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From Katie (Katherine):

In my own EAL classroom I strive to make links between students' home cultures and languages, and the English language and our host country- Japan. To further build on our international mindedness, I would like to have my students engage in an international pen pal program, and if possible I’d like to connect with my former students at a previous school.

I think connecting with fellow EAL students may help them feel more connected as well as grounded in their language learning journey. Knowing that all around the world there are students striving to learn the language on a superficial level is one thing, but building a friendship with a real person who knows what they’re going through would be comforting and unifying. Perhaps having experienced the same over the top / wacky Ms. Katie may be a good starting point for their discussions!

Over time I would hope to get the students discussing their interests, cultural norms and holidays but then as time goes on build deeper friendships that would allow them to share goals, learning styles and problem solving skills.

In order to make this pen pal program work I will need to connect with my former Head of School, colleagues and students. I think I will also likely need to involve our IT specialist in navigating the online platform. Just to make sure student safeguarding is always at the forefront of our actions I would also need to get permission from my Elementary Principal and Head of School.

Depending on how the pen pal program goes, this could be just a short term strategy or a long term strategy. If my former colleagues and I were able to create a strong link between our schools then the limits of cultural exchange are endless!

Knowing that my attempt at broadening their global windows will likely not be grand gestures of cultural sensitivity, but rather nuanced references in class as they make connections between concepts and texts. Hearing a student say, “oh yeah my friend in Thailand talked about how the yearly rice field burning was worse this year because global warming changed the monsoon season” would be ideal.

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Plan: Pen Pal project in Japanese

Making pen pal between sister schools.

Can you make this change alone?

No.

Who might you need to collaborate with?

Sister school's students

HR teachers and parents in both schools in order to support students making good relationships with pen pal using appropriate words and contents.

We need to check the letters before they send to the pen pal and we need to prepare and build the emotional support in the case they feel uncomfortable from the letters.

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

Long-term strategy.

How will you know it is working?

Regarding learning motivation: Reflection from students

Regarding abilities: Analyzing academic dates a few years after

Yukari

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Plan for International Mindedness

Plan for my classroom:
Common children interest - inquire about how similar or different they are. Possible topics: toys and games we play, our celebrations, our homes, food we eat, clothes we wear.

Can you make this change alone:
No

Who might you need to collaborate with:
The school community: parents, fellow teachers, student extended family (through internet)

Is this a short term or long term strategy?
Can be both. The topics can be inquired as stand alone or a series. They can also be inquired on different levels of depth as the students mature and develop interest in other significant common topics; like rites of passage, cultural similarities and differences, gender equality in different countries, politic systems in their home country etc.

How will you know it is working?
Students' reflection and feedback about their interest and motivation to research about the topic
Co-teachers observation and feedback

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Add your name on top of your post and feel free to attach pictures, video, audio...

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Plan for my classroom:
We get 2 extra hours a week at my school to work with students in any way that we feel would positively impact their learning. Often this time is used as a work period but I have recently started to use Minecraft Education during this time. Here is my rough plan:
-implement Minecraft Education as a platform to create worlds and overcome challenges while thinking about multiple perspectives. Students will need to work together and listen to the point of view of their own team members as well as the perspective of outside sources. They will need to make decisions and change their own way of looking at a situation based on research, conversations in class and with their group. We will look at inviting community members to help us better understand topics and even invite them into our worlds.

Can I make the change alone?
No, my school strongly believes in collaboration and providing similar experiences within grade levels. I would need to get approval from my teaching partner.

Who might I need to collaborate with?
-My teaching partner
-IT department at my school
-Eventually I would like to learn more and extend the experience to involving other classrooms from either our school or outside of our community.
-parents

Short-term or long term?
-Long-term, the idea is to visit our worlds, make changes, add new pieces as our point of view changes. I could see this project growing in multiple directions.

How will you know it is working?
-I will see visual evidence through video recordings.
-Student reflections will also play an important role to ensure the activities are working and students are making progress.
-Feedback from students as well as group discussions

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Learner Profile Strategies

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VideoLink lets you share videos on YouTube easily, without distracting third-party content or advertisements.

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Host Mystery Skype calls to develop international-mindedness among students. This will require a platform where interested teachers can potentially volunteer their class to meet a new class through the virtual world. Ideally, it would be perfect to connect with another class that is doing the same theme/unit. Grade 4—sharing the planet focuses on conflict resolution. This would be a great unit to integrate another class from around the world into learning skills like caring and being open-minded. It would be really interesting if we can have stduents work together for the summative project and have them research a peacemaker from around the world. Students will have to work online together and try to be as open-minded as possible.

Can you make this change alone?
No. It requires a team.

Who might you need to collaborate with?
Teaching partner.
Interested teachers from around the world.
IT to help with hosting the calls.
Parents—for consent.

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

Both. It works best now since our school is adapting online learning. We are also a Microsoft school, so we always welcome the use of technology.  Long-term strategy as well, as the new generation is very tech savvy and this can be used to motivate them to investigate and inquiry into the unit.

How will you know it is working?

Students’ engagement and level of motivation. It will require the stduents to put little bit of effort taking into consideration, tech issues, time difference between countries, language barriers and such. If I see the student tis trying to overcome these challenges, I know they have developed international mindedness.

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I would love to connect with other classes/schools around the world on some sort of platform (penpal link, skype,  Zoom, Teams, etc).  I think students would particularly find this interesting and engaging...especially during specific holidays "Christmas around the World"...or "Easter around the World" or "Cultural Festivals around the world". It would be interesting for students to see how children around the world celebrate as well. They could use this opportunity to ask any questions and respond to any questions the other children may have.
In order for this to happen, we would have to:
Step 1 - Connect with other teachers to see if there is any interest
Step 2: Get parental permission to have their child participate
Step 3: Start with a question to the students - For example:  "How do some of us celebrate Christmas here in Canada? Do you think other children around the world celebrate the same way? Would you like to find out?  What questions would you ask another child who lives in (name of country)? Do you know where that country is?....Let's look on the map.... etc.
Step 4: Connect with other teachers and students/classes around the world.

Can you do this alone?:
No - It would require other teachers with whom you are connecting with as well as parental support.

Who might you need to collaborate with?:
-Teachers from 'around the world'
-Parents to explain what the task/activity will be and respond to any questions they may have
-administration to see if there are any specific protocols that need to be in place beforehand

Is this a short-term strategy or long-term strategy?
I think it can be both short-term and long-term - it is definitely something that can be implemented once or twice a year... or more - depending on how we see fit.

How will you know it's working?:
-After communicating with the other schools/children/teachers, I would ask questions to the students such as: "How do the children in (country) celebrate? What did they say was one thing they do during (celebration)?"
"Did you hear anything that's the same with how you celebrate?"
"Did you hear anything different?"
"Do you think you would want to visit another country during _____? Why?" "Can you think of any other questions you would want to ask them next time we connect with them?......and so forth.The students responses and engagement would let me know that they were listening and engaged in the activity.

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Plan for my school:
For every PYP unit, I would set time to work the open-minded and care skill. I would provide specific vocabulary and activities that engage students to use the vocabulary provided. Role-plays plays, creating stories, etc. 
I would also set time to get to know different World cultures, and each student presents about a culture each month (despite the unit we are in). 
I would encourage parents and students to learn from their past and understand their belonging. 
I would provide workshops to become people with an open mind and create concrete activities that would allow students to develop many possible answers. 
Can you make this change alone?
No
Who might you need to collaborate with?
I would need help from the community (parents, colleagues, and students)
Is this a short-term strategy or a long-term strategy?
Long term. The idea is to apply this plan in every year of the PYP program to let the students understand the immensity of options we will always have because of the vastness of the World. 
How will you know it is working?
I will know for their response and communication with others. 
Whenever they ask for other situations (especially in little ones), My mom is from Chile and yours? (Mother is not only from Chile. They understand they can be from many parts of the World).
They will be able to communicate their ideas, considering the rest. 
The students would provide feedback about how they feel whenever they know something they didn't know before.

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International mindedness
When we are in unit of Where we are in place and time, we can introduce family lectures to allow students to explore and express how their families are composed to understand how each family’s migration is different from others, and to take a step further with overseas schools. such as making pen pals, allows students to understand the families and customs of the students in overseas schools.
Can you make this change alone?
No,it is related with parents and other teachers.
Who might you need to collaborate with?
overseas school
parents

Is this a short-term strategy or a long-term strategy?
Long term，students can make friendship with other school's students from grade 1
How will you know it is working?
Observation and talk with students

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International mindedness plan:

The international corner

Every two Fridays, choose one country of the world and use the Spanish lessons to talk about it. First show them a 5-8 minutes video to show them the country. After that, in small groups (2-4 kids) research 4-5 facts: language, food, music, history, literature… Then, each group creates a poster with all the information they got, adding some pictures. Finally, hang the posters in a wall.

Can you make this change alone?

Yes. But better if I find someone who can collaborate

Who might you need to collaborate with?

It would be a good idea to talk to the families and see if they are or if they know someone from the countries we are going to work during the year and see if they can come to school and talk about their experience.

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

Long-term. We can extend it and decide to research about a continent every year.

How will you know it is working?

Observing their comments during the lessons. Starting discussions at the end of the lessons and giving them some feedback.

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Plan for my classroom:
To encourage international-mindedness, I will use the upcoming Christmas holiday to make real life connections between my students and students around the world. Students will get to share their personal Christmas traditions, and then compare/contrast their traditions to other kids around the world.

Can you make this change alone?
No. My school site expects grade level teams to
collaborate.

Who might you need to collaborate with?
I will collaborate with my grade level team. We have found great resources for Christmas around the world that include slide shows, student books, and crafts to represent various countries. We were carefully to also incorporate cultures specific to the demographics represented in our classrooms.

Is this a short-term strategy or a long-term strategy?
Christmas around the world is a short-term goal. A long-term goal is to connect students with others from other schools, states, and/or countries. This when encourage a deeper awareness and understanding of how students are connected to others.

How will you know it is working?
-student discussions
-observations

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international mindedness Plan

In my classroom I would like for the students to connect with other IB students that are possible in another country. The students can discuss what is going in their UOI lessons and what projects and activities the students are doing. The students could message each other because of the time distance rather than call or each class make a weekly video with updates and send it to each other.

A plan like this I think would not be so big, it would take me and other IB teachers from around the world to connect to make this plan happen.

Long-term strategy. I think idea should be permanent so that students can see other students around the work learning the same things that they are learning.

By having a discussion with the students after the video and asking what are the other students doing different. Tell me some key points from the video.

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In my Grade 5 classroom I would like to introduce a monthly mini united nations summit. This would link in well to our current unit of inquiry but could continue for the rest of the year. It would also be great preparation for the Exhibition. The idea would be to take a significant global issue and ask the students to inquiry into the approaches being taken globally by a particular country. They would look at the different perspective within that country  and present their findings for discussion at the end of the month. To encourage agency students can choose and agree on the issue and which country they would like to research.

This would be a great way to collaborate with local and global organisations and also reach out to the parent body that will undoubtedly have experience to offer with such a broad range of backgrounds at my school.

The aim to have this up and running would be short term but ultimately the benefits would go in to long term.

The evidence that this has been successful will been seen by an development in the students awareness in global issues and their ability to consider a broader range of perspectives.

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Plan for Classroom:

Connect with another kindergarten class in America. 
This year I began teaching from the US. I have only been physically in my classroom for 3 weeks now. I would like to continue the connection my students have with our experience by introducing them to a buddy class in America. The time difference would make it difficult to talk with the other classroom live but we could exchange videos. A virtual pen pal situation. 

 I would need to collaborate with my Co-teacher in Indonesia to determine where it might fit into our UOI or curriculum. I would also need to collaborate with another teacher in the states to set up a buddy classroom as well as what kinds of information we would like to exchange and how often. 

For right now, I would set it up as a short term strategy. We would connect the students for this school year. However, if it proves to be successful there could be opportunity for future connections between students and even teachers. 

I would begin by brainstorming what questions we have for the other class and what information we might want to share. I would also have the students brainstorm how they would like to share information (videos, letters, whole group, individuals). Once we have several exchanges with the other class, I can reflect and evaluate how well it is working. Are students connecting, are they enhancing their global perspectives, what are they learning about the other class culture, what connections are they able to make?

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This year for the first time I finally was able to create an alphabetical word wall with instruments from all over the world. I'd like students to choose a different instrument each week and explore its origin.

Can you make this change alone? Yes

Who might you need to collaborate with? I could use the help of the classroom teachers to help the students do research.

Is this a short-term strategy or a long-term strategy? This is a shorter term project that would be a part of students gaining an understanding of the international nature of music.

How will you know it is working? I will know it is working when I see students begin to make connections between the instruments in different places and begin to trace how musical traditions spread and influences each other.

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Video exchange with students around the world.

My idea would be for for my students to create a video of themselves- who they are, where they live, what they are learning about, hobbies, interests, books, games, toys and send it off to another School (School B). School B would reply with their own videos and would then forward our videos on to another school (School C). This would continue with as many schools as we could get on board. We would respond to the videos sent to us and would track on a map how far our videos go.

Can you make this change alone?

No, it would take planning with my school, team, schools, and families.

Who might you need to collaborate with?

I would need to collaborate with my team, community members to find a few schools to start with, and families to get the ok for this project.

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

Long-term- it would be exciting to see how many schools we could connect with and send our videos to.

How will you know it is working?

When schools start sending back responses to our videos and students are able to learn about and connect with students in countries.

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Plan for International Mindedness

All teachers and students will have opportunities to share own cultural background - social committee, school events and from cultural perspective. To encourage teachers and students to link with other international schools for cross-cultural, global projects. Enhance provision of Additional Languages both on timetable and through CCA Programs.

Ensure bilingual programs is internationally minded through the medium of the two languages.

Enhance provision of Additional Languages both on timetable and through CCA Programs.

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Plan for International Mindedness

All teachers and students will have opportunities to share own cultural background - social committee, school events and from cultural perspective. To encourage teachers and students to link with other international schools for cross-cultural, global projects. Enhance provision of Additional Languages both on timetable and through CCA Programs.

Ensure bilingual programs is internationally minded through the medium of the two languages.

Enhance provision of Additional Languages both on timetable and through CCA Programs.

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Plan for International Mindedness

All teachers and students will have opportunities to share own cultural background - social committee, school events and from cultural perspective. To encourage teachers and students to link with other international schools for cross-cultural, global projects. Enhance provision of Additional Languages both on timetable and through CCA Programs.

Ensure bilingual programs is internationally minded through the medium of the two languages.

Enhance provision of Additional Languages both on timetable and through CCA Programs.

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I would use my connections with teachers around the world to set up pen pals, but in a new way. Rather than just letters, I would have students use a variety of media (audio, video, text, images) to communicate and connect with perhaps a specific class in a country or maybe even multiple classes. I would then find opportunities for students in both classes to collaborate on something meaningful together that was connected to our UOI. For example, we could co-author a digital book together, engage in asynchronous discussions on Padlet, collaborate on a movie about a concept, publish a podcast or blog together, etc. Not only would they be getting to know students with diverse backgrounds and experiences, but they are also learning how to work with people who may be different than what they know and are used to. They are building skills that allow them to connect and share with people outside of their immediate environment.

Can you make this change alone?

No, this would require significant collaboration with a teacher outside of my school and would be even more impactful if single-subject teachers were involved as well.

Who might you need to collaborate with?

I would certainly need to find colleagues in other schools to collaborate with. Because I am not a classroom teacher, I would need to work with a classroom teacher to do this, as well as possible collaboration with single-subject teachers to make connections with things like art, PE and music.

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

This would be a long-term strategy that would have the greatest impact if it were to carry on for extended periods.

How will you know it is working?

I think if we are able to maintain a sustained, meaningful relationship with a group of kids from another country and if students begin to recognize the challenges and benefits of working with people who are different than you, I would know it was working. Additionally, if students are more curious about other perspectives/experiences and begin to inquire into this independently, it would be a success.

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The plan I would create for my school would involve a school-wide research project where students investigate art from around the world. As an art teacher, I strongly believe you can encourage international-mindedness by exploring art from various countries and cultures. Art is created through the lens of not only an individual, but in relation to history and in the context of a society or social structure. Western art is often emphasized in art classes, so this would also be an opportunity to expose students to non-western techniques and traditions. For the younger grades, each class would research art from a country collectively, while older grades could have individualized research focuses. After investigating art from a culture or country, students could create pieces that embodied that style. Once various grades create works using specific global techniques, a gallery could be set up in relation to a map to showcase these findings.

Can you make this change alone?
I could partner with homeroom teachers to see what cultures students may already be investigating. I could also call upon upper level students to organize the gallery showing.

Is this a short-term strategy or a long-term strategy?
This strategy is long term, but could be introduced short term through small investigations in class.

How will you know it is working?
I would have students reflect on their findings and each other's work.

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Plan to implement International-Mindedness:
To create a class calendar as a whole group emphasising on the different celebrations and holidays around the world. Designing a one world recipe book encompassing recipes and traditions from cultures around the world.

Can you make this change alone?
Yes.

Who might you need to collaborate with?
Teaching aide, families and fellow Teachers/colleagues from other classes/grades.

Is this a short-term strategy or a long-term strategy?
Long term, over the period of one academic year.

How will you know it is working?

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Give students the agency to represent their home country within the homeroom/corridors/school through artwork, colours, language, photographs and maps etc.
Yes, this can be initiated within the homeroom and then rolled out across the grade and then schoolwide, if deemed successful or as the community becomes more engaged.

·        Who might you need to collaborate with?

Students, Colleagues and Wider Community

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

This is a short-term strategy which could naturally develop into a longer-term strategy.

·        How will you know it is working?

Community engaging with the display, inquiring about colours, patterns, characters, languages etc.

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Planned and calendared International Week celebrations with homeroom activities but also including a 'Flag Parade'.

·        Can you make this change alone?

Yes, this can be initiated within the homeroom and then rolled out across the grade and then schoolwide, if deemed successful or as the community becomes more engaged.

·        Who might you need to collaborate with?

Students, Colleagues and Wider Community

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

This is a short-term strategy which could naturally develop into a longer-term strategy.

·        How will you know it is working?

Community engaging with and volunteering to facilitate and support events.

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My school badly needs more engagement with the "Mirrors and Windows" that good quality books can be.

Through casual observation I have noted that our school library collection is sorely lacking in books that reflect the culture  and climate that the children are living in. I would like to carry out an audit of the collection and determine if we have books that reflect diversity in other ways, for example books by women, people of color and most importantly for a school in Indonesia, by Indonesian and South Asian authors.
Can you make this change alone?
No, I could not make this change alone.
Who might you need to collaborate with?
I would need the cooperation of the administration, the active involvement of the librarian and funding from the school board. Since I teach Year 1, it would also be valuable to have older students take part in the audit.
Is this a short term strategy or a long term strategy?
This would be a long term strategy. An audit would take time and locating, or creating resources that reflect local culture would also take time.
How will you know it is working?
I am going to answer this like a former science teacher, who spent a lot of time teaching that correlation and causation are very difficult to separate.
An increase in global mindedness could be measured through use of a questionnaire given to the same students before and after the completion of the program. It could also be measured by a questionnaire
given to an age cohort for several consecutive years to see if their global mindedness increased as the program progressed. However, it is hard to say that an increase or decrease in global mindedness is primarily affected by this program.  Anecdotally the staff could be surveyed to see if their students are responding to having more books that reflect their culture and climate available. Library records could also be monitored to see if the new books are frequently checked out. That would indicate that the students are at least interested.

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Display: Give students the agency to represent their home country within the homeroom/corridors/school through artwork colours, language, photographs and maps etc.

Events/Celebrations: Planned and calendared International Week celebrations with homeroom activities but also a whole school concert where various traditional songs and dances are performed.

·        Can you make this change alone?

Yes, this can be initiated within the homeroom and then rolled out across the grade and then schoolwide, if deemed successful or as the community becomes more engaged.

·        Who might you need to collaborate with?

Students, Colleagues and Wider Community

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

This is a short-term strategy which could naturally develop into a longer-term strategy.

·        How will you know it is working?

Community engaging with the display, inquiring about colours, patterns, characters, languages etc. and volunteering to facilitate and support events.

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Planned and calendared International Week celebrations with homeroom activities but also including attendance at a ‘Global Village’ where students use their passport to ‘travel’.

·        Can you make this change alone?

Yes, this can be initiated within the homeroom and then rolled out across the grade and then schoolwide, if deemed successful or as the community becomes more engaged.

·        Who might you need to collaborate with?

Students, Colleagues and Wider Community

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

This is a short-term strategy which could naturally develop into a longer-term strategy.

·        How will you know it is working?

Community engaging with and volunteering to facilitate and support events.

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they are. Possible topics: toys and games we play, our celebrations, our homes, food we eat, clothes

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To increase global-mindedness in my classroom I plan on integrating more technologies. In our upcoming unit on “How We Express Ourselves” I plan to connect my classroom with another via Empatico. Through this platform, they will share folklore that means something to them and find commonalities/differences between the stories and how the stories are told. I also plan to use other tools like Padlet for the kids to share their stories asynchronously if need be and write digital letters to each other.

Can you make this change alone? Who might you need to collaborate with?

I will need to coordinate with the other teachers on the 2nd grade team since we work closely in our planning.

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

I hope to make this a long-term strategy and create a strong partnership with another teacher and classroom so that I continue collaborating over the rest of the school year.

How will you know it is working?Through conversations with kids, especially during morning meeting, about their realizations. Periodically we will do a "I used to think...now I know" to continuously reflect on what we're learning about others and ourselves.