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Page  52, "The exhibition and its benefits are important reminders of the powerful educational effect when student agency, and the agency of the community, are combined with a transdisciplinary curriculum. The result is the development of internationally minded students who can make a positive difference in their own lives and the lives of others. "

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Page 24, " Action, the core of student agency, is integral to the Primary Years Programme (PYP) learning process and to the programme’s overarching outcome of international-mindedness."

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p. 20 states " The aim of all IB programmes is for students to develop and demonstrate international-mindedness. It is a multifaceted concept that captures a way of thinking, being and acting."

This makes me wonder if instead of reporting on the development of the Learner Profile, we might now need to report on International Mindedness and we might encounter similar hurdles with this being quite subjective and abstract since it is a concept.

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PYP: from principles into practice PRE-PUBLICATION on Page 20

"Developing and demonstrating the attributes of the learner profile provides an important foundation for international-mindedness."

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PYP: from principles into practice PRE-PUBLICATION on Page 130

The development and demonstration of international-mindedness is complex and nuanced. While there is no single formula for supporting internationally minded development, a 2017 IB-commissioned research project
examining how IB World Schools conceptualize and implement international-mindedness identified promising practices.

The study found that IB schools demonstrate international-mindedness based on two interrelated concepts:
• “reaching out”, to consider how we interact with others
• “reaching in”, to understand ourselves in relation to others.
More importantly, schools in the study considered international-mindedness as a journey rather than an end point. This journey is a constant process of defining, learning, acting, reflecting and redefining. Similar to the programme of inquiry in the PYP, the process of developing international-mindedness is seen as being more important than the product.

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PYP: from principles into practice PRE-PUBLICATION on Page 129

"The learner profile attributes and the approaches to learning (ATL) provide the foundational skills and dispositions for the development of international mindedness and other dimensions of internationalmindedness. An internationally minded learner:

is a competent communicator

is open-minded and knowledgeable

is a caring and principled thinker

uses his or her curiosity and research skills to inquire about the world

thinks and reflects critically about opportunities and challenges

takes action for positive changes (for example, to promote intercultural understanding, foster caring relationships, to care for self and others)

takes risks to further self-development and understanding of others

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I wonder why I never made the connection before that the ATLs also develop International mindedness? Always learning!

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We learn an additional language to develop international mindedness. This is explicitly stated in our school's language policy.

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PYP: from principles into practice PRE-PUBLICATION on Page 112

"Through language, students: develop international mindedness."

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PYP: from principles into practice PRE-PUBLICATION on Page 72

"Learning and teaching in the IB grows from an understanding of education that celebrates the many ways people work together to construct meaning and make sense of the world. The inquiry process supports the development of international mindedness. Represented as the interplay between asking (inquiry), thinking (reflection) and doing (action), this constructivist inquiry process leads towards open classrooms where different views and perspectives are valued. This process is the basis of the design and implementation of learning and teaching in all IB programmes."

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PYP: from principles into practice PRE-PUBLICATION on Page 24

"Action is connected to agency, the learner profile and international mindedness."

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I thought we always developed international mindedness by developing ourselves and students in the attributes of the IB Learner Profile.

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Further exploration of local engagement to support authentic action

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Find authentic ways to explain and develop the IB learner profile and mission statement to the learning community including the notion of action

Develop awareness of own feelings and attitudes towards others

Discuss life-style choices

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Think: IB Learner profile, mission statement and action

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Think: IB Learner profile, mission statement and action

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The link between all three elements of PYP- taking developmentally appropriate action to support local communities

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Ways to inform the learning community of the importance and value of language learning  to enhance the understanding of multiple perspectives and other cultures

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A tension for me is the often shallow nature of additional language learning in some schools. I appreciate the cognitive benefits but I am often puzzled as to how, when in a superficial form, it value adds to international -mindedness

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The IB Learner Profile and the ATL's are the basis for developing international- mindedness.

Student led inquiries which are locally, nationally and globally significant, are embedded in the PYP framework

Language learning allows for greater understanding of culture

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Celebrate and acknowledge the diverse range of perspectives, values and traditions.

"Reaching in' - ways to understand ourselves in relation to others

Sharing of own perspectives, experiences and and interests

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How do we ensure that international-mindedness is at the "heart" of the continuum of international education?
What do we as educators need to do to make sure that diversity in all its forms is valued?
What more can I do to encourage the learning community to value the diverse perspectives within my context?

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The connection and sense of responsibility with which people view the world

Learning and teaching is inclusive