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I believe that it's important to develop international mindedness in teachers first.
How can I translate certain values before I truly believe it.
So I constantly research on other cultures, travel, communicate with international friends. And I try to be open-minded to different opinions, world visions, customs and traditions.
In my lessons I use activities varieted throughout each term and include: Football, Swimming, Rugby, Basketball and Athletics. Students take part in two lessons per week with an opportunity to take part in some form of sport after school as part of the co-curricular activities (CCA). Co-curricular activities (CCA) play a key role in students' holistic development.
My PE lessons aims to provide students with an appreciation of their individual talents while teaching them the value of competition, teamwork, selflessness and character.
I try to use songs and dances while we are doing warm-up exercises. Play different games which are follow the steps and go through plan smooothly and stay connected to the international embededness and understanding the unity with world.
Children explore their world and ask questions which allows them to learn in a more meaningful way and come up with creative ideas and solutions. I promote in my lessons honesty, integrity, sportsmanship and fair play. Encourage humility in defeat and graciousness in victory. Develop responsibility and accountability for one’s own actions

Besides, collaboration with international collegues, homeroom teachers and PYP Coordinator helped me to learn more and stay focused on units and explore more about international mindedness.

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Alyssa Chapin

My plan to start embedding international-mindedness at our school first starts with the education of teachers. I feel teachers cannot appropriately teach international-mindedness if they themselves are not aware of what it really means. So, my first step would be to provide professional development for teachers. This could be in the form of book studies, guest speakers, etc. throughout the year. One book I enjoy and refer back to consistently is "Culturally Responsive Teaching and the Brain" by Zaretta Hammond. While to book mostly focuses on promoting engagement and rigor amongst culturally diverse students in your class, it offers many opportunities for teachers to reflect on their understanding and knowledge. The next step would be to ensure the school has a wide variety of resources that represent different cultures and backgrounds. This does not just include books. It would include incorporating this into daily lesson plans, units of inquiry, and even how the classroom is decorated (for example, does your "famous scientists" wall include people of different ethnicities? Do you include poems and authors from other countries/cultures in your poetry unit? When looking at current events, can you find other newspaper articles written from a different culture or perspective?) The third step would be to create a school wide learning environment of acceptance and international mindedness. This can include many things from comparing and contrasting different holidays around the world, setting up clubs that focus on global issues, providing students with service learning opportunities, and creating a classroom culture of celebrating differences.

These changes cannot be done alone. While your specific classroom setup and management is up to you, collaborating with peers is one of the best ways to see your own shortcomings as well as generate ideas you alone may not have thought of. Furthermore, for a school-wide international-mindedness setting, it would take the entire learning community to make the changes.

For this plan to embed international-mindedness, we would need the entire learning community! This includes parents, students, teachers, and even the local community.

This could be considered both a short term and long term strategy. For example, teacher professional development would be a continuous process that should be returned to frequently. Teachers should always be reflecting and making changes based on their school and classroom dynamics. Some short-term examples would be the materials chosen to incorporate the international-mindedness into the classrooms.

We can know when this plan is working by doing a pre and post assessment of understanding for teachers and students. We can also see if the plan is working by formative observation of students- are they comfortable looking at other points of view? Are they comfortable making mistakes?

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The strategy that I would use in my school to embed international mindedness in my learners are mentioned in the video attached.

I am open minded towards your suggestions and feedback.

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Barbara Rafferty                                       International Mindedness in Classroom    

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Barbara Rafferty                                       International Mindedness in Classroom    

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To encourage international mindedness in my classroom, we will explore a different country each month.  Ideally, they will be countries that have a large population of students in our class.  Each month we will find the country on the map and globe and discuss where it is in relation to where we are.  Students who are from this country or whose family has come from this country will place a picture of themselves with their name on that spot on the map.  All month we will read literature and nonfiction texts about this country and it's traditions, watch videos about it, listen to their music, play sports/games from that country, learn about the holidays and take part in traditional holiday activities, try foods, learn words in that country's language, find visitors who can come teach us about the country, and take virtual field trips to see what it looks like and to see famous landmarks and people.

It is my hope that these fun activities would have students inquire about other cultures and learn empathy, tolerance, and respect for people who are similar and different from them. I would not be able to make these changes alone. I would collaborate with other teachers (who could share their knowledge of the country and/or artifacts), administration (who would need to approve some activities), visitors, and families. This would be a long term project lasting throughout the year. I would know it was working if students make connections, tell me something they have learned, if they can explain how a culture in the country of the month is similar or different than theirs, and if they can tell me something they like about the country. We will also hold "inquiry sessions" when students will ask questions they have about the country. I will try to then find the answers to their questions.

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As a TA in grade one how can I Language deployment I mean family language and school language which is literacy and additional languages. I our time table we have French and Kiswahili language. I wish they should add few more languages to support and develop International mindedness and connection with global community. And I am hoping to learn Kiswahili so that I can help my learners in a better way.  I have learned environment more effective and conducive. English is for me 3rd language it was difficult for me to learn English. My school was Urdu medium I had made and effort to learn English the way they taught me. Still now if I want write something or do something first I think in mother tongue it gives me creative ideas. The pronunciation is big issue till now but I will not give up we have strong ICT online support and collaborative team we always learn from each other. Lots of storytelling sessions, use the school library and class library to improve better before we teach. In our school when we make our lesson plans we collaborate and share innovative ideas how to build reading culture as well as creative writing. In my class we have few learners who speaks Urdu. I have noticed it is easy for them when I explain instructions in Urdu. Hopping to make effort to encourage learners to learn more languages to express their identity and develop international-mindedness.

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As a TA in grade one how can I Language deployment I mean family language and school language which is literacy and additional languages. I our time table we have French and Kiswahili language. I wish they should add few more languages to support and develop International mindedness and connection with global community. And I am hoping to learn Kiswahili so that I can help my learners in a better way.  I have learned environment more effective and conducive. English is for me 3rd language it was difficult for me to learn English. My school was Urdu medium I had made and effort to learn English the way they taught me. Still now if I want write something or do something first I think in mother tongue it gives me creative ideas. The pronunciation is big issue till now but I will not give up we have strong ICT online support and collaborative team we always learn from each other. Lots of storytelling sessions, use the school library and class library to improve better before we teach. In our school when we make our lesson plans we collaborate and share innovative ideas how to build reading culture as well as creative writing. In my class we have few learners who speaks Urdu. I have noticed it is easy for them when I explain instructions in Urdu. Hopping to make effort to encourage learners to learn more languages to express their identity and develop international-mindedness.

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As a TA in grade one how can I Language deployment I mean family language and school language which is literacy and additional languages. I our time table we have French and Kiswahili language. I wish they should add few more languages to support and develop International mindedness and connection with global community. And I am hoping to learn Kiswahili so that I can help my learners in a better way.  I have learned environment more effective and conducive. English is for me 3rd language it was difficult for me to learn English. My school was Urdu medium I had made and effort to learn English the way they taught me. Still now if I want write something or do something first I think in mother tongue it gives me creative ideas. The pronunciation is big issue till now but I will not give up we have strong ICT online support and collaborative team we always learn from each other. Lots of storytelling sessions, use the school library and class library to improve better before we teach. In our school when we make our lesson plans we collaborate and share innovative ideas how to build reading culture as well as creative writing. In my class we have few learners who speaks Urdu. I have noticed it is easy for them when I explain instructions in Urdu. Hopping to make effort to encourage learners to learn more languages to express their identity and develop international-mindedness.

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I would lobby for international mindedness to be part of the school culture using the following platforms:
Erect/ display flags of different nations around the school to represent nationalities within the school and ask learners to inquire more about the countries.

Ask the learners to dress in their national team's jersey for a sport of their choice and speak about the choice of the design of the jersey. These can be worn on dress-down days in the school calendar.

Organise sports tournaments/exchange programs among other IB schools around the globe and share notes with other schools on how their perspective on different concepts.

Erect display walls/boards to mount student work that embodies/displays or is an actions of international mindedness .

Bavon.

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As an art teacher, a plan I have to enhance international mindedness in the classroom involves conducting projects that celebrate art from different cultures. This would include looking into and discussing the historical background of a traditional artform as well as reasons why specific materials were used. Students would then learn the skills involved as they create their artworks. I would also ensure that my students have access to books and videos providing relevant insight. Once projects are completed, the class would reflect on the artwork made and have a discussion relating to international mindedness. Inspired by art from around the globe, my lessons would celebrate our uniqueness as individuals while emphacizing our interconnectedness as humans.

Can you make this change alone?

I can make this change alone, but the more collaboration and connections made with fellow educators across subject areas, the more efficient the change will be.

Who might you need to collaborate with?

As an art teacher, my collaboration with students’ class teachers provides more depth, insight and clarity to the project as a whole.

Is this a short term strategy or a long term strategy?

Conducting lessons that enhance international mindedness is a strategy that is always evolving and can take many forms, I would therefore say that it is long term.

How will you know that it is working?

I will know that it is working through assessing, reflecting and discussing alongside students during and at the end of a project.

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international mindedness in the classroom- amanda.H

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international mindedness in the classroom- amanda.H

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to enhance international mindedness in my classroom I need to continous support from administration, my grade level team, the Librarian, and parents.

I would love to have people come to present in my classroom from different parts of the world so that the students can activiely engage in asking questions. For this to happen, i would need the support of administration to approve these presenters into the classroom.

I would love to have the students work in group with the students from other classrooms and be able to have them share ideas and use different resources from each class. I would work collaboritively with my grade level team.

Working close with the school librarian to make sure that we have a variety of books that have information on different countries and traditions.

Being able to work as a community with the parents and children to bring their culture into the classroom through clothing, food, dances, or some stories about their culture.

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I made presentation slide with Prezi. My plan is to collaborate more with classroom teachers and have multi-cultural aspect embedded in their UOI.
The last Transdisciplinary theme (How the World Works), I could not think a lot of ideas so I appreciate if you could give some feedback!

My reflections are in LE 3 thread.

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Intro Embedding International Mindedness Asuka Rose - Japanese HFL Teacher As a HFL Teacher... At my school, I teach students whose Home and Family Language (HFL) is Japanese. I pull out each grade level class once a week for 45 minutes to cover contents from their homeroom class

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In my classroom I think I would implement a variety of different ideas. It would be a combination of in school and out of school ideas.
To begin, I think pulling from what you have in you class or school is first so important. Having staff and teachers model positive language. While also sharing what they might know on different cultures and experiences. As well as including the families of the students. If parents would like to zoom or even come in and share about their cultures to the students. They can bring activities, clothing, pictures, books, music. It will create more a community where all students, teachers, staff and parents are welcomed to feel safe and heard.  While bringing everyone together.
I also strongly believe it is very important to have diversity and culture amongst your classroom. I don't mean students or people. I have read that sometimes depending on were your school is located you might not have that. But that doesn't mean you can't implement books or music or artwork from different parts of the word, languages, characters of diversity and about different cultures.
I really like the pen-pals. When students have a friend (another student) from a different part of the world to be able to communicate to. They can write, send videos, artwork, whatever to each other. Communicate peer to peer. Ask each other questions and learn about similarities and differences.
I thin when it comes to international-mindedness and implementing it into my classroom it is a long term strategy. It my mind it is something that I should always be thinking about and seeing how to find a way to incorporate it. Especially, since in my classroom is very diverse. I have students that their first language is not english but German or Spanish. I have students who have lived in England or Germany and it is their first time in a American school.

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In order to enhance the international mindedness in my class I've followed the following strategies:

1.     Have students pick a culture and then compare and contrast the cultural differences between that culture and their own culture in terms of traditions, food, language, sports, music, and the way their houses are built.

2.     Since there are foreigner teachers at my school, I collaborated with one of them and invited him to be a guest speaker to introduce his culture to my students. I also asked my students to prepare a set of questions to ask the teacher about his culture. Some of the questions included "Where are you from?" "What is the most famous food in your country?" "What languages do you speak?" "'How's the weather there?" My students were very excited and they wrote their reflection about how they felt of the whole experience.

3.     Students pick different cultural houses around the world and make models of those houses and how each traditional house reflects its own culture. Additionally, they can describe the way the house was built and answer some questions provided by me like "What is the house is made of?" "Why is it made that way?" "How many people live on that house?"

4.     Since my students enjoy watching documentaries, so I show them videos of cultures around the world and how people celebrate their own culture and then I have an open discussion with them in order to further improve their understanding.

5. By making students engage in different activities about cultures around the world, their understanding will be broadened and the ideas will be instilled . Such activities may include: drawing, using different languages to greet, and cooking food from a certain culture.
6. One of the ways to test the process of learning can be done by having discussions with students to check their understanding and how far they've learned about culture.

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These are the strategies I hope to implement in my classroom to enhance International-mindedness:

- Have students develop their own cultural identity through discussion and research. I would love for my students to be able to create a crest or logo that represents who they are and their ties to different cultural backgrounds.
- Use videos of other countries to gain appreciation for what other parts of the world has to offer (similar to Adolfo's Oculus idea). Videos can be used for writing prompts and reflection pieces.
- After reading other's ideas, I think the importance of culturally diverse literature is important for developing international-mindedness and is something I could build up for my classroom.

These two ideas could be accomplished on my own, however I would love to collaborate with other teachers to make these projects a grade level focus. I think these are shorter term strategies but could be used year after year with different classes.

Anna Tartarian

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In my classroom, I can:

Establish a connection with a class/school in a different setting/location - I liked the idea of linking with a past colleague so it is a familiar face for the children. I would like to establish a link with another school/class in order to share experiences. It will be insightful for the children to discuss what is happening in their lives e.g. festivals being celebrated. We could even link this with the IB Learner Profile to frame conversations.

Playground games - Introducing playground games from around the world and teaching the children the names in the origin language. This strategy is especially relevant whilst Covid restrictions are in place. Our children are limited in their play areas and are unable to play with equipment. This would be a good way to support team work (open-mindedness and reflectiveness).

Songs and dance - This is a strategy which I have already implemented. During our 'How We Express Ourselves' unit, we focussed on storytelling. Our Music and Drama specialist teachers explored how folk music from different areas of the world can tell a story and record history as well as preserve culture. Learning different dances across cultures was linked to this.

Sharing books from different cultures - Ensuring that our book corner has relevant fiction/non-fiction which reflects the international nature of our own class/school but also introduces them to cultures across the world. For example, when I taught in a school in Norwich, England, it was predominantly white british families. Having books from around the world with different languages and different cultures generated discussion and facilitated opportunities to become open-minded.

Celebrating festivals across cultures and religions - My school ensures a wide range of festivals are acknowledged in our school calendar and also recognised for school-wide events. This allows for discussion in the classroom.

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At our school I would employ a combination of ideas I read about that others have shared including the following:

1. Multicultural night - communities families are invites to share about their own cultures and celebrate and learn of the cultures of their neighbors. (This would especially work at my school as it is located in a very diverse neighborhood that represents many cultures.)

2. Zoom calls with international guest speakers - students can have the opportunity to become more open-minded about other cultures in a safe environment while learning about other people in a forum where they are able to ask questions.

3. Pen-pals - students can meet friends from other parts of the world.

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In my classroom I use the way of showing them videos about other countries and how we are different but we have to accept each other and love each other, I always show them the schools in Japan to learn from them so many things, and I tell my students that they learn so many things from us also, even if we are different this difference teach us too much, they really love the videos and say that always: can we visit them, or they come to our school? Other student said that: I wish I can visit many cities before I die! also in Christmas celebration we showed all the school students a power point about the celebration of 5 different cities, and how each city is different from the other, so the students say that they wish they will celebrate the Christmas in another city one day, also we have teachers and cleaners from other cities and the students love and respect them so much! They always say thank you for them. After Christmas I teach my students also about the food in different cities around the world and how the dish is the same but each city has a different way to prepare it, the students were really excited and want to learn and see more about the other cities.

The teacher can affect and makes students be international mindedness, by teaching and remembering them always about the other cultures and showing the so many things as I mentioned up! So, it all depends on the teacher! Plus, the parents and how they could work on this side, so the teacher can not do alone, also, it will take time till the child accepts it. I will see that it works, when I see the students are excited and interested.

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ENHANCING INTERNATIONAL MINDNESS THROUGH OCULUS EXPERIENCES

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ENHANCING INTERNATIONAL MINDNESS THROUGH OCULUS EXPERIENCES

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In my classroom, I just implemented the use of Oculus for students to use. Through the use of this virtual reality goggles, the students get to "visit" and learn about different places and people from around the world. This activity is included in their daily centers. Afterwards, the students reflect on the knowledge acquired and develop an essay on what they learn from that culture or country.

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ENHANCING INTERNATIONAL MINDNESS THROUGH OCULUS EXPERIENCES

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ENHANCING INTERNATIONAL MINDNESS THROUGH OCULUS EXPERIENCES

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In my classroom, I just implemented the use of Oculus for students to use. Through the use of this virtual reality goggles, the students get to "visit" and learn about different places and people from around the world. This activity is included in their daily centers. Afterwards, the students reflect on the knowledge acquired and develop an essay on what they learn from that culture or country.
-Adolfo Olivares