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E.g. applications of statistical testing in science.

E.g. mathematical proof compared to other knowledge - TOK

E.g In Business by focusing on the core course concepts of change, ethics, creativity and sustainability

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"Neurological research supports this pedagogical approach, indicating that students form stronger neural connections and retain information more effectively when learning is personally meaningful and emotionally engaging." Bernard, S. (2010). Science shows making lessons relevant really matters. Edutopia.

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https://www.ibo.org/contentassets/019c8bebf2a84f2c8493ae56de3c8c34/28-tracisalter-knowingmeconnectingtoyou.pdf

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Ideas of how this can be evidenced- IB Orals Language A Exams Portfolio: students make connections between literary and non-literary texts in global connections.

Evidence- https://stemsports.com/the-benefits-of-cross-curricular-instruction/#:~:text=Cross%2Dcurricular%20learning%20gives%20students,have%20learned%20in%20everyday%20life.

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by Andreas Schleicher
Director, Directorate for Education and Skills

In 2015, 193 countries committed to achieving the 17 Sustainable Development Goals (SDGs) of the United Nations, a shared vision of humanity that provides the missing piece of the globalisation puzzle. The extent to which that vision becomes a reality will in no small way depend on what is happening in today's classrooms. Indeed, it is educators who hold the key to ensuring that the SDGs become a real social contract with citizens.

Goal 4, which commits to quality education for all, is intentionally not limited to foundation knowledge and skills, such as literacy, mathematics and science, but emphasises learning to live together sustainably. This has inspired the OECD Programme for International Student Assessment (PISA), the global yardstick for success in education, to include global competence in its metrics for quality, equity and effectiveness in education. PISA will assess global competence for the first time ever in 2018.

PISA conceives of global competence as a multidimensional, lifelong learning goal. Globally competent individuals can examine local, global and intercultural issues, understand and appreciate different perspectives and world views, interact successfully and respectfully with others, and take responsible action toward sustainability and collective well-being.

It is worth looking at these four dimensions in some more detail.

Examine issues of local, global and cultural significance. This refers to the ability to combine knowledge about the world with critical reasoning whenever people form their own opinions about a global issue. Globally competent students can draw on and combine the disciplinary knowledge and modes of thinking acquired in school to ask questions, analyse data and arguments, explain phenomena, and develop a position regarding a local, global or cultural issue. They can also access, analyse and critically evaluate messages delivered through the media, and can create new media content.

Understand and appreciate the perspectives and world views of others. This highlights a willingness and capacity to consider global problems multiple viewpoints. As individuals acquire knowledge about other cultures' histories, values, communication styles, beliefs and practices, they begin to recognise that their perspectives and behaviours are shaped by many influences, that they are not always fully aware of these influences, and that others have views of the world that are profoundly different from their own. Engaging with different perspectives and world views requires individuals to examine the origins and implications of others' and their own assumptions. This, in turn, implies a respect for and interest in the people who acknowledge and appreciate the qualities that distinguish individuals from one another are less likely to tolerate acts of injustice in their daily interactions. On the other hand, people who fail to develop this competence are considerably more likely to internalise stereotypes, prejudices and false heuristics about those who are "different".

Engage in open, appropriate and effective interactions across cultures. Globally competent people can adapt their behaviour and communication to interact with individuals from different cultures. They engage in respectful dialogue, want to understand the other, and try to include marginalised groups. This dimension emphasises individuals' capacity to bridge differences with others by communicating in ways that are open, appropriate and effective. "Open" interactions mean relationships in which all participants demonstrate sensitivity towards, curiosity about, and a willingness to engage with others and their perspectives. "Appropriate" refers to interactions that respect the cultural norms of both parties. In "effective" communication, all participants can make themselves understood and understand the other.

Take action for collective well-being and sustainable development. This dimension focuses on young people's role as active and responsible members of society, and refers to individuals' readiness to respond to a given local, global or intercultural issue or situation. It recognises that young people can have an impact on personal and local situations, but also on digital and global issues. Competent people create opportunities to take informed, reflective action and have their voices heard. Taking action might imply standing up for a schoolmate whose human dignity is in jeopardy, initiating a global media campaign at school, or disseminating a personal opinion about the refugee crisis through social media. Globally competent people are engaged to improve living conditions in their own communities and also to build a more just, peaceful, inclusive and environmentally sustainable world.

Naturally, global competence can be developed in many contexts; but schools can play a crucial role in this regard. Schools can provide opportunities for young people to critically examine developments that are significant to both the world at large and to their own lives. They can teach students how to use digital information and social media platforms critically and responsibly. Schools can also encourage intercultural sensitivity and respect by encouraging students to engage in experiences that nurture an appreciation for diverse peoples, languages and cultures. This central role of schools makes a strong case for PISA to examine global competence.

All of this leads to the question: How does one assess global competence? In 2018, PISA will make a first start with a two-part assessment consisting of a cognitive test and a background questionnaire. The cognitive assessment elicits students' capacities to critically examine news articles about global issues; recognise outside influences on perspectives and world views; understand how to communicate with others in intercultural contexts; and identify and compare different courses of action to address global and intercultural issues.

In the background questionnaire, students will be asked to report how familiar they are with global issues; how developed their linguistic and communication skills are; to what extent they hold certain attitudes, such as respect for people from different cultural backgrounds; and what opportunities they have at school to develop global competence. Answers to the school and teacher questionnaires will provide a comparative picture of how education systems are integrating international and intercultural perspectives throughout the curriculum and in classroom activities.

Taken together, the cognitive assessment and the background questionnaire will allow educators and policy makers to address important questions, such as:

To what degree are students able to critically examine contemporary issues of local, global and intercultural significance?

To what degree are students able to understand and appreciate multiple cultural perspectives (including their own) and manage differences and conflicts?

To what degree are students prepared to interact respectfully across cultural differences?

To what degree do students care about the world and take action to make a positive difference in other peoples' lives and safeguard the environment?

Are there inequalities in access to education for global competence between and within countries?

What approaches to multicultural and intercultural education are most commonly used in school systems around the world?

How are teachers being prepared to develop students' global competence?

This assessment offers a tangible opportunity to provide the global community with the data it needs to build more peaceful, equitable and sustainable societies through education. It will provide a comprehensive overview of education systems' efforts to create learning environments that encourage young people to understand one another and the world beyond their immediate environment, and to take action towards building cohesive and sustainable communities. It will help the many teachers who work every day to combat ignorance, prejudice and hatred, which are at the root of disengagement, discrimination and violence.

Some have already raised concerns about the feasibility of measuring students' readiness to engage with the world through an international test. International comparisons are never easy, and they are not perfect, particularly when it comes to measuring such complex competences. But without quality data, it will be difficult to initiate a fruitful, global dialogue about what works in education.

Links
Preparing our youth for an inclusive and sustainable world: The OECD PISA global competence framework

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View all posts by OECD Education and Skills Today

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Educating our youth to care about each other and the world

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by Andreas Schleicher Director, Directorate for Education and Skills In 2015, 193 countries committed to achieving the 17 Sustainable Development Goals (SDGs) of the United Nations, a shared vision of humanity that provides the missing piece of the globalisation puzzle. The extent to which that vision becomes a reality will in no small way depend...

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Maths - I.A.s

Physics - I.A.s

Languages - Cultural awareness, internationally minded

P.E. - practical

English - I.A.

Global Politics - Engage with political issues

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(3) Teaching IB English Literature can embrace the IB principle of planning through narrative by creating immersive experiences that engage students deeply. Using approaches like VR, teachers can build a cohesive learning journey that integrates Theory of Knowledge (TOK), interdisciplinary connections (e.g., history, language, art), and student reflection, enriching their understanding of literature in meaningful, contextual ways.

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(3) Teaching IB English Literature can embrace the IB principle of planning through narrative by creating immersive experiences that engage students deeply. Using approaches like VR, teachers can build a cohesive learning journey that integrates Theory of Knowledge (TOK), interdisciplinary connections (e.g., history, language, art), and student reflection, enriching their understanding of literature in meaningful, contextual ways.

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Debate.

Role Play.

Exposure to knowledge from around the world.

Immersive experiences.

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Global vs. Local Education: Dynamics Explored

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Explore the clash of global and local education ideologies, dissecting their impact on curriculum, cultural nuances, and student development.

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What it looks like: Engaging with a political issue in real life, applying course knowledge to it, learning from the experience, reflecting on how the experience impacted the student's understanding

Evidenced in planning: For example, when learning about NGOs we contacted local NGOs and spoke with people who work there about what they do. We had a guest speaker come in for international peacekeeping to talk about impact of his actions. Most content is linked to student's real lives (IE development) and what they can do.

Challenges: Not many, the principle of meaningful student interaction is a cornerstone of the GP course. Actually talking to real people takes time and effort, this can be a barrier for shy students.

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Fluent expression in English, particularly in an academic sense, is a skill which is usually nascent and undeveloped at the beginning of courses. Student essays are weak, unfocused and unsophisticated initially. Then, through constant practice, vocabulary and range of expression increases, this SKILL normally develops.

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Evidence- Language B : Asking pupils to makes the connections between subjects. Independent thinking.

Holistic approach to subjects - reference and connections through units in each subject.

Teacher collaboration - making the connections and highlighting them.

Primary - project based learning: teaching thorugh the same unit/project.

Challenges: Time constraints, collaborative time constraints.

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Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

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Student contribution

planning for collaboration

developing communicative skills through encouraging discussion.

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Any challenges in bringing the principle to life 

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Any challenges in bringing the principle to life 

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Time

Student mindset

Strong opinions - not openminded

Social cohesion

Literacy abilities

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Structure planning around key IB principles—especially international-mindedness, learner profile attributes, ATL skills, and TOK integration—by designing immersive, narrative-driven lessons that connect literature to historical context, encourage cross-disciplinary thinking, and promote reflection through inquiry-based activities.

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Structure planning around key IB principles—especially international-mindedness, learner profile attributes, ATL skills, and TOK integration—by designing immersive, narrative-driven lessons that connect literature to historical context, encourage cross-disciplinary thinking, and promote reflection through inquiry-based activities.

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Maths: Visiting Maths Museum to excite curiosity and engage with local community with a view to getting ideas for their IAs

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Maths: Visiting Maths Museum to excite curiosity and engage with local community with a view to getting ideas for their IAs

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Matthias Lee

17:21 (2 minutes ago)

to me

"The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.

. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others."

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Science: The Experimental Program, Collaborative Science Project and IAs

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Science: The Experimental Program, Collaborative Science Project and IAs

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The Succes Box

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KASH is an acronym for Knowledge, Abilities, Skills and Habits

Knowledge: cognitive or mental abilities used to retain and process information

Attitudes: feelings or emotions about someone or something

Skills: physical ability used to perform tasks

Habits: repeated and consistent behaviors

About the K.A.S.H. Box

The K.A.S.H. Box is a performance coaching tool introduced by David Herdlinger to illustrate that poor performance is not just a lack of knowledge and skills, but also poor attitudes and bad habits.

The K.A.S.H. box divides performance characteristics into four distinct categories. These four categories are further segmented into two groups;

The left side of the box is right side is Knowledge and Skills, while the Attitudes and Habits.

The configuration of the K.A.S.H. Box helps delineate between a training issue and a performance issue. Knowledge and skills are generally considered the learning and training component of an individual, while attitude and habits are the performance attributes of a person.

Purpose of the K.A.S.H. Box

The purpose of this K.A.S.H. Box is to illustrate that there are four characteristics of individual and organizational performance. All four directly impact performance. However, many organization just focus on the development of knowledge and skills, while not addressing employee's attitudes or habits at an organizational level. This can be very detrimental to the organization's performance and overall success.

Applying the K.A.S.H. Box

The left side (Knowledge and Skills) of the box is about the acquisition of knowledge and the development of skills. These are best addressed by training programs and/or hands-on experience. Training programs can close the gaps in knowledge or skills. After a needs analysis is completed to identify the gaps, a training program can be designed with activities to address those gaps.

The right side (Attitudes and Habits) of the box is about having the correct mindset and behaviors to effectively apply the knowledge and perform the skills. This is when a person knows how to and is able to complete a task, but does not complete the task for some reason. This is best addressed by coaching and mentoring programs.

Knowledge or Skill deficiency = Knowledge or Skill Gap = Training solution

Attitude or Habit Issues = Performance Gap = Coaching and Mentoring solution

Problems with Organizational Performance

Each employee brings these four distinct characteristics to an organization. Successful performance depends on all four of these characteristics. All four affect performance of an individual as well as the success of the organization.

Most organizations hire people based on their skills and knowledge. However, the success of an organization depends not only on the knowledge and skills their employees possess, but also on their attitudes and habits. Actually, most people are fired for their attitude and habits (performance issue) rather than their lack of knowledge and skills (training issue).

Typically, most organizations focus most of their resources and efforts on the development of knowledge and skills. They often neglect attitude and habit. This is because with most organizations, what gets measured, gets attention. Both Knowledge and skills can be easily measured through tests, assessments, and observations. Attitudes and habits, on the other hand, are often not addressed through training and development programs because they are difficult for people to develop, and are e hard to measure for results. It is not easy to measure a person's attitude.

Training and Development Programs Solution

To be a successful, an organization's training and professional development programs should focus on improving all the four aspects of their employees. Successful organizations realize that it is the negative attitudes and bad habits of individuals that are mostly the reasons behind the failures rather than lack of knowledge or skills. While knowledge and skills are important, the ability to apply them successfully is determined by the attitude of the employee. Positive attitude and good habits of the employees are the main reasons behind the performance of successful organization. Therefore, to be a successful organization, you must focus not only on the knowledge and skills of employees, but also on those the personality traits associated with attitude and good habits.

Related Links
Knowledge, Skills and Attitudes
Knowledge, Skills, Attitudes and Habits

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K.A.S.H. Box - Knowledge, Attitudes, Skills, Habits, performance gaps, knowledge and skills gap, training solutions, performance solution,

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try

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Model nazwany K.A.S.H. Box, prezentowany poniżej, został zaobserwowany, zbadany, zmierzony, przeanalizowany i opisany na początku XXI wieku. Powstał jako rezultat badań nad efektywnością szkoleń i rozwoju umiejętności, w tym również sprzedażowych i menadżerskich. Uwaga! Nie został wymyślony. Powstał jako rezultat obserwacji i badań nad skutecznością działań i ich wpływem na osiągane rezultaty. Jest dowodem na to, że wiedza i umiejętności mają mniejszy wpływ na sukces niż nastawienie i zachowania nawykowe - „stałe fragmenty gry" handlowej lub menadżerskiej.

Badacze podali, że istotne są proporcje, w jakich poszczególne elementy mają wpływ na efekt końcowy. Jeżeli przyjmiemy, że Sukces, czyli pożądany efekt końcowy to 100% to:

K / Knowledge / wiedza to zaledwie 10%, bo wiedza działa dopiero po zastosowaniu, więc ...

S / Skills / umiejętności to 20%, bo choć znane to często nie są stosowane w praktyce z braku pewności siebie, braku wiary w pozytywny efekt, ogólnie braku właściwego Attitude;

A / Attitude / pozytywne nastawienie osiągnęło wynik 30% udziału w końcowym efekcie;

H / Habits / zachowania nawykowe - okazały się być kluczem do sukcesu = 40% udziału w sukcesie.

To właśnie Habits / zachowania nawykowe, czyli wytrenowane i wdrożone i stosowane umiejętności praktyczne dawały największy wpływ na ostateczny sukces. Okazało się, że poprawa w kategorii Habits radykalnie podnosiła wiarę w siebie i swoje możliwości, przez co wpływała na poprawę kategorii Attitude. Dlatego kategoria Habits okazała się najważniejsza. Habits, czyli zachowania nawykowe są kluczem. Trochę jak w sporcie, wygrywa ta drużyna, która ma najlepiej dopracowane stałe frgamenty gry.

Badanie skuteczności szkoleń sprzedażówych w USA, prowadzone na początku naszego stulecia na zlecenie CEB SEC potwierdziły, że ponad 90% budżetów finansowych i czasowych na szkolenia i rozwój sprzedaży jest przeznaczanych na rozwój lewej strony modelu KASH. Podczas, gdy to prawa strona ma aż 70% wpływu na sukces.

Parafrazując raport końcowy, podsumowujący w/w badania, można powiedzieć, że 90% szkoleń sprzedażowych w USA to strata czasu uczestników szkoleń, nie wspominając o pieniądzach. Czy w Polsce jest lepiej? Czy dofinansowania z UE pomogły czy zaszkodziły?

Badacze zaobserwowali również fakt, że główny powód zatrudniania handlowców to ich Knowledge i Skills, ale głównym powodem zwalniania są braki w ich Attitude i Habits, które powodują brak pożądanych wyników. Bo to głównie one tworzą kompetencje i mają 70% wpływu na rezultaty w sprzedaży.

W tym kontekście warto wspomniec, że szkolenia sprzedażowe w USA mają ponad 100 lat tradycji. Pierwsze szkolenia ze sprzedaży prowadziły firmy ubezpieczeniowe już pod koniec XIX wieku. Do dziś trzy z nich przypisują sobie bycie tą pierwszą, która zapoczątkowała ten cały proces.

Kiedy zaczął się kryzys finansowy, przeprowadzono kolejne badania w latach 2009-2011 na zlecenie CEB SEC. Przeanalizowano prawie 70.000 wizyt handlowych przeprowadzonych przez prawie 7.000 handlówców z 95 branżach w różnych krajach. Wyniki dostarczyły szokujących materiałów i wniosków. Nie tylko potwierdziły działanie model KASH Box, ale dostarczyły jeszcze bardziej radykalnych dowodów na dominację Attitude i Habits.

Okazało się również, że koncentracja na budowaniu relacji jest najbardziej nieefektywną strategią. Jednocześnie zobserwowano, zmierzono i opisano najnowszy i najskuteczniejszy wzorzec skutecznych zachowań sprzedażowych. Nazwanego go modelem The Challenger Sale.

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Model nazwany K.A.S.H. Box, prezentowany poniżej, został zaobserwowany, zbadany, zmierzony, przeanalizowany i opisany na początku XXI wieku. Powstał jako rezultat badań nad efektywnością szkoleń i rozwoju umiejętności, w tym również sprzedażowych i menadżerskich. Uwaga! Nie został wymyślony. Powstał jako rezultat obserwacji i badań nad skutecznością działań i ich wpływem na osiągane rezultaty.