# data[].attributes.attachment_link.title
The Myth of Average:  Todd Rose at TEDxSonomaCounty

# data[].attributes.body
Part of the definition stated in the article reads that international mindedness is a “multi-faceted concept that captures a way of thinking, being, and acting characterized by openness to the world.” The idea that reflecting, engaging, and learning to think with global engagement connects well to the video portion that focused on the idea that as educators we must demand flexibility. We must go beyond “average” and seek curriculum that goes to the “edges.” Curriculum that offers students the chance to reach their potential. International mindedness aims to do such as that.

# data[].attributes.body
Where do we begin (what’s the first step) to create the flexibility to teach to the edges when mandates/guidelines/resources remain geared to the average learner?

# data[].attributes.body
The core idea to "ban the average" connects well to international-mindedness. I was also struck by the "jagged profile" and how it connects to the IB Learner Profile. Not every student will naturally excel in every aspect of the profile.

# data[].attributes.body
How can (somewhat) non-traditional subjects (like US Theology) successfully "design to the edges" when the majority of the available resources are both a) designed to the average and b) mostly either geared to a younger audience or a collegiate audience? What general resources exist?

# data[].attributes.body
There were two things from the video that connected with my current knowledge and understanding of inclusion and international-mindedness; there's no such thing as average, and that technology can change and enhance learning. All of our students have the jagged size profile and there is no one who is average in every dimension. As someone who was very gifted in math but struggled in reading as a child, I resonated with this. I was someone who was put in extra reading groups but often felt discouraged when I was tested in reading because I knew I was "bad" in this area. Technology is something that is a part of our society and should be incorporated in our classrooms. I currently have a student who speaks Spanish and when we have to do writing assignments, she is able to use Google translate to write her assignments and contribute to the class.

# data[].attributes.body
How does this work in a non-traditional classroom? (Gymnasium, art, library, etc)

# data[].attributes.body
"If you design for average, you design for nobody." "Average destroys talent."
How can I incorporate this in a gymnasium for all students of various mental, emotional, and physical abilities?

# data[].attributes.body
Something that stuck out to me in this video is another analogy to be made to education: yoga. For example, I cannot clasp my hands behind my back in half-moon pose-but I can with a yoga strap. This adjustment allows me to fully participate and improve. This is something I constantly consider when planning instruction. It is important to offer student choice and scaffolds to help content become accessible. Variety can allow for students to hone in on their strengths, and develop their areas of needed growth.

# data[].attributes.body
Summative Testing is always something that I struggle with as a teacher. Often times it is a one size fits all traditional test. How can we break that barrier in regard to offering variety to students on a larger scale?

# data[].attributes.body
"Billy is one student in one classroom" As I think about the immense cognitive diversity in my classes, how can I ensure to reach all of my students in each task?

# data[].attributes.body
How to we begin the process of teaching to the edges? We have some flexibility in the private setting to determine our pathway, but how do we do that, maintain the rigor, and adhere to the expected guidelines? Can we provide a variety of assessments which allows for student choice while allowing the teacher to still have a life outside the school?

# data[].attributes.body
I love the idea of "if it helps one child" because if it helps one, the likelihood is it is helping many. So, the question is, how do we structure a classroom that allows for the one student the opportunity to shine - when the one student is all of them!?

# data[].attributes.body
The notion of the jagged learning style to me connects easily to the idea of my understanding. g international mindedness and inclusiveness. when looking at a group of learners, identifying the the jagged edges and capitalizing on some of the edges(and strengthening other edges) allows for students to recognize and develop the strengths of others and learn to be more collaborative - like Billy's classmates after they realized he was a science wiz! They recognized the area he was strong in and didn't even notice where he needed to grow. They saw the whole of him, not what he may have struggled with.

# data[].attributes.body
The content of the video is very relatable to what I currently do in the classroom, especially with regards to making a jigsaw learning profile for each one of my students. As a foreign language teacher international mindedness plays a major role in my lessons with the goal to create multicultural understanding

# data[].attributes.body
An IB education allows us to teach "to the edges" giving us the flexibility to include and support the widest variety of learners possible. I love that about the IB educational framework. It does not include a set curriculum or textbooks that rigidly fix how students access content, and build skills and knowledge. It opens up the possibilities for us at teachers, to reach students who have a wide range of linguistics and cultural backgrounds, experiences and skills. I also really connected with the idea that we are able to make great strides with small and easily accessible solutions, and I think that is something I need to keep in mind. Sometimes it feels overwhelming. How can I possibly individualize and help every student connect and deepen their learning? Offering students a variety of choices in how they want to learn or demonstrate their learning is an accessible solution that is a good place to start.

# data[].attributes.body
After viewing the video, I had to ask if I see my gifted students as being "average" and if I am teaching them as such? They all have a "jagged learning profile" just like every other student, even if they do read and comprehend, or compute at a level well above grade level. Am I doing enough to allow for their variability as well as helping to insure that they are allowed challenging choice and diversification in their homeroom classes as well as during their time with me in their gifted pull out classes?

# data[].attributes.body
Are there resources available, whether that is print, technology or human, that we could be using more to help reach a wider variety of learners? What are some of the other teaching and thinking strategies that will help us reach the edges?

# data[].attributes.body
The key term in the video was "reimagine". I connected immediately with this word, as it relates to educational systems. It implies creative and innovative solutions to problems but also the enhancement of good practices and processes. IB education offered this new imagery of education through its balanced and universal approach, so I see the connection between the video and the paper in just the use of this one word.

# data[].attributes.body
Inclusion is a word in education often associated with special needs education, but in a more general sense includes individuals of different ethnicities, cultures, life experiences, strengths, and weaknesses. International mindedness certainly requires us to think more inclusively. I would like to dive more into the questions, "are learning environments really designed for the average?" In a real sense, is talent seen as a liability in our current education system? I found these statements from the video to be very powerful and would like to explore this more.

# data[].attributes.body
Education offers some "edges" with various modifications and accommodations of curriculum, so in many ways I think we do teach to the edges, but the edges of a community of learners, maybe not as individuals.  I have always thought of myself as a facilitator of learning, but question how much freedom I really give them to explore their own learning.

# data[].attributes.body
Connect

Inclusion: Differentiation is essential, because there is no standard; I also saw that the UDL elements that some of us have done training on in the past can be useful for everyone as the intended results are sometimes useful for a far wider audience.

International-mindedness: I saw that Todd Rose, the TEDTalk speaker, took his experience and has sought to serve every individual in a way that connect the IB learner profile attributes of open-minded and caring.

# data[].attributes.body
Extend

I did not necessarily connect international-mindedness to meaningful service with the community as outlined in “What is an IB education?” I can see how the direct experience that our students have in the classroom might alienate them from the classroom and leave great potential undeveloped.

I imagine that the differences in learning style, life experiences, home language, and many other elements equip students with distinct understandings that it is my job to not only nurture, but also to encourage students to share to enrich one another (and me!).

# data[].attributes.body
Challenge

I recognize that it is my job to look to connect to each and every student and to continue to look to make the DP and other programmes as accessible for each and every student as possible, especially because the enhancements for accessibility I provide might also allow students to connect to content in an unexpected manner even if it was not “intended” for them.

# data[].attributes.body
The concept of the jagged learning profile connects easily to my experience and understanding of learners as a teacher.
I also loved the "ban the average" rule, and I would like to know more about the practicals of this in the classroom.

# data[].attributes.body
I reiterate what was said above, I would like to know more about what teaching to the edges and assessing the edges practically looks like.

# data[].attributes.body
I found it very inspiring that the boy became the known as smart kid in the class once his reading barriers were removed.

# data[].attributes.body
The video's message of there being no such thing as average resonates with me because I teach students with special needs who are never considered average. I have always had to differentiate my lessons to meet the needs of my students because they were all different with jagged profiles. Often the differences in students with special needs is more obvious than students who are considered neurotypical. However, when we really analyze and get to know our students we realize that there is no average because they all have jagged learning profiles and therefore we need to rethink how we teach our students. Inclusion requires we differentiate to meet the needs of all students and International Mindedness is similar in that it is multifaceted concept that captures a way of thinking, being and acting in an openness to the world with a deep interconnection to others. I take this to mean with others no matter their learning profiles because everyone has a jagged one.

# data[].attributes.body
I feel comfortable with inclusion as a special education teacher but I need to further explore the technological resources available that can be used to create learning environments that are more flexible and can nurture the potential of every student. I would also like to know more about how to differentiate for students of different ethnicities and cultures. I want to know more about diverse cultures so that I am able to engage others with diverse beliefs, values and experiences and help them to learn to think and collaborate across cultures and disciplines.

# data[].attributes.body
In the past I have only had  to differentiate a small group of elementary students with various learning needs but as a Learning Specialist I now need to consider how best to help with differentiating for students in all grades and disciplines no matter their learning profile or culturally diverse backgrounds while continuing to utilize the IB program Approaches to Learning and teaching.