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International Mindedness Plan By Angel G

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International Mindedness Plan by Emelita Saguibo

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International Mindedness Plan by Emelita Saguibo

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KIDS Plan

Need to KNOW

Student-led activity. A Circle Time regularly with emphasis on local and international news

Provoking students on their prior knowledge

Discovering their strengths and weaknesses

INTEREST that Excite Learners

How learning will be applied to communities like: coloring of flags, an International Day celebration costume parade

Boost learning confidence thru poster making

Motivate students thru Arts and Craft, and Show and Tell

DIFFICULTIES and Challenges

Time allotment for skill based learning

Finding suited resources

Interaction of teachers and peers

Student participation in the Unit of Inquiry

STRATEGIES

Self assessment

Reflection and sharing experiences by Role Playing, video presentation,  food tasting, parents and grandparents visit.

Collaboration of learners, teachers and community thru field trips ,watching traditional dances and songs and  museum visits.

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The implementation of this plan cannot be done by the teacher alone. This action needs collaboration with parents, students, teachers and coordinators. And in order to promote international mindedness, it has to be a long-term plan. Furthermore, to find out if it is working, survey and assessment can be done.
I. Objective:
To develop an internationally-minded people with a deeper sense and awareness of other cultures, customs and traditions.
II. Strategies:
* Reading and sharing stories  about traditions, values, and cultures of different countries.
* Learning new language by greeting their classmates using their mother tongue.
* Role play some of the values and traditions of the countries they know.
* Showing  students creativity by making dolls wearing traditional costume.
* Showcase students talent through music and dance. They will perform traditional dance and song.
* Classroom Decorations- teachers and students will decorate their classroom based on their chosen country.
* Poster making (Theme: International-Mindedness)
* Celebration of International Day- students will wear traditional costumes of different countries.
* Parade of Flags
* Food Festival
III. Evaluation:
Survey and assessment can be done.

These actions will certainly support students to become internationally-minded people. Likewise, we can also instill to them the value of unity, harmony, respect and the beauty of diversity.

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Using the arts to teach International Mindfulness.

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Using the arts to teach International Mindfulness.

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The teacher can do the activities in the classroom. Due to the fact that the activities are fun, interactive and creative, the students will be learning without too much reading and writing.

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Brainstorming how to incorporate international-mindedness into my classroom or school. 

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Brainstorming how to incorporate international-mindedness into my classroom or school. 

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By Natalia Pegarkova-Barenboim

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International mindedness means understanding, respecting and valuing different cultures, embracing diversity and knowing that different perspectives have a great deal to offer. Focusing on this in the classroom with students from a young age is so important because it will help shape the caring, thought thoughtful and open minded person that they will become.

Now, more than ever, it is easy to work for a company on the other side of the world. It is easy to travel and meet new people because of available flights. The world is only becoming more interconnected. It is vital that our mindsets are ready for diversity and ready to embrace each other. We hope for acceptance, tolerance and a happy smile when we visit new places. The more people are aware of international mindedness, the more people will benefit every day.

Things I can implement in my classroom

1. World culture week- children research a country and feedback to the class on their findings. The rest of the class make notes on their friends countries.

2. Penpals- search online for penpals in another country. Children can write or share emails with their new friend and find out information about their country and compare the differences between them.

3. Invite parents/ grandparents to come in to give a talk about where they grew up and how it's different to where they live now

4. Class assemblies- every week a class in school takes on a country and does a play about it

5. I see, think, wonder- put up a random pic of people around the world for morning registration. Children have to guess which country and talk about the picture

6. School displays of information on countries around the class. The whole school could add to it when they meet someone from another country

I believe there would have to be a whole school approach for implementing international mindedness. All teachers would have to promote this on a regular basis to ensure consistency and teacher collaboration when planning for this. I think this is a long term strategy and hopefully by the time children finish school they will be extremely open minded and knowledgeable about people and places in the world around them.

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USING THE INTERNATIOANL MINDED BOARD IN THE CLASSROOM.

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USING THE INTERNATIOANL MINDED BOARD IN THE CLASSROOM.

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International Mindedness through Google Expeditions and Reading Different Books. 

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International Mindedness through Google Expeditions and Reading Different Books. 

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I believe that exposure to other cultures is important part of making a world-class scholar and citizen. Student can gain perspective and understand life (as different from their own) in other parts of the world.

Short-term
I believe as  a grade level (when planning for a unit) we can think of exposing the students to other cultures through Reading. For, example in Unit 1-How We Express Ourselves- we introduce the students to other's perspectives and culture. We read a book titled The Name Jar. Then, we explored their food, traditions, custom, beliefs, and culture to name a few. We discussed what were some of their customs and traditions, beliefs, etc and posted these on a padlet and slides.

Long-term
To expand on this, we can consider exposing them to Google Expedition as an extension of what they are learning. We can add points of interest that include school, language, art, food, customs, beliefs, and tradition. This could be a way to wrap up all they have learned.

Our student are taught Spanish at our school. So, I thought and activity such as Exploring Argentina using Spanish language would help them practice the language and expose them to other cultures.

I would know that it is working because student will be apt to sharing what they have learned. I  could also integrate a survey at the end of the Expedition and they can tell me what they learn and what they would like to know.

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Reaching In ~ Reaching Out International Mindedness Plan Kathy Scales

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Reaching In ~ Reaching Out International Mindedness Plan Kathy Scales

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student activity ,
wed can have a show and tell activity in which each student becomes one contry thety showcase their culture, belief and different cuisines.

we can even have a small pageant where we all dress up in different cultural dresses .

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Using different elements of writing and arts.

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Using different elements of writing and arts.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Embedding International Mindedness through Self - Reflection first.

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I put together some training on international mindedness for my colleagues and wanted to share it here too. The focus of the training is to move beyond a superficial view of international mindedness (food, flags, festivals, famous people and fashion) and to think more about the connections with empathy and perspective taking. I also included a lot of information about the IB's definitions and links to International Mindedness.

I kicked off the training with:

What International Mindedness is not

Quotes about IM from Beyond food, flags and festivals

The IM definition from "What is an IB Education?" (Log into My IB to view)

Connections with the IB's Mission (from "Enhancing International Mindedness" by Jaya Bhavnani)

Connections found within the IB's Learner Profile (and making connections with my students through creating the IB Designer)

A discussion between the easy links the Global Contexts create for us (EXAMPLES: Scientific and Technical Innovation: How do our experiences change our trust in sci/tech. How does it change the ways we use them. Example: Chinese doctors being paid when you are well, not sick. Orientation in Space & Time: Who creates history? Different emphasis on different parts of history in different parts of the world.)

A highlight of ATLs which clearly link to International Mindedness, through empathy and perspective taking (Consider ideas from multiple perspectives, practice empathy, Use intercultural understanding to interpret communication...)

You'll note that I showed what IM is not, but we did not come up with a single definition.

The next thing we did was inspired by an activity I took part in at an IM session I attended at the last Association of German International Schools conference. Here we were tasked with looking for a definition or evidence of IM on our school's website. I just took our school's mission, vision and philosophy, and pulled out that parts that I think linked. (My school is the International School Stuttgart). You can easily do this activity at any school - you might even find some things you disagree with (many schools just say, 'we have families from X countries'...)

We then talked about starting with self-reflection as a starting point for international mindedness. Everyone has a culture and difference influences of their ways of acting, thinking and seeing, and it is important to be aware of these before you start thinking of other perspectives. What baggage, misconceptions and biases do we each come with? This can be quite a heavy thing to tackle, so I just gave the example of when I moved to America, a big part of my identity to others became that I was British - I had never really given this too much thought before, and definitely didn't think that my geographic location really had much of an impact on who I was as a person. There are definitely parts of being British that did shape my view and it was something I had to reflect on. Equally, people saw me as British, and forget that their own culture shaped their views.

Something that stood out to me was the amount of time people said in a thick southern drawl, " y'all have an accent!" Often people were surprised when I replied "you do too"! What was meant was that I had a different accent.
This linked to a video I use often, called "Weird, or just Different?"

After these we looked at the following two visuals. The first showing that we have all this knowledge, understanding based on our own experiences. The second was meant to show that we can all go on holiday, and we can all back our own bags, and our own bags are perfect for us...but if we swap bags, the bags are no longer right.

​I used this to link to my favourite part of the IB's mission statement: "...These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."

Next, we looked at these two visuals of blind people touching an elephant. The image on the right is the most popular, which shows that when we all communicate and share our knowledge and ideas, we are more likely to be right - many heads are better than one!
I like the picture on the left, as you could imagine each person saying correctly what they feel, "It's a leg", "It's a trunk" etc. They are all giving different ideas, but they are all right. When they bring their ideas together they are "more right". This to me makes a better connection with the mission statement!

I then showed a few examples of the cultural iceberg. Above the surface shows the things we see easily, which can link to food, flags, festivals, famous people and fashion! Below the surface are all the hidden things which shape our values, beliefs, actions, etc. I've used these icebergs throughout the years in a number of ways, from firstly exploring our own identity, through to exploring the motivations and identity of notable people, including controversial people. I attended a training session about the Holocaust from Facing History and Ourselves a few years back, and we used this to better understand people that decisions that are often difficult to understand, (we read short paragraphs about many different people who voted for the Nazi party in 1933, and tried to uncover what made them vote that way).

This led to the more difficult part of the training - and the real root and purpose of international mindedness. To me, it is not about understanding cultures, so that we may increase the different foods we eat, travel to exotic locations, etc, but it is about having empathy and trying to understand different perspectives - including those that possibly oppose our own. It's very easy to understand someone with the same values as you, who just dresses differently and eats different food...but it is more difficult to understand those with values that contradict your own, BUT it is important to aid in diplomacy, development and understanding.

If you want access to the training session, it is here. You can also get a sneak peak of the second half there! As always, I am happy for you to use/adapt any of my resources - just give me some feedback!

​Thanks!

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I put together some training on international mindedness for my colleagues and wanted to share it here too. The focus of the training is to move beyond a superficial view of international mindedness (food, flags, festivals, famous people and fashion) and to think more about the connections with empathy and perspective taking.

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International Mindedness Through Books and Images

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International Mindedness Through Books and Images

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Reading stories about different people of different cultures is another way to become open minded.As we know, Reading can bring together all types of cultures.
- Choose the reading selections that highlight varying ethnicities and cultures.Avoid books that stereotype cultures or characters as well as those that elevate status of one culture to other.
- Let the students ask questions,visualize,and make inferences.

This Reading activity can be done at least twice a month during Reading time.
It would be a classroom activity and would need a homeroom teacher and a reading support.
The feedback from the students and the homeroom teacher would be the sign of being on a right way.

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Our school employs teachers and personnel of various nationalities, what better way of taking
advantage of the school’s resources by starting the international mindedness sharing process with the school human resource. Coordinate with Human Resources for the list of personnel nationalities and choose one representative per nationality, and organize a UNITED NATIONS DAY “Tell-All” Forum. Invite all staff to attend the forum where they are encouraged to be in their national costume, introduce basic information (where they are from, type of weather in the country, sites that the country is known for,
and 1 interesting fact about their country), and answer questions from invited students. In this activity, students will immediately be able to ask other information they might be curious about regarding the country of the invited personnel. An immediate exchange of knowledge will clarify misconceptions and explain more information about a country that a students have little to no knowledge about.
Differences and similarities of cultures could be easily brought up in the discussions which will make
students more receptive in appreciating and respecting diversity in customs and culture.

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International Mindedness: discover a country every month

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International Mindedness: discover a country every month

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Celebrating a country and its culture and tradition every month can be a project organized by the school and also used by the teachers in class. It would be also an opportunity to connect students, staff member and parents all ttogether around the world. Here are some ideas:
- the principal selects a country each month

- the teachers organize activities in class related to the country (language, tradition, food, photos, stories, music)

- if one parent or member of staff is from this country and agrees, he/she could visit some classes to exchange about his culture.

- The coordinator could look for some fun facts about the country could and publish them on the screens in the school.

- the kitchen could cook once a week or every two weeks a specialty from the country

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The International Mindset: Painting, Art, and Football

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The International Mindset: Painting, Art, and Football

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1- Making a painting entitled: The National Day and the registration of a number of countries with their flags and the date of the National Day in them.
2- Most of my students are good followers of international football matches, so I will ask each group to select a football team to do a search for its players and coaches, counting the number of languages and nationalities that exist and think about how all of these people communicate with each other and the reason for their success as a group while trying to understand their professional mentality and success.

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Who is in my Continent Activity

-Students group themselves into the 6 Continents and create posters on the wall for each continent.

- Students have to list the countries in each Continent and work with these Countries for the  rest of the year.

- Each week during the 'who is in my Continent Activity time', students will research before class and in class, talk briefly about  one of the Countries on their Continent poster.

- Students can discuss language, country size, population, natural resources etc that exits in the countries.

This activity will be all year long since there are many countries in the world.

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Here at One World International School (OWIS), we believe that every child should be internationally minded. It's a big concept and one that prospective parents and teachers often ask us to define.

What does international mindedness look like?

Carolyn Savage, an independent educational consultant in the UK, says, "Put simply, international mindedness means understanding, respecting and valuing different cultures, embracing diversity and knowing that different perspectives have a great deal to offer."

That's a good working definition.

For schools, international mindedness forms a values-based framework in which to teach concepts like collaboration, compassion and empathy. From a practical point of view, leading corporations are searching for prospective leaders with a keen sense of global awareness -- that have deep-and-broad perspective on economics, the environment, human rights and political structures. It is the internationally minded student of today who will lead the world of tomorrow.

International Mindedness for Students

For our students at OWIS, international mindedness means adopting a certain value system of kindness, tolerance and acceptance of multiple viewpoints. Since our school is home to learners of more than 70 nationalities, students have many chances to learn and grow. Our students have the opportunity to spend time with other children from around the world who have grown up immersed in a range of cultures, traditions and opinions. Being in a multicultural environment is not unusual for our students, and they quickly become empathetic to others views and opinions.

OWIS International Day Celebrations 2019

That's important because globally competent leaders in the 21st century possess a distinct array of values, attitudes, behaviours and concepts. They realise how their own culture shapes their understanding of others, for instance, and they can engage in constructive dialogue with people from a variety of perspectives. They learn to make adaptations to their thoughts where appropriate and are able to help support and understand their peers. Our students gain a deep sense of respect for each other and have a passion for learning about other people's backgrounds.

Technology plays an important role in international mindedness, too. Consider that only 39% of the world uses a safe sanitation service, but more than 50% of the population is online. Plus, new fields like bioengineering are bringing culturally diverse thinkers together to solve global problems on a global scale. It may be the case that in the past, they wouldn't have had the opportunity to work together, but with the technology that is available to us these days, the world can feel smaller. That's why today's students need to be more than digitally fluent; they also need to be technologically ethical and able to work collaboratively with colleagues from around the world. They need to learn to understand other peoples' opinions and empathise with different points of view.

Further, an attitude of openness to new ways of thinking help students frame questions, analyse data and apply new understanding to complex puzzles. By valuing international mindedness, our teachers can equip students with multi-faceted skills for personal and professional success. They can facilitate opportunities for students to experience what life after school may look like while at the same time, providing support to their students. From the first day of education at OWIS, teachers will help to integrate their classes and teach their children that cultural differences should be celebrated.

How OWIS nurtures international mindedness

International Mindedness for Teachers, Staff and School

Teachers face the same shrinking, flattening world that students do. As urbanisation, climate change and demographic restructuring present new challenges, teachers must expose their learners to a broader array of ideas. To do it, they need to devise innovative teaching strategies rooted in historic understandings of how children learn.

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At OWIS, we provide students with direct classroom education in subjects like global perspectives. This course exposes our children to international topics and lets them collaborate, reflect and communicate to solve problems. We discuss current world news and how these stories may affect us. Students are able to discuss first-hand experiences and ask questions between themselves. They are able to gain a better understanding of the world around them from the perspectives of their peers who may have lived quite different lives to theirs.

OWIS secondary students discuss a topic of international significance

We keep diversity in mind when teaching other subjects as well. We always assess how the topics within each subject could affect different student groups and make adaptations when needed. We ensure that students feel that the subjects that they are studying relate to the world that they live in today. Of course, not all learning happens in the classroom. Our students also enjoy celebrating major festivals and traditions from around the world. We encourage them to take ownership of these events and to teach others about their traditions.

Moreover, we make it a point to build a community of teachers with international exposure. Our teachers come from different parts of the globe, have worked in international schools in countries other than their own and have been exposed to several different cultures, languages and communities. The perspectives that they bring with them are not something that learners get at every institution.

International Mindedness for Parents

International mindedness doesn't stop at the exit door of the school. Our OWIS parents commit to transmitting similar values at home. Some families take their children to multicultural events. Others cultivate international friendships. And still, others make movies, holidays and entertainment into opportunities to practice purposeful multiculturalism. This is important as it helps children to understand that multiculturalism is all around us. For some students spending time with family members and friends from around the world is the norm, but this is not the case for everyone. This is why we encourage parents to get involved with a range of multicultural opportunities with their children. Why not have a diverse group of friends over to celebrate the holidays with your family and enjoy an international potluck together?

However your family chooses to celebrate diversity, know that we at OWIS are with you in spirit, believing every child should be internationally minded and striving daily to inculcate this value into every aspect of our school.

Piyush G., parent of three primary students at OWIS, agrees, "Being in Singapore, which is so multi-racial and multi-cultural, we wanted our children to be exposed to an environment with racial diversity and an international outlook. OWIS has lived up to all our expectations!:

Please contact us for more information, or to book a tour.

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Here at One World International School (OWIS), we believe that every child should be internationally minded. It's a big concept and one that prospective parents and teachers often ask us to define. What does international mindedness look like?

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Based on my research, meaningfully embedding International Mindedness seems to be a long-term process. I think it is fun (and important) to have students taste food from other cultures, dress in traditional clothing, and learn superficial facts about where they are from. I always loved doing this as a student and I know my students have enjoyed these opportunities as well.

Some ideas for how to embed international mindedness into the curriculum explicitly are as follows:

1) Plan questions that promote international mindedness into every unit. One method I read about was identifying media bias and considering the perspective of other nations as they read an article about their nation. Asking questions such as, "Who benefits from this portrayal of ______ nation?" or "How would you feel if your nation was represented this way?" help students to delve deeper into what it means to consider the perspectives of other countries.

2) When having students research things like the weather or clothing of a particular nation, have them consider economic and social implications. How does weather affect what jobs are in an area? Can you think of how a social aspect of the culture influences dress or preferred hobbies?

3) Invite parents and grandparents to come to the classroom to share stories of where they are from or meaningful parts of their own culture and background. Have students consider similarities and differences between cultures.

I could make this change alone, but I feel that international mindedness would be better embedded with the support of other staff (at the very least, my grade level team). Because it is an ongoing process, I believe implementation would be better as a long-term strategy. I will know it is working when students demonstrate empathy, or when they start to volunteer other perspectives and question bias.

Sources are linked.

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I put together some training on international mindedness for my colleagues and wanted to share it here too. The focus of the training is to move beyond a superficial view of international mindedness (food, flags, festivals, famous people and fashion) and to think more about the connections with empathy and perspective taking. I also included a lot of information about the IB's definitions and links to International Mindedness.

I kicked off the training with:

What International Mindedness is not

Quotes about IM from Beyond food, flags and festivals

The IM definition from "What is an IB Education?" (Log into My IB to view)

Connections with the IB's Mission (from "Enhancing International Mindedness" by Jaya Bhavnani)

Connections found within the IB's Learner Profile (and making connections with my students through creating the IB Designer)

A discussion between the easy links the Global Contexts create for us (EXAMPLES: Scientific and Technical Innovation: How do our experiences change our trust in sci/tech. How does it change the ways we use them. Example: Chinese doctors being paid when you are well, not sick. Orientation in Space & Time: Who creates history? Different emphasis on different parts of history in different parts of the world.)

A highlight of ATLs which clearly link to International Mindedness, through empathy and perspective taking (Consider ideas from multiple perspectives, practice empathy, Use intercultural understanding to interpret communication...)

You'll note that I showed what IM is not, but we did not come up with a single definition.

The next thing we did was inspired by an activity I took part in at an IM session I attended at the last Association of German International Schools conference. Here we were tasked with looking for a definition or evidence of IM on our school's website. I just took our school's mission, vision and philosophy, and pulled out that parts that I think linked. (My school is the International School Stuttgart). You can easily do this activity at any school - you might even find some things you disagree with (many schools just say, 'we have families from X countries'...)

We then talked about starting with self-reflection as a starting point for international mindedness. Everyone has a culture and difference influences of their ways of acting, thinking and seeing, and it is important to be aware of these before you start thinking of other perspectives. What baggage, misconceptions and biases do we each come with? This can be quite a heavy thing to tackle, so I just gave the example of when I moved to America, a big part of my identity to others became that I was British - I had never really given this too much thought before, and definitely didn't think that my geographic location really had much of an impact on who I was as a person. There are definitely parts of being British that did shape my view and it was something I had to reflect on. Equally, people saw me as British, and forget that their own culture shaped their views.

Something that stood out to me was the amount of time people said in a thick southern drawl, " y'all have an accent!" Often people were surprised when I replied "you do too"! What was meant was that I had a different accent.
This linked to a video I use often, called "Weird, or just Different?"

After these we looked at the following two visuals. The first showing that we have all this knowledge, understanding based on our own experiences. The second was meant to show that we can all go on holiday, and we can all back our own bags, and our own bags are perfect for us...but if we swap bags, the bags are no longer right.

​I used this to link to my favourite part of the IB's mission statement: "...These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."

Next, we looked at these two visuals of blind people touching an elephant. The image on the right is the most popular, which shows that when we all communicate and share our knowledge and ideas, we are more likely to be right - many heads are better than one!
I like the picture on the left, as you could imagine each person saying correctly what they feel, "It's a leg", "It's a trunk" etc. They are all giving different ideas, but they are all right. When they bring their ideas together they are "more right". This to me makes a better connection with the mission statement!

I then showed a few examples of the cultural iceberg. Above the surface shows the things we see easily, which can link to food, flags, festivals, famous people and fashion! Below the surface are all the hidden things which shape our values, beliefs, actions, etc. I've used these icebergs throughout the years in a number of ways, from firstly exploring our own identity, through to exploring the motivations and identity of notable people, including controversial people. I attended a training session about the Holocaust from Facing History and Ourselves a few years back, and we used this to better understand people that decisions that are often difficult to understand, (we read short paragraphs about many different people who voted for the Nazi party in 1933, and tried to uncover what made them vote that way).

This led to the more difficult part of the training - and the real root and purpose of international mindedness. To me, it is not about understanding cultures, so that we may increase the different foods we eat, travel to exotic locations, etc, but it is about having empathy and trying to understand different perspectives - including those that possibly oppose our own. It's very easy to understand someone with the same values as you, who just dresses differently and eats different food...but it is more difficult to understand those with values that contradict your own, BUT it is important to aid in diplomacy, development and understanding.

If you want access to the training session, it is here. You can also get a sneak peak of the second half there! As always, I am happy for you to use/adapt any of my resources - just give me some feedback!

​Thanks!

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I put together some training on international mindedness for my colleagues and wanted to share it here too. The focus of the training is to move beyond a superficial view of international mindedness (food, flags, festivals, famous people and fashion) and to think more about the connections with empathy and perspective taking.

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The overall strategy to implement International Mindedness within our students will require a collaborative effort from the Teachers, Students, and the Students' Families.

The strategy involves 2 key objectives to be achieved by the end of the year through the mentioned initiatives as follows:

Key Objective 1: Instill a Curiosity within Students to want to learn about non-local cultures
Initiative 1: Highlight similarities of experiences globally through weekly story-telling activities from across the world which include :
- Assigning reading materials on international stories.
- Showcasing videos of international experiences  once a week
- Getting students involved in researching foreign countries online and finding interesting facts about them for a Show & Tell type of activity.

Key Objective 2: Promoting a mindset of inclusivity and openness to different ideologies:
- Ask students to name inspiring foreign icons (athletes, celebrities, inventors, etc.) and have them identify similarities they share with their own characters .
- Develop an event to represent other cultures and countries of the student's peers and encourage students to have discussions to find out more about each others experiences and cultures.

Overall throughout the year we will be able to assess how well we were able to promote International Mindedness within our students by having a reflection workshop towards the end of the school year where we ask students to share their favorite presentations or activities that were shared by students other than themselves. If students are able to portray memorable ideas/stories/activities which they related to, we will know that the activities are working in achieving our objectives.

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Students can use a list of different books and genres to explore culture  by linking into online platforms such as: https://www.storylineonline.net.
As grade level, we can anticipate what culture can be introduced in a unit and student can also list options.

Long-term
As we continue to develop the units, as a team, we can consider adding expedition to our units that will incorporate language, foods, traditions, point of references such as museums, galleries and so on. A link to Expedition we can reference is https://docs.google.com/spreadsheets/d/1leawAxo9AJhdjckQZG81fdAxAWIHC23hWUpxktBtZVM/edit#gid=0

I will know if this worked because students will talk about what they learned in their day to day conversations. I can also survey the students and inquire on what worked and what the would like to know more about.

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Open up and spy on local ideas.
The student's voice has a great resonance in research in the field of personality, and creativity is particular to problems, because the basic unit always needs to see things from a different perspective.
To relate all of them to each other.
Ideas Ideas Pictures Ideas or general ideas in educational settings, ideas canning into educational ideas.
Through the teaching methods and methods used, the role of teachers and students, the activities and exercises that were implemented during the educational period,
Calendar, methods, and topics they include.

The focus is on thinking, planning and problem solving skills, and the suitability of each other, each other, each other, some, some values, values, patriotism, and the pace of education.
Through cooperation with some methods from methods, taking care of modern methods, moving away from methods that focus on one direction, with the importance of memorization and our need for learning, in order to rise to higher levels, and the application of all that students learn.

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Create an international mindsetThrough my cultural research response. This term expresses an individual's ability to accept, respect and learn from different cultures. I will direct my students to develop their awareness and inculcate a universal idea to understand the idea that others differ from you in language, values, and ideas, thus respecting and accepting them.Here are some ideas on how to include the international mindset of students:Make a day for the world and its countries Students wear the uniforms of every country and talk about the most prominent things this country has done to spark their curiosity.Being a teacher for boys is the topic that captures their attention the most. It's football. I will ask them about their favorite teams, and then I will explain to them how each team carries players from different parts of the world, and there is acceptance and respect between them.

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Create an international mindsetThrough my cultural research response. This term expresses an individual's ability to accept, respect and learn from different cultures. I will direct my students to develop their awareness and inculcate a universal idea to understand the idea that others differ from you in language, values, and ideas, thus respecting and accepting them.Here are some ideas on how to include the international mindset of students:Make a day for the world and its countries Students wear the uniforms of every country and talk about the most prominent things this country has done to spark their curiosity.Being a teacher for boys is the topic that captures their attention the most. It's football. I will ask them about their favorite teams, and then I will explain to them how each team carries players from different parts of the world, and there is acceptance and respect between them.

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Grade 5 and 6 Christmas musical celebration

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Grade 5 and 6 Christmas musical celebration

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Term 4 At Alamanda is about bringing the students back to school (after remote learning for nearly 2 terms due to COVID).
With the school reconsidering the traditional Christmas Carols in a post pandemic world, it is timely for students to share HOW they would normally celebrate Christmas.
The school has a large population from Asian. Middle Eastern, Islander and African continents, we can bring International cultural diversity in a festive and joyous way.