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Question #1: What does international-mindedness mean to you?

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Question #1: What does international-mindedness mean to you?

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~ It is the awareness of and mindfulness of that we are all connected - we are all human. In practice, it also allows us to celebrate the differences between us as we all have different perspectives as well as highlight commonalities  that we all share.  (As I was writing this thought of the lion king chip kept coming back into my mind so I included below. It connects as Mufasa highlights not only the flow of energy but the interconnectedness needed in their environment. Plus who doesn’t like the Lion King :)

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The Lion King 3D - 'Morning Lesson With Mufasa'- Official Disney Movie Clip

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Question #2: What does it means to be a “global citizen”?

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Question #2: What does it means to be a “global citizen”?

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~ To be a global citizen you must first understand and be aware of the interconnectedness (the international-mindedness) as well as your position in this system. What I mean by this is that awareness is just the first requirement of global citizenship and the second requirement is action. With your awareness you are able to make choices (hopefully for the better) that impact not only your local level but the global community as well.

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Question #3: How do schools today prepare students for global citizenship within biology and other group 4 subjects? 

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Question #3: How do schools today prepare students for global citizenship within biology and other group 4 subjects? 

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~ As with anything some schools do it better than others on preparing their students for global citizenship but within biology I think the conversation around ecology is an easy transition into global citizenship. Yet, if one makes it a priority it can be a tread throughout a biology course from DNA to evolution to carbon compounds. It’s all in how you frame it for students and shift perspectives. In regards to other subjects I think that the beauty of diversity among the subject lines can easily be shaped in order for students to to be exposed to this idea of global citizenship. Again, awareness that then leads to actions I think is key here.

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Question #4: What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?

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Question #4: What are the ways in which the texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?

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~ I think global awareness has been a great resource to provide excitement and relatedness to the lessons I have taught in biology. For example, this past year for introducing and discussing human impact and the standards associated with concept my biology team used the Covid 19 pandemic to use as jumping off point for how carbon emissions and global climate change is a human impact problem. This awareness was highlighted from observable deduction of carbon emissions because of the different types of quarantines happening around the globe leading to improved environment conditions. Yet even with this lesson there needed to be layers highlighted which and then lead to discussions about local and national level actions that can help support a global change. Regardless, I have inspiration from being globally aware.

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Question #5: How can you help your students understand the importance of international understanding as it relates to your course?

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Question #5: How can you help your students understand the importance of international understanding as it relates to your course?

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~ I think by scaling down for students into tangible experiences. For example using the classroom and the community within your classroom to highlight different interactions that are happening on a global scale. Additionally making connections by role playing and acting things out so that students can understand the feel and the problem before jumping to the global scale. As with the teenage age group, how does it affect them is key for them first before they can understand how it affects others. Thus this helps make your biology course more accessible, relatable, and hopefully more meaningful in gaining the information about biology.

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Question #6: What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

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Question #6: What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

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~ In looping it back to the Lion King, this past year at my old high school with the new curriculum we started the year off with the Africa Storyline looking at lion prides in Africa. With the lion prides we introduced concepts ranging from DNA relatedness to ecological flow of energy to genetic technologies. With spiralling  curriculum it was a whole new world for me to wrap my brain around. Yet what I like about it was that in our Africa Storyline we always seem to highlight the connections to the whole. Questions like how are we all connected in turn energy and energy use? Unfortunately, the curriculum at that time did not prioritize international-mindedness to the degree that we are discussing it here but I do feel that I could have made the jump. Ultimately, I do not feel like previous experiences/lessons have led to such an end result of international-mindedness but have always come close to different aspects of it. Hopefully, moving forward with the IB biology curriculum I will be able to finally make that jump