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-students "reflect on their own perspective, culture and identities, as well as those of others"
-encouraging awareness and acceptance of other people in the world, and their own identities (understanding and respect)
-encouraging students to make meaningful changes
-engaging with local and global issues

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2. Centers on the learner (learner profile)

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2. Centers on the learner (learner profile)

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- Attributes that move throughout the IB continuum, can revisit these attributes at any point in your learning and growth (learning continuum)

- Students can connect to the attributes in a developmentally appropriate manner; not just thinking about themselves but as the community as a whole

- Language encourages open-mindedness and accessibility; vocabulary that we use as teachers and for students

- Key words: growth, reflection, the world around us (recognizing diverseness and encouraging inclusion)

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As a teacher, how can we be more aware of our own perspectives?
How can we model open-mindedness?
How do we authentically educate ourselves on a variety of perspectives/cultures?
How do we authentically teach international-mindedness?
How can we understand students and their needs?

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3. Broad, Balanced, Conceptual & Connected Curriculum

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3. Broad, Balanced, Conceptual & Connected Curriculum

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- focus on making connections in learning
- learning about the world beyond the scope of individual subjects
- opportunities for students to connect to the world around them through authentic learning experiences
- all programs focus on international-mindedness
- IB uses a variety of strategies and tools to assess students in order to meet students where they are and to be inclusive of student's ability to showcase their knowledge
- PYP: teaching is informed by assessment data

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-Be intentional about including diverse (international) perspectives in curriculum - EVEN if it feels like box-checking at first.
-Concentrate on the bigger picture of international-mindedness.
-Have more diverse teachers and administrators in schools. Bring in diverse guests to expose students to diverse perspectives.

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We as teachers need to live and embody the learner profile attributes as well. It's important to live it through as teachers as well as students.

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3. Broad, Balanced, Conceptual & Connected Curriculum 

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3. Broad, Balanced, Conceptual & Connected Curriculum 

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- "Each  of  the  four  IB  programmes  provides  a  detailed  and  developmentally  appropriate  curriculum" - how is developmentally appropriate defined? What does it mean?

- Is there an emphasis on analyzing assessment data to inform teaching in the MYP, DP, and CP? How? Or is this more of a focus in the PYP?

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2. Centers on the learner (learner profile)

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2. Centers on the learner (learner profile)

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- It can be difficult to encourage change at a developmentally appropriate level sometimes (What resources do we have to create an impact?)

- How can we encourage students to create meaningful action? Tangible action vs. creating awareness. Is this a meaningful action? (e.g. a social media post to create awareness)

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3. Broad, Balanced, Conceptual & Connected Curriculum

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3. Broad, Balanced, Conceptual & Connected Curriculum

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We will explore and seek clarification on this IB document and other IB resources.  We will do this by examining and seeking guidance from all the resources that IB provides.

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- considerations on cultural, background, knowledge and skillset diversity

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- balance between student-centered projects vs covering the curriculum