Part I. Theoretical basis of using different approaches for developing socio-cultural competence of the 8-grade learners

Conclusion for Part 1 
Sociocultural competences act in formation of person's social, cultural values 
and identity that, in turn, form the basis of a social actor's actions in a specific socio-
professional field; they also are an integral and active part of a social actor's habitus 
helping realize and establish himself in the changing field, adapt to changes of 
professional, social, and cultural field; they are able to structure the process and 
contents of person's professional socialization by virtue of their composition, 
structure, diversity, choice and method of application. Formation of sociocultural 
competences in the system of initial vocational education and training is enabled by 
the curriculum developed according to holistic approach towards a human being, as 
well as by the processes involved. This helps ensure that establishments of 
vocational education and training follow the mission of creating conditions for an 
individual to acquire the competences satisfying the demand of labour market and
necessary for the individual to be successfully integrated into professional and 
social environment. 

---

Document Outline

• Why Is Cultural Competence Important?
  • Demographic shifts and an increasingly diverse population
  • Societies are increasingly becoming globalized
  • Discrimination and bias in various forms are hurtful all around
• Tips for Building Skills in Cultural Competence
  • Increasing cultural and global knowledge
  • Self-assessment
  • Going beyond tolerance: Building skills and putting them in action
• Active Listening
• Empathy
• Engagement
• Psychological Principles of Teaching
  • Meaning of Principles of Teaching
  • What are the Principles of Teaching?
    • The Psychological Principle of Deferred Gratification
    • The Psychological Principles of Individualization
    • The Principle of individualization states that students can be grouped according to their characteristics, like their language proficiency or intelligence, but the classroom environment and teaching methods must be tailored to each group, or it could ...
    • The Psychological Principles of Organization
    • The Psychological Principles of Feedback and Reinforcement
    • The Psychological Principle of Mental Contrast
    • The Psychological Principles of Multiple Teaching Methods
    • The Psychological Principles of Comprehension
    • The Psychological Principle of Child-Centered Education
    • The Psychological Principles of Presentation
    • The Psychological Principles of Self-Directed Learning
    • The Psychological Principle of Growth Mindset
    • The Psychological Principles of dynamics