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Little Explorers, Tiny Ambassadors, Big Hearts: Inspiring Global Citizenship in Our Classroom.

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Little Explorers, Tiny Ambassadors, Big Hearts: Inspiring Global Citizenship in Our Classroom.

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In an increasingly interconnected world, nurturing international-mindedness in young learners is not merely an educational goal but a profound commitment to shaping future generations who are empathetic, open-minded, and globally aware. As a teacher with a rich background as a Third Culture Kid and a global nomad, I am uniquely positioned to bridge cultural divides and bring the world into my kindergarten classroom. I envision a vibrant tapestry of learning where my students can explore the diverse threads of humanity, beginning with the stories and experiences of friends and colleagues from around the world. Imagine the awe in their eyes as they hear firsthand accounts from people across continents, each story opening a window into different ways of living and thinking. Through virtual guest speakers and cultural celebrations, my students will dance to the rhythms of Africa, listen to the folktales of Asia, and taste the culinary delights of Europe and Latin America. By establishing a pen pal program, I will give them the chance to forge genuine connections with peers in distant lands, allowing them to exchange not only letters but also ideas and dreams, fostering a deep-seated empathy for those beyond their immediate environment. Reading stories featuring global perspectives will inspire them to see the world through the eyes of others, nurturing an appreciation for diversity and a sense of belonging to a larger global community. Language exploration through songs and games will be a joyful journey, as we celebrate the beauty of different tongues and cultivate curiosity about the rich tapestry of human expression. This holistic approach is more than just a series of activities; it is a transformative educational experience that seeks to instill values of compassion, understanding, and respect for all cultures. By collaborating with parents, colleagues, and international partners, I aim to create an ecosystem of learning where international-mindedness flourishes and becomes second nature to my students. The true measure of success will not just be in their ability to recall facts about other countries, but in the way they carry these experiences into the future as global citizens who embrace diversity and work towards a more harmonious world. In sharing this vision on the Embedding International-Mindedness Padlet, I hope to inspire a broader community of educators to join in this endeavor, collectively nurturing a generation that embodies the spirit of unity in diversity and carries forward the torch of empathy and understanding into every corner of the world.

Dorothy.

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Here are my ideas and plans to bring international mindedness to my classroom.

Katie Mann

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This is my second year teaching in an IB school; my knowledge and implementation practices are growing. Even though I am new to IB, my specialty is reading for the last 11 years. I plan to implement international-mindedness through my knowledge of reading. In my instructional planning, international-mindedness practices such as technology in the world and visual and multimedia resources in the curriculum. Technological platforms such as blooket can be used as assessment reviews of concepts related to culture and diversity within the text and it's components. Video and visual aids will help make connections to students when learning new information about different cultures and perspectives. Students can also use technology to conduct research on activities and projects associated with the transdisciplinary themes. For next year, I will like to use technology to have students create pen pal relationships with other IB peers across the world. This practice will allow students to create relationships, share experiences, and new cultural and global events with others. I will not be able to make this change alone. I will research IB organizations that have pen pal programs and establish relationships with other educators in other parts of the world. This strategy will be lng-term as they gain new peers and experience new events within their cultures and lives. Maintaining relationships will help them gain meaningful lifelong relationships.

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By Hailey Roberson

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Embedding International Mindedness in the band room

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Embedding International Mindedness in the band room

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Jillian Syrett

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Here is my plan to promote international mindedness.

-Ashley Levin

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Although this will be my first year teaching, I was fortunate to do my student teaching at the same IB school I will be teaching at. I have had the opportunity to go to many PDs offered by my IB school, many of which focused on international mindedness. We have amazing admin who are willing to work with us when we have an idea. My first plan of action is to talk to other teachers throughout the whole school and talk about what projects they are doing to promote international mindedness. I want to make sure we are implementing new and different projects between grade levels, but I also want to ensure that the projects are aligned with each other.

As a first year teacher, I almost feel like I am at an advantage in this, as I am starting with a blank slate. I have all of these ideas being presented to me, and I have nothing but opportunity to implement these!

-Ashley

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Embedding International Mindedness - Lisa Whitsett

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Embedding International Mindedness - Lisa Whitsett

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Creating an environment that fosters international-mindedness in a classroom or school entails nurturing a space where students value and gain insight into diverse cultures, perspectives, and global issues. Here's a long-term plan to achieve this goal.

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Embedding International Mindedness in my school- Jacqui Peake

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Embedding International Mindedness in my school- Jacqui Peake

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Geography World Landmark Game Presentation

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My school is a private school, but a mix of cultures. My plan is to continue to build on the philosophy of the school to support and encourage student ( and parent) cultural and linguistic richness.
1) I will be sure to allow all students to share their culture, holidays and experiences and to leave time in the curriculum to make it important and valuable
2) I will make sure to understand each student as the year begins and gather information from families about language, holidays celebrated and anything unique about their child. This will develop the teamwork with the parents
3) I will share events with the parents through Remind-little snapshots of events that parents can use as conversation starters with their child as they drive home at the end of the day
4) I will strive to bring literature from many cultures into the classroom so all children can experience the world through the lens of many parts of the world. I will use library resources to help me and make suggestions based on student interests and requests.

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Introduction Title: Embedding International-Mindedness in the Classroom Objective: Introduce the importance of international-mindedness and outline the plan to achieve it.

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Ava Kennard

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This is a video to introduce a term-long plan to encourage international-mindedness in the classroom. - Sharon Montilla

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This is a sample long-term presentation to foster International Mindedness in primary PE. - Dianne Buisan

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This quote encourages students to make positive changes in their own actions and behaviors, reflecting the impact they can have on the world around them.

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Daily Quotation Seminar is run daily for older students practicing Socratic questioning. This helps students with higher level thinking and positive communication. Using quotations which inspire worldly discussions will fulfill the International-mindedness aspect of IB.

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This is a list of circle prompts for teachers to use during morning meetings to support student's reflection around international mindedness. Using a circle format encourages students to reflect on their own culture and listen/learn from others.

This tool would require collaboration with teachers. After using several of these prompts students could also suggest related questions. We will know it's working when the majority of classrooms have used morning meetings to discuss international mindedness and students are engaged with their peer's responses and perspectives

-Amy Navvab