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A plan of things I could implement in my classroom or school to embed international-mindedness.

1.     To tell students that we have teachers come to our school from all over the world. Encourage them to be open-minded and to communicate with these teachers and ask any questions.

2.     After traveling to different countries ask students to tell to class what they have known about the country and people. Find some connections and differences with our own country.

3.     Try to expand every topic we learn and encourage to think globally.

4.     To know more about traditions and holidays of the foreign student’s country whom we have in our class.

5.     Try to learn more about different festivals and holidays celebrated in other countries. Set up An International Day which will be celebrated annually. On this day every class will be representing one particular country with all attributes.

·         Can you make this change alone?

Of course not, the whole school should to take part.

·         Who might you need to collaborate with?

With all the teachers, PYP coordinator, and other school stuff.

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

International mindedness can’t be gained in one day so this is a long-term strategy. Once we taught student to think globally we must refer to it as often as we can.

·         How will you know it is working?

When I’ll see that international mindedness become students’ usual and efficient part of thinking.

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When I think of creating times to practice mindfulness from an international perspective, many things spring to mind. Firstly, to appreciate the variety and differences around the world, we must first expose and celebrate these customs with students from a place of appreciation.

• Discovering the practice of gratitude, along with meditating with chimes, nature sounds, and music that's played more predominately in certain parts of the world.
• Learning songs that encompass diverse languages and rhythms.
• Reading stories from various cultures and comparing them to more familiar texts to show/discuss the similarities and differences. Making it a point to discuss the differences from a place of inquiring more about the culture.
• Introduce students to a new culture to be discussed every two weeks – from mindfulness practices, language, hobbies, most popular films, foods, and other customs.
• Assign students a country for a class project to research cultural practices (e.g., mindfulness) different from the ones we have already discussed.
• Create art projects to showcase the culture's influence on the art world as a whole.

Can you make this change alone? Collaboration?
To make this change and implementation the most effective, we would need teamwork efforts in collaboration and resources to ensure that we present students with quality content to internalize for future projects we plan to create. Within the school, I would need to work with the grade level team and the PYP Leader. This encourages a more structured, aligned, and effective planning approach to ensure that all kids' needs are satisfied.

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PSA Video to Parents on promoting the Learner Profile and International Mindedness

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PSA Video to Parents on promoting the Learner Profile and International Mindedness

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Embedding International Mindedness - By Neetu Jain

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Embedding International Mindedness - By Neetu Jain

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My plan to embed international mindedness comprises of following ideas:

Conduct language assembly every week where students learning different languages exhibit their talent like dance, singing, narration, etc.

Celebrate national and international language days: Hindi Diwas, Kannada Rajyotsava, Bastille Day, etc.

Reading books and doing research on French inventions, discoveries and art, etc.

Make presentations on favorite French food, fashion, festival, monuments, etc. to show cultural similarities

Develop personal connect through pen pals to get a better understanding of diversity and cultural perspective of Francophone nations.
Activity Link:
https://padlet.com/neetu2016jain/hnt8tuw96glb2i9w

Can you make this change alone?

In a learning community like an educational institution, we need constant support of our peers. I truly cherish the team work to embed international mindfulness at our school. In general scenario, we, as second language teachers meet with PYP coordinator and share/seek validation on our ideas.

Who might you need to collaborate with?

I collaborate often with my second language team members, homeroom teachers to plan my activity. I also collaborate sometime with parents to seek their support and involvement.

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

I plan my activities in a way that rest with student for lifelong journey. Thus, I plan for long-term strategy.

How will you know it is working?

Mindfulness and cultural inclusion takes effect in my activities and with the task assigned to my students. They create posters, presentations, make video to share their ideas as well show team spirit for their classmates. I record their reflection on each learning engagement in digital tools. I conduct also assessments in each and every unit to monitor their progress.

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In our school, we have students of different cultures and nationalities in one class (often 6-7).
Each student presents himself in his mother tongue.
They notice similarities and differences between languages. They talk about similarities.
Students bring to the class the characteristics of their countries, cultures (objects, clothes, paintings, ...) and state their significance.
Each student writes questions to ask other students questions about culture. After preparing the questions, I divide the students into groups. They speak and write what they have learned about cultures.
In class, we watch a video from the countries the students come from and talk.
Students record a video - they prepare national food, sweets. Students also work on project tasks: making posters representing the culture to which they belong.
Students summarize their impressions and talk about the importance of all cultures.
This is a long-term strategy that allows students to develop respect for members of other cultures and celebrate important dates with them.
Our school celebrates the International Day in October. All students come to the school dressed in the colours of their country, present symbols and bring traditional food and drinks. All students visit the stands and have the opportunity to try different cuisines and also learn something about another culture.

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Google Maps as a tool for Embedding International - Mindedness

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Google Maps as a tool for Embedding International - Mindedness

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Start with your school address and do the street view.
Zoom out a bit and do the virtual walking around.
Discuss every step of the way.
After every discussion, zoom out a little bit more to take your students on a journey where they can see and maybe even feel a broader picture about life outside their area.
Zooming out and talking about it, giving examples, asking questions about how other people live, where they live etc., will enhance students learning process, and they will gain a lot from it because they were engaged in it whole time by starting from where they are (their school) to the world in general where they also belong.
Ana Kalajzic

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Cameron Kilgour

As a Grade 3 teacher, I am planning on implementing the following ideas to help further embed international mindedness in the classroom.

Pupils could spend some time developing inquiry questions that could then be asked over a video-call and discussed with their peers from around the world. I could organise this with my own educator network. Or, perhaps pupils could begin pen relationships which would allow them over time to develop a sense of connection with people elsewhere around the globe.

Also, pupils could engage with physical artefacts from different cultures, thinking about them, wondering, and seeing similarities and differences between different objects. This would work particularly well with food I imagine- everyone loves food.

Another potentially fruitful avenue could be storytelling. Pupils could hear and share stories from different cultures, comparing and contrasting what they hear.

Thanks,

Cameron

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Embedding International-Mindedness

Things I could do in the classroom to encourage this:

Discuss how people come from different backgrounds, places, and have different cultures.

Read books about different countries and customs.

Share videos with different cultures and countries.

Discuss what the students are learning, seeing, and hearing in the books, videos, etc.

Have students check out books about different countries. Discuss if any of the students or their families are from different countries.

Learn different greetings at morning meetings and closings at closing circle.

Sing songs or phrases in different languages.

Ask families to share stories that include their cultures.

I cannot do this on my own and would look to veteran teachers for assistance with my ideas. The strategy is shorter goals building upon each other that would extend to long-term results. Doing small assessments could help assist; some informal, some formal.

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Steps to implement international mindedness:

A. Learners will be exposed to different cultures and places around the world when they start a new grade. Students will be asked to put a pin on the world map on the countries of their origin. Then they can see where their classmates are coming from and from there, we start our discussion about international cultures and places.

B. While having discussions, students can deep dive into the topic by asking themselves few questions as follows:
-What traditional food do they eat?
-What kind of traditional clothes do they wear?
-Which festivals do they celebrate?
-What are the customs and traditions in their own culture?
Then students can make their own tradition and culture presentation on book creator and present it to their class. Classmates can ask more questions to know each other's culture better.

C. As a school, we can celebrate "International Week" in our school where day can be chosen to celebrate different things. eg- 1. International dress up day: Everybody including teachers and students wear traditional costumes from their country.
2. International Fiesta: Parents can volunteer for this where parents from same country put a stall together and bring their traditional food. Students visit each stall and choose one or two food. This way they can taste food from different countries.
3. Art Day- Parents can set up art stalls from their countries. Children during their break time goes to different stalls and try out the art and explore different mediums and ways to do art in different countries.
4. Story Time: Teachers can read out different stories from different countries. Students can also volunteer to bring up traditional stories from their home and share it with the class.

D. Schools can decide to celebrate some major festivals of the student population and celebrate it. eg- Diwali, Chinese New Year, Christmas. Things can be planned in way where the whole school participates, decorates and celebrates the event. Traditional stories can be taught, art works can be made, schools can be decorated, games can be played and children can deep dive into the whole event.

Can you make this change alone?
Yes, to an extend. I can do the activities that are depended on the class by myself but few other activities the school has to take initiative with me to bring into action.

Who might you need to collaborate with?
I might need my whole grade level team, my coordinators, principal, students and parents to collaborate with.

Is this a short-term or long term strategy?
It is a long term strategy as it stretch over time.

How will you you know it is working?
The engagement of learners and the discussions in the class will help me know how much different kinds of perspective are they developing.

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Our next unit is Where We Are and the central idea for the unit is “Families around the world share similarities and differences,” which is a perfect unit to incorporate multiculturalism and global perspective with.

As the HR teachers will be planning the unit soon, I will be able to contribute to the planning process. Though most of students in the grade level are from the host country, there are some students whose parents are from other culture and our faculty (especially in the secondary school) is really diverse.

1. I will suggest to utilize the human resources we have in our school community – inviting them to the classroom and have students ask questions about their culture and the country.

2. The country where I currently live don’t celebrate Christmas (it’s a Buddhist country) but it’s really easy to find Christmas decorations everywhere. I think we can talk about various celebrations around the world as well as different beliefs and find commonalities among them.

3. After some cultures are introduced, we can conduct a research on a country of student choice and then share and learn from each other. Students will show their specific interests, which should be offered as a learning experience such as learning other language, art & crafts, singing & dancing, cooking, etc. # 1 (inviting teachers/families from other culture within the school community) can be done in this step as well.

4. I know that the secondary school has an International day, but I am not sure if the primary has it. I think it would be a fun way to wrap up the unit. I will bring it up to the admin during the curriculum meeting, but if it isn’t feasible to carry it out as a whole school event, I will suggest our grade level to alternate it by turning each classroom into a country. I have done it previously and the students really loved it. This also provides an opportunity for children to learn how to reach an agreement, problem solve and work as a team, which is a foundation for international mindedness, open-minded.

Since we are still doing the distance learning, it may not be viable to try out the above ideas. However, discussion itself can bring more awareness in international mindedness and we can stretch it to other UoI’s as well as school culture in general. And we will be able to measure its effectiveness via reflect part of the UoI Planner.

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Abby Josta Embedding International Mindedness 

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Abby Josta Embedding International Mindedness 

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International mindedness

1.     Introduce students to one culture. Show students a picture of this culture doing something that is transitional to them. Ask students what they see, think, and wonder. Record findings on an anchor chart. Have students read ideas and questions that are on the anchor chart with you.

2.     Ask students about specific cultural vocabulary and have students identify whether they already know about the vocabulary or not. Have students do an activity with this vocabulary. Connect it to being open-minded.

3.     Talk about a specific traditional that the culture celebrates/ takes part in. Read a book, show a live video, or realistic photo of this. Have students reflect on what they saw.

4.     Review the reflection that students made and have them apply their knowledge by taking part in something of the culture that matches the video or pictures shown. Let students know if they need to bring specific things to school to take part in this.

5.     Have students complete an end project to show what they learned such as research or a posture making/ diorama.

6.     Have students present their projects.

7.     Circle back to the see, think, and wonder. Have students answer questions in the wonder that have been identified throughout their learnings.

This would be something that is a long term strategy. All of this change would have to be made with a whole school and grade level team collaboration. It would need many people not just one.
I would know that it is working by my students reflecting back to the questions they made at the beginning and if they can answer them with their understandings. Also, by looking at their final projects and presentations.

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International mindedness

1.     Introduce students to one culture. Show students a picture of this culture doing something that is transitional to them. Ask students what they see, think, and wonder. Record findings on an anchor chart. Have students read ideas and questions that are on the anchor chart with you.

2.     Ask students about specific cultural vocabulary and have students identify whether they already know about the vocabulary or not. Have students do an activity with this vocabulary. Connect it to being open-minded.

3.     Talk about a specific traditional that the culture celebrates/ takes part in. Read a book, show a live video, or realistic photo of this. Have students reflect on what they saw.

4.     Review the reflection that students made and have them apply their knowledge by taking part in something of the culture that matches the video or pictures shown. Let students know if they need to bring specific things to school to take part in this.

5.     Have students complete an end project to show what they learned such as research or a posture making/ diorama.

6.     Have students present their projects.

7.     Circle back to the see, think, and wonder. Have students answer questions in the wonder that have been identified throughout their learnings.

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Embedding International Mindedness by Seyda Kacaker

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Embedding International Mindedness by Seyda Kacaker

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Developing international-mindedness Multilingualism is significant in building international-mindedness as it gives students insight into the thinking and perspectives of the self and others.

1.    Sharing stories with children from around the world:

Sharing stories with children from around the world invites discussion and celebration of our similarities and differences, they encourage empathy towards others and spark curiosity about the world around us. First I start reading stories with the students about different cultures and then I start an open discussion of our similarities and differences, seeking their curiosity about the world around us and about how to help others.

2.    Art and Music:

I believe that viewing artwork from different cultures; in music children share songs from their own culture and talk about the occasions when these songs are sung. I have also created a Modern Foreign language classroom corner in my classrooms: a designated part of the classroom where children can display in their mother tongue key vocabulary they would like to teach to the rest of the class.

3.    International day

I have prepared for an international day where each class will represent a different culture with their costumes and food and invite them all to share it together I have prepared for a costume parade where each class or group can sing a song representing this culture with its languages putting into consideration that each group should search for all the needed information themselves. In a conclusion, students have enough time to discuss together and ask each other questions about the countries they are representing and gather all the knowledge and information they are eager to know. On that day children and the teacher wears different national costumes walk in the playground. Students make a post about different countries' food.

4.    Activities during music classes

Learning songs in different languages is also another way to become mind opened. As we know music is an international language and it can bring together all different types of cultures.  I have always tried to use different songs of different cultures to make them aware of them.

5.    PenPals

I love the idea of having students have penpals that they can share different experiences. I think this helps students develop a personal connection and get a better understanding of diversity and different perspectives. I have even had my students video chat as a whole class. International Schools around the world offer such a wonderful opportunity to have international friends. They can send letters, emails, or video chats depending on what the student is comfortable with.

6.    Incorporate students’ languages into the curriculum

In my classrooms, students sometimes learn how to say “Good morning” and “Hello” in other languages and greet each other every day in a different language. I hang up a poster showing how to say hello/thank you in different languages.

7. Decorating the corners of the school

In my schools, teachers are encouraged to decorate each corner of a country around the world. I think diversity is also a good way to embed international-mindedness. By understanding and respecting other people’s perspectives it helps children to develop empathy.

8.    Our similarities and Differences

I did this after winter break when I had so much snow. We, as a class, made snowmen, then talked about how each of our snowmen looked different and similar. Just like each snowflake is different, each of us is unique. Then we made a "me" book to explore our difference. This way prepared my students to know we all are different in some ways. I also explained to the students how important every culture is and how to respect each other's culture. I showed some videos on how people embrace other people's culture and how beautiful it is. Then, I gave my students the chance to say what they feel about other people's cultures and how and which one they would like to have an experience with.

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Embedding International Mindedness by Zeynep Kavas

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Embedding International Mindedness by Zeynep Kavas

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To begin to embed international mindedness at a whole school level, I would plan to organize and implement an International Day to celebrate diversity and multiculturism within our school community. This could include a series of events such as arts and crafts activities, live music, dance or theatre performances, cooking classes, storytelling, wearing items of traditional clothing.

In the art room, I would start the year by asking students to teach each other how to say ‘hello’ in their own language and encourage them to say hello to one another in a different language as I call the roll; ensure we explore artists from different times, cultures and styles throughout the year; invite local artists to run workshops or share their artworks with students.

o   Can you make this change alone?
I think it’s important to collaborate with the school community in order to implement international-mindedness successfully. Small changes can happen in the classroom at the beginning.

o   Who might you need to collaborate with?
Parents, teachers, students and leadership are all vital members of the learning community we would need to collaborate with.

o   Is this a short-term strategy or a long-term strategy?
This plan would be a long-term strategy in order to make a lasting change, and can only improve through trial and error.

o   How will you know it is working?
I would know it is working by observing the overall school climate; when students demonstrate open-minded and caring learner profile attributes, and principled actions.

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Embedding international mindedness - Stephanie Janssen

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Embedding international mindedness - Stephanie Janssen

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Plans to be implemented:
1. Choose music, dances, activities that come from cultures, peoples, and societies all over the world
2. Incorporate songs that represent the cultures present in our own school to help students make connections to each other

Using resources within my classroom and through collaboration with fellow music educators, I am confident that I could make #1 happy. While this goal is great for long-term success, it would be something that is accomplishable in the short-term.

It would take a bit more work to implement #2, as I would need to do some research to determine which cultures, etc. are present in my schools. I may choose to ask our IB coordinator for help, as well as our principal. This goal is a long-term goal, simply because it will take more research before implementing. However, I believe this goal will be immediately beneficial to our student population, as it will produce unique connections and understandings between students.

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Embedding International mindedness by Anadil Jamshed

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Embedding International mindedness by Anadil Jamshed

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Plans to be implemented

·Students will explore and use their research skills to inquire into the diversity that exists across the world; culturally and environmentally. They will watch a video on ‘Our Fragile Earth’ and engage how it is the only planet that helps sustain life, giving way to diversity in geography, cultures and different lifestyles.

· Students will explore and appreciate the diversity of flora and fauna that exists around the fragile planet Earth and how it sustains the human life on Earth.

· Students will research on the impact of human activities on the planet Earth that is damaging the ecosystem, making it impossible for life to continue. They will explore the increasing harmful impacts on the Earth caused by human activities by engaging with the NASA: Climate change website.

· Students will be shown a video in which Greta Thunberg, the teenage global changemaker, can be seen advocating about Global warming and climate change to the world leaders at the United Nations Summit.

· Students will learn about the Carbon footprint and how they can use a tool to calculate their carbon footprint

· Students will reflect on their activities that might be environmentally harmful and calculate their carbon footprint using a carbon footprint calculator. They will then research how they can minimise it.

· Students will carry out a campaign against climate change and educate and communicate to their peers how they can be more caring towards their environment, advocating a sustainable lifestyle to help protect planet Earth.

· Students will be encouraged to adapt a more environmental friendly lifestyle at home.

Can you make this change alone?

Developing international mindedness in students requires time and a commitment to collaboration. This includes students, classroom teachers, single-subject teachers, librarians, media-specialist teachers, inclusion specialists, and so on. Teachers and students learn from each other as they share knowledge, perspectives, and experiences; discuss how to design, plan, facilitate and assess learning and teaching; and consider how to transcend knowledge. Collaborative teaching practices between year-level and subject-specialist teachers will be adopted. For developing international mindset in students, I will collaborate with subject specialist teachers (English, Math, science, social studies, Art, ICT, Music and other language teachers) to identify areas in which they could teach international mindedness and aspects of the curriculum that could foster growth for additional discussion. The main areas could include: being able to think from different perspectives, being open-minded, empathetic and reflective, communicating respectfully, and considering your impact on the wider environment.

Need to collaborate with:

Students, classroom teachers, single-subject teachers, librarians, media-specialist teachers et

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

This is a long-term strategy as international mindedness is a continuous and ongoing process, facilitating students make authentic connections globally whenever possible. They will become more aware of their actions and will start making conscious choices that would promote a sustainable way of living.

How will you know it is working?

Students will appreciate and respect cultural diversity and consider it as a medium to explore and research into different arenas. They will become aware of the global consequences of the human actions on the environment and will start adopting measures which promotes sustainability. The most authentic success criteria can be considered as the feedback from parents.

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Embedding International-Mindedness - By Sahar Kanj

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Embedding International-Mindedness - By Sahar Kanj

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International mindedness is a view of the world in which learners see themselves connected to their school community and larger to the global community. My plan to embed this international mindedness will englobe the following ideas:

1.   Implementing an idea based on a world map hanged in class with pins on the countries of origin of my students. The first week of every month can stand in the name of someone’s country. We can then:

·       Play the national anthem of the country.

·       Have special activities during class related to the country in question.

·       Collaborate with all subject teachers, and home room teachers for an interdisciplinary learning.

·       Ask members of the school community or parents to join the class for a talk.

2.  In relation to the French language learning, having a list of countries that have French as their mother tongue language.

Learners can make presentation comparing two countries, while studying similarities and differences in the culture and heritage.

3.   Having the students have pen pals with whom they would share different experiences. I think this would help students develop a personal connection and get a better understanding of diversity and different perspectives and cultures.

4.   Celebrating the International week at school with parades, costumes, Food, and flags of the countries our learners originate from.

5.   Reading books about celebrities that were different in a way or another, and recognizing their achievements ex: Beethoven (suffering from deafness) , Van Gogh (mental health and lost ear) , Martin Luther king (civil right movement), Mahatma Ghandi (non-violence resistance)

Can you make this change alone?

It is the school philosophy that is cherished in me embedding international mindfulness.

Therefore, my PYP coordinator needs to approve my ideas.

The LST team needs to help in some areas of focus.

Being an inclusion school, the SEN team will be involved to make sure the students of determination are beneficing as well.

Who might you need to collaborate with?

Depending on the activity proposed, I sometime need the intervention and collaboration of the team, the parents, and some people outside the learning community.

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

As learning is a lifelong process, with the collaboration of the vertical team, some of my ideas could stretch over the whole PYP/MYP phases.

Others, the stories, are short-term strategies that learners will still remember years after.

How will you know it is working?

The effect on the learners, the team, and the parents, and their feedback will demonstrate how much this plan is working. The results can be clear and fast by watching the kids act with mindfulness and respecting each other’s differences, showing compassion etc.... The student may reuse some facts in other classes, in some thoughts.

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Embedding International mindedness by Lesya Karina

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Embedding International mindedness by Lesya Karina

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I will be talking about short and long-term strategy. When I decided it for me, I realized that I won’t be able to accomplish it along and need to collaborate with the Chinese co-teacher and the single subject teachers first. Learning community including parents, grandparents, all possible workers at our school and all teaching staff of other departments as well because international-mindedness development is more the process than the product. The impact of the learning community is not less important than the learning and teaching too.

First, I would challenge the grade level team how we can create opportunities of developing the international mindedness within the units of inquiry.

Second, I would call the whole school pedagogical team to reconsider the whole school events we celebrate together to be in favor of promoting the international mindedness.

Third, I would suggest to reconsider the after-school activities as an important form of supporting the international mindedness awareness.
The UOI students and teachers' reflections will reveal how well the mentioned above will work. The reflection questionnaire about school events and after school activities will demonstrate their effectiveness.

That’s all from me now and looking forward to reading your plan points.

Cheers,

Lesya.

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Embedding international mindedness - by Danielle Jeffery

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Embedding international mindedness - by Danielle Jeffery

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Plans to be implemented:
Introduce cultural studies lessons twice weekly. The lessons will consist of students learning about different cultures and values from around the world.

In the lesson students will learn how to greet one another in different languages and be encouraged to so everyday.
They can research different cultures and celebrations and discuss the cultures and values and their own beliefs. Students can present their work and knowledge on different cultures and celebrations around the world. They can create cultural fact files and flags for different countries. I think international mindedness can also be practiced through arts and crafts where the students can design cultural symbols and different country themed day for a week.

School trip to Dubai global village would be beneficial in promoting international mindedness. Global village is a tourist attraction that It combines cultures of 90 countries across the world at one place. It claims to be the world's largest tourism, with cultural shows and foods from all around the world. This would give the students a fantastic experience and opportunity to explore different cultures and countries.

Weekly dress up days - students can dress up to celebrate diversity around the world an d share their knowledge on various cultures of interest.

Weekly foods from cultures and traditions around the world to be served in the canteen, tasting types of foods from all around the world and flag parades.

Reflection:

Who do i need to collaborate with?
Management, teachers, canteen staff.

Can I make this change alone: No, i would need to discuss my plans with management and Slt members. Plans to add two weekly lessons would need to be developed with co- teachers, canteen staff and management.

How do i know that it is working: Through students attitudes and behaviours towards cultures and diversity. Student discussions and presentations and knowledge on cultural backgrounds and diversity.

Is this a short term or long term strategy: Long term, this will be developed across the whole school and ongoing throughout the years and embedded into the curriculum.

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Inculcating international mindedness by Jayni Jain

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Inculcating international mindedness by Jayni Jain

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How to embed international mindedness with the learners:
1.  Learners to learn about different cultures in and around the world.
2. Draw an inquiry and research on how your culture is different or similar to the others. These can be done through showing of video, guest lectures, story books, artworks, artefacts, historical monuments, food, fashion, music, dance. etc. (e.g. India: How Indian forms of dances are similar or different to the dances with others in the world).
3. Dress up Day- Learners can dress up to celebrate diversity in and around the world. They can dress up to their own culture or the culture they like and speak about it to share their knowledge. They can also have guest lectures or parents or experts of different cultures come and communicate.
4. Pot Luck- Learners can get food they like belonging to their culture or the culture they like.
5. Reaching out- They can express their gratitude about what they learnt from the cultures around the world and what they liked the most about them. Even the learners can learn to communicate or learn basic salutations to be a part of the culture. the art of giving.
6. Reaching in- The learners can be kind and share their experience with the people of other culture, draw commonalities between them and give an artwork or a letter or a card they make as a token of gratitude.

Who might you need to collaborate with?
There would be an active participation pf parents, school community, guest lecturers etc.

Is this a short - term or a long- term strategy?
This would be flexible as international mindedness can work both vertically or horizontally i.e. within the school or outside the school.

How will you know if it is working?
As a result the learners should inculcate the art of reaching out, reaching in, be inquirers, knowledgeable and caring. There shall be an understanding of different cultures and respect for the global community with a sense of responsibility.

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Herline Kemer

Plans to be implemented:
1. Students watch a video about our home planet "Earth". Discuss and have some PPTX about the video watched. Have some games as well afterwards to know their understanding of the lesson.
2. Orient the students about different people living on Earth. Let them have an overview of the place we live in (e.g. Turkey). Let kids talk about what they know of their country like food, places, famous people, clothes, etc.
3. Kids might go to school wearing some costumes of the provinces or villages to showcase the family where they came from.
4. Next would be my turn as an International Teacher and other foreign teachers in our school. We would come with our national costume and might bring some special foods that we have from our country. We let kids bring Turkey foods and  foreign foods and make comparisons. We might even teach them some simple polite greetings from our countries which would make them knowledgeable. Kids can be inquirers by asking questions about us.
5.Have a school program like United Nations Day and let them choose the countries they like to showcase {with parents supervision}. Parents and teachers work as a team to make this possible.
6. We can also organize a Support the Needy Campaign for other nations who need help especially kids like them . We can have fund-raising or donations and it would help them be internationally aware to reach out and share. (Sharing is Caring).

Can you make this change alone?
No, I can't make this alone. We need help and support from the school, parents and even community.

Who might you need to collaborate with?
I need some foreign teachers either from our school or in the community.

Is this a short-term strategy or a long-term strategy?
It could be both as anything can be changed.

How will you know if its working?
We will already see the output from our students, teachers, parents and even in our community.

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Embedding international-mindedness - by Maria Khan

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Embedding international-mindedness - by Maria Khan

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In 1976, Edward T. Hall suggested that culture was similar to an iceberg. He viewed that culture has two areas and that only about 10% of culture (external or surface culture) is easily visible; the majority, or 90%, of culture (internal or deep culture) is hidden below the surface.
I think most schools while trying to 'teach' international-mindedness end up talking the 10 percent route.
We know that international-mindedness is a mind set and it is the learning outcome of the IB mission statement.Developing and fostering the LP and ATL provide the foundational skills and dispositions for the development of this construct.
However we need to develop a more tangible framework or plan to support schools and teachers.
A few practices that can be adopted are:

1.Purpose
The school's mission statement and philosophy must not only reflect but aling with the aims and objectives of the IB.Misions and values are statements that must be put into action.The school needs to engage students with local community issues and areas where they can bring about a change.Following the concentric model,personal,local and then global.
2.Culture
The school's culture plays a significant role in creating,implemting and modeling a culture of international-mindedness.Encouraging all stakeholders to participate and become agentic agents of change,providing professional development and celebrating diversity.Families play an integral role ,involving and supporting students from different backgrounds other than the host country is vital.
3.Learning
Making provisions for language learning.Language itself is valued by the community as a window into culture,encouraging multilingualism is a means to alternative and multiple perspectives.Expanding intercultural understanding to extra curricular learning experiences.Infusing international mindedness within the PYP framework.A commitment to community action service and enriching student's lives through meaningful intercultural student exchange trips.
4.Environment
The cultural diversity of the school community needs to be explored, incorporated and celebrated at every opportunity. This means that students grow up in a setting where cultural diversity is the norm. Creating a school culture to reflect this norm is therefore critical.

The plan that I have outlined is a long term one and all stakeholders in the learning community will be involved.International mindedness is a journey and not an end point that one can quantify.But yes ,through teacher and student's reflections and parental feedback one can assess whether the journey is progessing or stagnant.