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Action, service, global engagement and global competencies

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Action, service, global engagement and global competencies

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What does it mean for your students to be an agent of change? 

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What does it mean for your students to be an agent of change? 

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Be ready to discuss with the whole group

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What does Responsible Action mean?

Share an example of responsible action that has happened in your school on the Padlet Wall

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A global learning story about responsible action’

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Write three words individually that resonate with you in response to Responsible Action. 

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Write three words individually that resonate with you in response to Responsible Action. 

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Share an example of responsible action that has happened in your school.

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Post your definition here!

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Post your definition here!

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Group 1

Is the man who is blind consulted about the change in wording of his sign?

In what ways does the event empower or disempower the characters in the film and those viewing it?

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What does it mean to be anagent of change?

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What does it mean to be anagent of change?

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How does being an agent of change connect to the Learner Profile and
International Mindedness?
How does the IB Mission statement support or not the idea of students as
agents of change?

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Group 2

What rights do we have to make changes for the benefit of others?

How do we know if what we think is helpful for another is what they want or need?

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Group 3

Who determines what is a benefit for another? What do words such as poor, underprivileged and disabled mean for you and what images do they bring to mind?

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Complete the chart together here

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How can we re-think ‘service’ so that we, and our students, can create projects that challenge assumptions?

How can we develop, promote or support projects that explore and question injustice and prejudice?

In what ways can we work with communities so that they have a voice and a say in what can be done and what needs to be changed?

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Find an example that you think illustrates what it means to be an ‘agent of change’.

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Find an example that you think illustrates what it means to be an ‘agent of change’.

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•With a partner, reflect on your reasons. Post as a new tile below

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Charlie Cooper was 10 years old when he spent months feeling lonely in the playground and was struggling to make friends. He decided to do something about it and went to speak to his teacher about creating a 'Buddy Bench'. The idea is, if you don't have anyone to play with you can sit on the bench and other people around you can then see you would like to play with someone and come and include you. His idea has really taken off across Australia and he has given lots of talks, one of which has been seen by over 100,000 people; https://www.youtube.com/watch?v=V7Z-Hq-xvxM
Source: pakmag.com.au/charlie-cooper-his-buddy-bench
Lydia Burke, UK
When she was 5 years old, Lydia Port-Burke decided to write, create, and publish (on iTunes) an e-book about Fairies to raise money for the charity Children in Need. Lydia authored all the words in the story and helped work out what the illustrations of the book would be. Lydia then went on to work on a second book, this time collaborating with her 3-year-old friend on the "Fairy Mission Project "
Source http://www.cambstimes.co.uk/news/five-year-old-finds-her-writing-wings-with-a-book-about-fairies-1-
Thandiwe Chama, Zambia
Thandiwe Chama is a young educational rights activist in Zambia, most known for winning the International Children's Peace Prize 2007 at the age of 16; the first ever given in Zambia. When she was only eight-years-old, her school was closed due to a lack of teachers, so Thandiwe decided to lead 60 other children in walking to find another school. As a result, she and her class mates were taken into nearby Jack Cecup School. To this day, Thandiwe still campaigns for the rights of children to have access to an education.
Source: http://www.thextraordinary.org/thandiwe-chama
Jack Henderson, UK
When he was just six, big thinking Jack Henderson decided to get young people to draw pictures in return for a donation to the Sick Kids Hospital in Edinburgh, which was treating Noah, three, for bronchiolitis. His aim was to raise £100, but to date he has managed to raise almost £64,000 for the Sick Kids Friends' Foundation
Source: bbc
Om Prakash Gurjar, Rajasthan
At the age of five, Om Prakash was taken away from his parents and for three years he worked in the fields. After he was rescued, Om campaigned for free education in his native Rajasthan. He then helped to set up a network of what is known as, "child friendly villages," places where children's rights are respected and child labour is not allowed. He also set up a network that aims to give all children a birth certificate as a way of helping to protect them from exploitation. He also worked to ensure children are given birth certificates. He says such registration is the first step towards enshrining children's rights, proving their age, and helping to protect them from slavery, trafficking, forced marriage or serving as child soldiers. He was awarded the International Children's Peace Prize by former South African President FW de Klerk, who won the Nobel Peace Prize in 1993.
Source http://www.cambstimes.co.uk

Fara Shabrina and Farah Amalia , Indonesia
Fara Shabrina and Farah Amalia are the founders of an initiative called, "Buku Untuk Mereka," which means "Books for Them." In 2011, they successfully collected 1,684 books in only three weeks for impoverished children in Kaimana, West Papua. Soon after, they formed their own non-profit organization called YOUTH! (Young United Through Humanity). The name represents their vision to bring youth together to create a better community, without regard for borders or boundaries. Their main focus is tackling issues such as children's rights, poverty, and gender equality.
Source: kidsareheroes.org
Ryan Hreljac, America
In 1998, at six years old, Ryan Hreljac learned that kids in Africa often had to walk several kilometres each day just to access clean water. Even in Ryan's limited experience of the world, this seemed wrong. Using money he earned from household chores and funds he raised from speaking publicly at different events about Africa's clean water issues, Ryan managed to fund the construction of his first well in a Northern Ugandan village in 1999. He didn't stop there, however, and established Ryan's Well Foundation, an organisation that so far has helped build over 822 water projects and 1025 latrines, bringing safe water and improved sanitation to over 805,813 people. Ryan is now in his early twenties.
Source: http://www.mnn.com/lifestyle/responsible-living/photos/8-amazing-kids-who-have-changed-the-world/ryan-hreljac#top-desktop
Gabriel 9 and Zachary Su 5, South Taiwan
Gabriel and Zachary are brothers who decided that they wanted to do something to help others. They decided to make hand-made soaps to fundraise for Syrian children and to raise awareness for refugees. Within three weeks, they were able to raise over $400. With this amount, 24 food bags were bought to help the Syrian refugees! They continue to receive orders from people all over Taiwan.
Source: www.kidsareheroes.org/hero/Gabriel_and_Zachary_Su
Alliana R, Canada
Alliana has been busy trying all sorts to help others since she was 5. First, she drew pictures of rainbows with the word 'hope' and sold them to friends and family to raise money for a local children's shelter. At 6, she drew more pictures and sold lemonade raising money for the local children's hospital. At 7, she organized her dance group to dedicate their end of year recital to raise money for a little girl with heart trouble. At 8, she read 'I Am Malala,' the story of Malala Yousafzai from Pakistan who was shot on the way home from school because she was standing up for the right for girls to go to school. After her recovery Malala started the Malala Fund so that all children could receive an education in peace. To raise funds for this, Alliana drew a picture of a butterfly, the symbol of hope and change, and sold prints of it through her website and Facebook page.
Sourcehttp://www.kidsareheroes.org/hero/Alliana_R
Riley Hebbard, USA
When Riley Hebbard was 5 years old she was upset to see young children living on a refugee camp in Darfur and could see that they didn't have any toys to play with. She decided to gather up her toys and send them to the camp and also to ask her friends to do the same. Many people got involved, so that the Riley's Toy Foundation was born and so far over thousands and thousands of toys have been sent to orphaned children in South Africa. Have a read about it about her at rileystoys.org

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10 Amazing World Changers! - Stib Pencils

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Children have bundles of energy, ideas and kindness and can often see things in a way adults don't see, as they look at the world with fresh eyes. There are loads of ways children can make a real difference in the world, not just when they are grown up, but right now.

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The Globally Competent Learning Continuum

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The Globally Competent Learning Continuum

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How might I use this resource in my context?

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How are action and/or service defined in your particular program?

According to the IB programme with which you are most involved.

Read the following:

Making the PYP happen – A curriculum framework for international primary education pp. 25-27

MYP – From principles into practice pp.20

CAS Guide 20-23

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Summarize and list the main ideas.
Consider how action and/or service are defined in the MYP

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MYP From Principles Into Practice (Service and Action)

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Global engagement and global competencies

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Global engagement and global competencies

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Film covering the IB world student conference 2012 in Segovia, Spain.

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Identify curriculum opportunities relating to the following experiences

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Identify curriculum opportunities relating to the following experiences

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•Direct

•Indirect

•Research

•Advocacy

With a partner identify a curriculum opportunity relating to ONE of the above.
Share here on the google doc below!

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Identify relevant and interesting service learning engagements to unpack with students your selected ‘critical issue’.

Focus on the four approaches:

ØDirect

ØIndirect

ØAdvocacy

ØResearch

CRITICAL ISSUES:

Animal rights
Health
Discrimination
Housing
Water waste
Consumerism
Other

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•Direct service: Student interaction involves people, the environment or animals.

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• Indirect service: Although students do not see the recipients of indirect service, they have verified their actions will benefit the community or environment.

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• Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest.

•

• Research: Students collect information through varied sources, analyse data and report on a topic of importance to influence policy or practice.

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Social entrepreneurial skills and opportunities

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Social entrepreneurial skills and opportunities

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Create a poster, letter, PowerPoint as a form of advocacy to demonstrate how we can raise awareness of a critical issue
Create a new post by clicking the + below with your name as the title. You can see some examples from the previous group to inspire you!

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From Principles into Practice updated 2021

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The IB Standards and Practices can support the development of service learning and social entrepreneurship.
Download and use the spreadsheet to create an analysis

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Moving forward from charity and becoming agents of change

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Moving forward from charity and becoming agents of change

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You have two minutes for each question to share your thoughts from the workshop so far..

#1 What did I learn that will help moving forward?

#2 What questions do I still need answered moving forward?

#3 What still worries me?

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Grade Four Service as Action Project Proposal

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Grade Four Service as Action Project Proposal

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How do we make service learning inclusive – an expectation of all of our students?

How do we actually braid together key and related concepts, global context exploration, approaches to learning so that each of these pieces leads to responsible action?

How do we get responsible action to bubble up through student questions and learning about unit content? How do we help make all students’ ideas happen? (What’s feasible?)

In your group discuss the above questions and prepare a checklist of actions to share out!

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Find a video clip that explores Social Entrepreneurship and create a Padlet post below explaining your choice and the power of Social Entrepreneurship

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Ashoka builds and cultivates a community of change leaders who transform institutions and cultures so they support changemaking for the good of society. Find out more about us, and join the worldwide network of changemakers.

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Write a reflection on how you could propose changes in your own school.

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Consider your own school situation regarding perception of support and development of Service Learning and Social Entrepreneurship projects, for example in the areas of leadership, curriculum planning, extra-curricular clubs and activities and whole school community support. Complete this individually then discuss with your partner.

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Independently, draw on the curriculum objectives and learning outcomes in previous session to develop a new whole school or class project.

Try to establish a project that:

addresses a community need (global or local)

is not based on charity but targets transformative and/or systemic change anticipates and demonstrates ways students can take the initiative, participative actively and possibly lead the project

will incorporate inquiry processes, curriculum areas, assessment and reflections.

Post here

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What makes a project sustainable? What is the ‘shelf-life’ of a project?
Some projects are designed to be short, others need to endure.
Brainstorm the criteria that you and your group believe make a project sustainable and MYP community projects and CAS projects (search online or refer to one your school is currently doing or has done), according to these criteria.

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Jarrett Dunbar

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Download the action plan template

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How can the Learner Profile be a catalyst for change in your school?

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How can the Learner Profile be a catalyst for change in your school?

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Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

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View the International Baccalaureate®(IB)'s learner profile. The learner profile is the IB's mission translated into a group of learning outcomes for today's pupil.

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SLCE Plastic Reduction - Raising awareness Posters (1)

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Some books to help younger students understand other people

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Some books to help younger students understand other people

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"Just Ask" by Sonia Sotomayor, illustrated by Rafael Lopez. Philomel Books 2019.

"This is How We Do It" by Matt Lamothe, 2017.

"Most People" by Michael Leannah and Jennifer E; Morris, 2017.

"When You Are Brave" by Pat Zietlow Miller and Aliza Wheeler, 2019.

"Be Kind" by Pat Zietlow Miller and Jen Hill, 2018.

"A Boy Like You" by Frank Murphy and Kayla Harren, 2019.

"A Girl Like You" by Frank Murphy, Carla Murphy and Kayla Harren, 2020.

"Ask Me" by Bernard Waber and Suzy Lee, 2015.

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http://www.researchfororganizing.org/

http://communityplanningtoolkit.org/community-engagement (Community Engagement Planning Toolkit)

(Community Engagement Planning Toolkit)

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What makes a project sustainable? What is the ‘shelf-life’ of a project?

Some projects are designed to be short, others need to endure.

Brainstorm a list of three criteria that you and the team at your table believe make a project sustainable and MYP community projects and CAS projects (search online or refer to one your school is currently doing or has done), according to these criteria.

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In your PYP, MYP, DP and CP groups, continue building the outline of a unit of work that you began developing.

•Add and share two more learning experiences that might build empathy and creative problem solving

•Add an additional skill that is relevant to social entrepreneurship and see how it might take the unit in a new direction

•Propose a relevant social entrepreneurial project idea that could be developed by a class of students with teacher support. Take into consideration different needs of learners and how these could be addressed through the curriculum material and the experiences offered

Consider Approaches to teaching and the knowledge and skills to assess

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In PYP, MYP, DP and CP groups, construct together a unit that deals with or links to an environmental or a social issue:

•Subject areas that are/can be included

•Main content/concepts (the underlying causes of the social or environmental issues)

•At least one main approach to learning/skill/competency

•Assessment task

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Critical issue - Access to clean drinking water and safe sanitation.

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What does it mean to be internationally-minded?

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What does it mean to be internationally-minded?

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Link to add is here

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How does being an agent of change connect to the Learner Profile and International Mindedness_

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Make your connections with each other here. Add your email and context eg PYP

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Make your connections with each other here. Add your email and context eg PYP

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https://chat.whatsapp.com/GumnviqJ14vEtnF4GeR7Si

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This diagram was inspired by the blog post, The agile learner in a VUCA world, written by @alohalavina. VUCA is an acronym used to describe volatility , uncertainty , complexity , and . Put simply, we live in a fast-changing world and in such unfamiliar environment, we face unpredictable changes, often are required to make decisions in complex systems, and to take uncertain actions that are outside of our expertise. We need to rethink education and build students' capacity for the VUCA world.

Developing becomes more important than ever through the schooling process. Learners must equipped with skills and strategies that allow them to be thinkers, communicators, risk-takers, inquirers, reflective, caring, open-minded, balanced, principled and knowledgable. If we can truly follow the framework of the IB curriculums and develop a continuum, I am hopeful that we can develop students who strive for understanding, nurture passion in self and others, as well as take actions ethically. ​

Having this big picture in mind, we help students to develop these skills and stretch their learnability. One way to do this is to align the objective (learning target), skill indicator, and strategy. Most importantly, we also need to take an evidence-based approach to monitor their progress and provide cognitive coaching conversation. The process of practicing and developing skills must be deliberate in order for students reach mastery. The use of the strategy must be practiced several times as repetition of learning is the key to mastery. We can relate this teaching approach to the concept of apprenticeship. When teaching approaches to learning skills, think about Mr. Miyagi in the the movie, Karate Kid!

Here are some strategies that can help to build the skills. The skill indicators are merely suggestions by the IB. These skills are not the definitive or exhaustive list of ATL skills. Schools are not required to cover them all. Instead, I think the important point is for schools to consider their own contexts, reflect on their school missions and develop own continuum of approaches to learning skills that can prepare students for the future.

Strategies must be used intentionally and practice deliberately. When choosing the strategy to explicitly teach specific skills, we need to consider our subject specific objectives, the complexity of of summative assessment, desired learning outcomes, and the age appropriateness. This document is named "ATL Smörgåsbord". Just like you are going to a buffet, there is a wide variety of food, and you will take only what you need.

ATL Toolkit by Excited Educator Lenny Dutton: Lenny has created many amazing resources to help teachers teach ATL skills. She inspired me to create the ATL Smörgåsbord and collect explicit teaching strategies. Check out her website for more ideas.

The Art of Learning by Lance King: Lance emphasized the importance of helping students develop approaches to learning skills way before the IB made it a required component. He has shared and collected many amazing resources to support teachers in explicitly teaching ATL skills.

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This diagram was inspired by the blog post, The agile learner in a VUCA world , written by @alohalavina. VUCA is an acronym used to describe volatility , uncertainty , complexity...

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Developing service learning whatsapp group

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Developing service learning whatsapp group

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https://chat.whatsapp.com/FxbXvePrqwO7TfcUl6wD9J

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What does Responsible Action mean?

Share an example of responsible action that has happened in your school on the Padlet Wall

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In PYP, MYP, DP and CP groups, construct together a unit that
deals with or links to an environmental or a social issue:
• Subject areas that are/can be included
• Main content/concepts (the underlying causes of the social
or environmental issues)
• At least one main approach to learning/skill/competency
• Assessment task

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What does it mean to be internationally-minded?

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What does it mean to be internationally-minded?

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Map or list how different attributes and cultural competencies are needed to build international mindedness and implement action and service.
Access the Jamboard HERE

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With a partner, share a personal experience that might have influenced how you view poverty or another development issue

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•Reflect on the video

•How could you engage students with the theme

•Why would they be motivated to make the change

•The steps they would need to take

•The attributes (from the Learner Profile), attitudes, cultural competencies and skills you needed to carry out the action and the challenges faced.
Create a resource or document your reflection

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The Sustainable Development Goals – Action Towards 2030 | CAFOD and SDGs

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Summarize and list the main ideas here!

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Access mentimeter.

Add what you think it means to be a social entrepreneur.

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Add your questions here!

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You represent the citizens of the city: The mayor, the head of
a local school, a single parent, a farmer, a police officer.
• What are your points of view about what should be done
and who can take action?
• What do you think can be done by you as an individual (in
role) after the crisis ends to improve the situation for the
local people and your town/region?
Create a plan that explores the steps above and be ready to present.

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Imagine we are sitting in a virtual circle. We will go around the room and share out 1 (or more) things that you are grateful for. Perhaps a colleague helped you or you heard a fantastic idea, was there an exemplary IBLP attribute shown by a colleague?

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Ashoka and the Skoll Foundation are two leading non-government organizations that support and nurture social entrepreneurship.

The change makers and social entrepreneurs they support launch projects and develop ideas that are innovative and sustainable.

Explore the term ‘social entrepreneurship’ through their websites:

•Ashoka (https://www.ashoka.org/)

•Skoll (https://skoll.org/)

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Skoll | Social Entrepreneurs Driving Large-scale Change

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The Skoll Foundation catalyzes transformational social change by investing in, connecting, and championing social entrepreneurs and other social innovators who together advance bold and equitable solutions to the world’s most pressing problems.

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Add here a website or resource that supports the development of empathy

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The IB Standards and Practices can support the development of service learning and social entrepreneurship

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The IB Standards and Practices can support the development of service learning and social entrepreneurship

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Complete a check of relevant IB Standards and Practices