrimas (University of Lithuania, Lithuania)

    Siqi Lyu (Tartu University, Estonia)

    
    

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    Module 3 Introduction Page

    
    

    Get familiar with MODULE 3 Content. Discover the main points of effective communication that will be discussed in this module, the leading aim and the didactic types of activities prepared for you.
    

    
    

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    Module 3 Task 1 Page

    
    

    Warm up to the notion of contract, which is at the core of effective communication. 
    

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    Module 3 Task 2 Page

    
    

    Read the definitions of a contract (see Learning Point 1) or watch the video material (see Video 2). Find key phrases that point to a common feature that makes contracting part of human communication. Take the quiz and compare your answers with the explanation in Ponder Point 1. Take notes on why becoming aware of contracting may help you communicate effectively with foreigners. 
    

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    Module 3 Task 3 Page

    
    

    Read about three levels of contract (see Learning Point 2) or watch the video material (see Video 3). Match each level with potential pitfalls to avoid when establishing any contract. 

    
    

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    Module 3 Task 4 Page

    
    

    Using the knowledge you have gained from the previous Task (see Learning Point 2), analyse the two exchanges of messages between an international student and a university teacher. Observe the questions asked. Which levels of contract were possibly addressed in those exchanges? Check with the Key. Then consider answering the questions in Ponder Point 2.

    
    

    
    

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    Module 3 Task 5 Page

    
    
    Read about high-context and low-context communication styles (see Learning Point 3). Take the multiple choice quiz.
    

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    Module 3 Task 6 Page

    

    Using the knowledge you have gained from the previous Task (see Learning Point 3), analyse the situation 1. What is a possible reason for the Indian student’s emotional reaction? What rules of contracting have not been met/understood in the communication between the teacher and an international student? Consider Ponder Point 3 as a follow-up.

    
    

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    Module 3 Task 7 Page

    
    
    Take the quiz to answer the true/false questions first. Then, read the text on the purpose of contract (see Learning Point 4) or/and watch the video material (Video 4) to confirm your choices.
    
    

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    Module 3 Task 8 Page

    
    

    Read the text and point to the cultural norms that you identify with. To what extent do they match the cultural values represented by the East European countries? Using the knowledge you have gained from the previous Task (see Learning Point 4), think about how the social and cultural rules protect interlocutors from various cultures engaged in communication.
    

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    Module 3 Task 9 Page

    
    

    Read the description of one cultural tradition specific to Latvia, then answer the questions. Compare with the comments in Ponder Point 4. 

    
    

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    Module 3 Task 10 Page

    
    

    Read the situation 3 about understanding a promise in Estonia, then answer the questions. Compare with the comments in Ponder Point 5.

    
    

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    Module 3 Task 11 Page

    
    

    Read two situations illustrating refusing an invitation in Estonia. Choose one and write your own short response. Consider the answers from students representing two different cultures. What are the similarities and differences? Compare with the explanation in Ponder Point 6.

    
    

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    Module 3 Task 12 Page

    
    

    Read the definitions of stroking (see Learning Point 5) or watch the video material (see Video 5). What makes stroking part of human communication? Take notes on the types of stokes and why becoming aware of stroking may help you communicate effectively with foreigners. What types of strokes are enumerated? 

    
    

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    Module 3 Task 13 Page

    
    

    Read the description of three situations illustrating three types of strokes in the cultural context of East European countries. Match each description with an interpretation that explains the validity of gift giving. Consider questions in Ponder Point 7 as a follow-up. 

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    Module 3 Task 14 Page

    
    

    Read the description of how to understand cultural etiquette in Latvia, then answer the questions. Compare with the comments in Ponder Point 8. Then watch the video material (Video 6) to get a gist of the cultural norms guiding the nonverbal channel of communication in Eastern Europe. 

    
    

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    Module 3 Task 15 Page

    
    

    Read the description of cultural differences in recognition and feedback in Latvia vs Spain, then answer the questions. Compare with the explanation in Ponder Point 9.

    
    

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    Module 3 Task 16 Page

    

    Take the quiz to learn about the notion of boundaries of privacy in the Enst European cultural context. To what extent are your cultural customs regarding privacy boundaries similar or different from the tendencies practiced in East European countries? Compare this with the comments in Ponder Point 10. 
    

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    Module 3 Task 17 Page

    
    

    Watch the video material (Video 7 and Video 8) to find out how Lithuanians respect social boundaries. Compare with the comments in the Key.

    
    

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    Module 3 Task 18 Page

    
    

    First, read the situation illustrating how a foreigner copes with a lack of signs of recognition in Estonia and/or watch the video material (Video 9) that illustrates the actual case. Then, take the quiz and tick Yes/No to confirm your understanding, and compare your results with the explanation in Ponder Point 11. Take notes on coping strategies that might be useful should you experience a similar situation.
    

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    Module 3 Task 19 Page

    
    

    Take the quiz to find out about communication strategies that may help or hinder making friends between a Chinese employee (Jiaqi) and her Estonian co-worker. Then, take the test and tick those that could bring Jiaqi closer to her Estonian colleague and those that would make the Estonian colleague feel uncomfortable. Compare with the comments in Ponder Point 12.
    

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    Module 3 Task 20 Page

    
    

    Here is a collection of short video materials to become more familiar with verbal and non-verbal expressions influenced by cultural norms as observed in Lithuania. Watch the videos (Videos 10, 11, and 12) to find answers to the following questions. Check with the Key.

    
    

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    Module 3 Task 21 Page

    
    
    How, in your opinion, do people from different cultures differ in their everyday social rituals and ways in which they spend time at work? Read the explanation (see Learning Point 6) and take the quiz to confirm your understanding.
    

    
    

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    Module 3 Task 22 Page

    
    

    What do you know about how East Europeans behave in formal business meetings? Answer the true/false questions first. Then read the text on East European culture and work-related social rituals (Learning Point 6) to confirm your choices.  Consider Ponder Point 13 questions as a follow-up. 
    

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    Module 3 Task 23 Page

    
    
    Read the three situations and explain the potential tension between the boss and the foreign employee. To what extent can the misunderstanding be rooted in cultural differences regarding how work time is perceived in East European countries? What should the foreign employee do next time? Compare with comments in Ponder Point 14. 
    

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    Module 3 REFLECTION Page

    Answer the questions to reflect upon your progress in this Module.

    
    

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    Module 3 Final Quiz

    Take the quiz to confirm your understanding of effective communication in the Eastern European cultural context. 
    
    

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    Module 3 References Page

    Check out the references for Module 3 textual and video materials.
    
    

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    Module 3 Evaluation survey Page

    
    

• Module 4 Stereotypes and Prejudices
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    Module 4 Introduction Page

    
    

    The what:

    This module delves into the interconnected topics of stereotypes and prejudices, providing a comprehensive understanding of their features, origins, and consequences. It explores the main characteristics, types, and impacts of stereotypes, as well as the theories explaining the development of prejudices. Additionally, the module examines the relationship between these phenomena and their role in fostering discrimination. The content is contextualized within the East and Central European region while also encouraging participants to reflect on their personal experiences. Main parts of the module: 

    4.1. Stereotypes (main features, origins, types and consequences of stereotyping)

    4.2. Prejudices (main features, theories explaining their origin, interdependence between stereotypes, prejudices and discrimination)  

    The why:

    The aim of this module is to provide participants with knowledge related to stereotypes, prejudices, and discrimination, focusing on their origins, consequences, and interconnections. It also seeks to encourage self-reflection and equip participants with practical skills to challenge and combat these issues, particularly in the context of East and Central Europe. 

    The how:

    analysis of textual material, audio and video recordings; questions for self-reflection; different types of exercises; self-tests 

    
    

    Authors:

    Marzanna Pogorzelska (Poland)  

    Ieva Margeviča-Grinberga, Egija Laganovska (Latvia)  

    András Varga (Hungary)  

    Milda Varnauskaitė (Lithuania)  

    
    

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    Module 4 Task 1 Page

    
    

    TASK 1 (20 min.)  

    
    

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    Module 4 Task 2 Page

    
    

    TASK 2 (10 min.) 

    
    

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    Module 4 LEARNING POINT 1 Page

    
    

    LEARNING POINT 1 (10 min.) 

    
    

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    Module 4 Task 3 Page

    
    

    TASK 3 (5 min.) 

    
    

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    Module 4 LEARNING POINT 2 Page

    
    

    LEARNING POINT 2 (15 min.)
    

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    Module 4 Task 4 Page

    
    

    Task 4 (10 min)

    
    

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    Module 4 LEARNING POINT 3 Page

    
    

    LEARNING POINT 3 (10 min.) 

    
    

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    Module 4 Task 5 Page

    
    

    TASK 5 (15 min.) 

    
    

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    Module 4 LEARNING POINT 4 Page

    
    

    LEARNING POINT 4 (5 min.) 

    
    

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    Module 4 Task 6 Quiz

    
    

    TASK 6 (10 min.) 

    
    

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    Module 4 LEARNING POINT 5 Page

    
    

    LEARNING POINT 5 (5 min.) 

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    Module 4 Task 7 Quiz

    
    

    TASK 7 (10 min.) 

    
    

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    Module 4 LEARNING POINT 6 Page

    
    

    LEARNING POINT  6 (10 min.) 

    
    

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    Module 4 Task 8 Quiz

    
    

    TASK 8 (10 min)

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    Module 4 Task 9 Quiz

    
    

    TASK 9 (15 min.) 

    
    

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    Module 4 Task 10 Page

    
    

    TASK 10 (20 min)

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    Module 4 LEARNING POINT 7 Page

    
    

    LEARNING POINT 7 (20 min.)

    
    

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    Module 4 Task 11 Quiz

    
    

    TASK 11 (10 min.) 

    The quiz is based on the text from LEARNING POINT 7.

    
    

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    Module 4 LEARNING POINT 8 Page

    
    

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    Module 4 Task 12 Quiz

    
    

    TASK 12 (5 min.) 

    Read the text summarizing the information above, then take the quiz.
    

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    Module 4 Task 13 Page

    
    

    Task 13 (20 min)

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    Module 4 LEARNING POINT 9 Page

    
    

    LEARNING POINT 9 (5 min.) 

    
    

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    Module 4 Task 14 Quiz

    
    

    TASK 14 (5 min.) 

    
    

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    Module 4 LEARNING POINT 10 Page

    
    

    LEARNING POINT 10 (5 min.) 

    
    

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    Module 4 Task 15 Quiz

    
    

    TASK 15 (10 min.) 

    The quiz questions are related to the text in LEARNING POINT 10.

    
    

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    Module 4 Final Quiz

    
    

    TEST  (10 min)

    
    

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    Module 4 References Page

    
    

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    Module 4 Final Quiz

    

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    Evaluation survey Page

    
    

• Module 5 Diversity
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    Module 5 Introduction Page

    

    1.   Learning Material Overview

    Purpose: To educate participants on systemic discrimination and hate crimes based on two examples from Slovakia through interactive and reflective online activities, fostering awareness, empathy, and problem-solving.

    Audience: teachers, students, or community members interested in social justice, diversity, equity, and inclusion.

    Duration: 30 – 40 minutes (self-paced).

    By the end of the activity, participants will:

    ●        Have a comprehensive understanding of systemic discrimination and hate crimes in Slovakia.

    ●        Be able to identify the root causes and societal impacts of these issues.

    ●        Feel empowered to propose and implement solutions in their spheres of influence.

     Authors

    Michaela Hroteková & Ivana Raslavská, Comenius University 

    in Bratislava, michaela.hrotekova@uniba.sk

    Ieva Margeviča-Grinberga & Egija Laganovska, University of Latvia, egija.laganovska@lu.lv

    Michał Wanke, University of Opole, michal.wanke@uni.opole.pl

    
    

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    Module 5 Part 1 Page

    
    

    Introduction. An overview of the two key issues - Slovakia

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    Module 5 Part 2 Page

    
    

    Interactive Case Studies - Slovakia

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    Module 3 Part 3 Page

    
    

    Understanding Discrimination and Hate Crimes in Slovakia

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    Module 5 Part 4 Page

    
    

    Reflection and empathy - Slovakia

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    Module 5 Part 5 Page

    
    

    Critical incidents - I. Dmitrij's situation, Latvia

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    Module 5 Part 6 Page

    
    

    Critical incidents (Latvia) II “Witch hunt”

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    Module 5 Part 7 Page

    
    

    Critical incidents (Latvia) III “Rainbow colours”

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    Module 5 Part 8 Page

    
    

    A Foreign Student - Poland I

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    Module 5 Part 9 Page

    
    

    A Foreign Student - Poland II

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    Module 5 Part 10 Page

    
    

    A Foreign Student - Poland III

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    Module 5 Final Quiz

    

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    Evaluation survey Page

    
    

• Module 6 Recorded lectures
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    Module 1 Intercultural communication URL

    
    

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    Module 2 Introduction URL

    
    

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    Module 3 Introduction to Transactional Analysis URL

    
    

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    Module 4 Introduction URL

    
    

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    Module 5 Introduction URL

    
    

• Source materials
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    Module 5 Quiz LV

    Choose the correct answer

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    M5QuizSK

    Choose the correct answer

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    M1T3.4 Quiz
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    Module 5 Quiz PL

    Choose the correct answer

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    M1T1.3 Quiz
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    M1T3.4.1 Quiz
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    M3T21 Quiz
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    M2T10 Quiz
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    M5P5Q10 Quiz
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    MPP5Q9 Quiz
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    M5P5Q8 Quiz
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    M5P7 Quiz
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    M5P Quiz
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    M5P5.3 Quiz
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    M5P5.2 Quiz
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    M5P Quiz
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    M4T3 Quiz
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    M4T1A Quiz
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    Module 5 Part 4 Forum
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    M5P4 Quiz
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    M5P3.2 Quiz
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    M5P3.2 Quiz
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    M5P3.1 Quiz
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    M5P2.3 Quiz
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    M5P2.2 Quiz
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    M5P2 Quiz
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    M1T1.1 Quiz
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    M1T2.1 Quiz
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    M1T2.2 Quiz
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    M1T2.3 Quiz
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    M1T3.1 Quiz
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    M1T3.1 Quiz
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    M1T3.4.1. Quiz
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    M1T4.1 Quiz
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    M1T4.4.1 Quiz
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    M1T4.2 Quiz
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    M1T4.3 Quiz
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    M1T4.4.1 Quiz
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    M1T5.1 Quiz
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    M1T5.1 Quiz
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    M1T5.2 Quiz
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    M1T6.1 Quiz
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    M1T6.2.1 Quiz
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    M1T6.2.2 Quiz
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    M1T6.3 Quiz
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    M3T3 Quiz
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    M2T7 Quiz
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    M2T8 Quiz
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    Module 2.1 What is your definition of culture? Task 1A Quiz

    
    

    
    

    
    

    Write your own definition of culture.

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    Module 2.1 Identifying cultural similarities and differences. Task 1B Quiz

    
    

    Task 1b. In this task, you will listen to the interviews of the EE countries’ citizens, who talk about how they view their country’s culture. Listen to these recordings and identify similarities and differences between what they say and your views on your culture.
    

      

      

      

      

      

      

      

     

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    Module 2.1 Task 2 Quiz

    Take the quiz on the what philosophers say about culture

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    Module 2.1 The phenomenon of cultural awareness. Activity 3A Quiz

    In this activity, we can see how Hart and his colleagues (2021) interpret the phenomenon of cultural awareness. Read the text carefully before you choose the expressions from the list to create a complete text describing cultural awareness.

    
    

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    Module 2.1 Dimensions of culture. Task 4 Quiz

    Activity 4. Look at the table where the levels of various cultural dimensions in different countries are indicated and answer the questions.

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    Module 2.1 The Moon of Culture. Activity 5B Quiz

    Drawing on the information from the text on acculturation, complete the figure of the Moon of Culture

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    Module 2.3 Towards understanding cultural awareness and intercultural sensitivity Quiz

    Study the same PowerPoint presentation, “Towards understanding cultural awareness and intercultural sensitivity,” and complete the following diagram outlining what successful intercultural communication involves.

    
    

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    M3T1 Quiz

    Think of any associations that you have with the word "contract." Use the acronym as a point of reference. Write one or more words that start with these letters: 

    C 

    O 

    N

    T 

    R 

    A 

    C 

    T
    

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    M3T2 Quiz
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    M3T5 Quiz
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    M3T7 Quiz
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    M3T11 Quiz
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    M3T13 Quiz
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    M3T18 Quiz
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    M3T19 Quiz
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    M3T22 Quiz
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    M4T1 Quiz
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    M4T1A Quiz
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    M4T13A Quiz
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    M4T2 Quiz
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    M4T2A Quiz
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    M4T4 Quiz
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    M4T5 Quiz
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    Module 4 Task 10 Quiz

    
    

    TASK 10  (20 min.)  

    
    

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    Module 2.2 Culturally Responsive Teaching Self-efficacy Scale (the CRTSES) Feedback

    Indicate how confident you feel about your ability to do the actions listed in the CRTSES, marking your answers on the scale from 0 (no confidence at all) to 100 (completely confident).

    Generally, the scores can be interpreted in the way that the higher you score on the scale, the higher confidence you have in implementing practices within the CRT pedagogy.