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My plan would build off what my school is already doing.  Each month we have a Global Gathering that focuses on one country.  Each Global Gathering is led by a different grade level and about a different country. Also, each month focuses on a different Learner Profile.  We have a reader each month come in the classroom and read a book that connects with the Learner Profile word of the month.

The students seem to enjoy having a different country represented but I’m wondering if it would be possible for each grade to focus on the country and relate it with the Learner Profile word of the month too. I feel the students would have a greater understanding and appreciation for what is being shown at the Global Gatherings.

In the fourth grade we currently have a Pen Pal.  If possible, it would great if each grade level could have a Pen Pal from a different region.  Those regions would be the focus of the Global Gatherings (This would change each year).  Then in my classroom, I would utilize one of the bulletin boards to focus with the region selected for the Global Gathering. We could be making connection through images, books, articles, videos, etc.  If was great this year because the fourth grade has a Pen Pal working in Zambia and one of my students immigrated from Zambia with his family a few years ago.  We were able to connect with Zambia on a more personal note.

We could also have the specialist also connect with the region that is the focus for the month.  Physical education teacher could teach games the kids play, art teachers could show art work and techniques, music teachers could share original music from the country, and library teachers could find books to read from the country.

These plans would involve the help of the whole school.  It would be a long-term goal that maybe in the future our IB Coordinator could  try to implement. We would be able to see if it was working through conversations and how they express what they have learned.

I’m also wondering if it would be possible to put together a team of teachers, administration, and parents to take the lead in guiding the school in embedding international-mindedness. Having at least one teacher from each grade be apart of the IM team would ensure that each grade level is involved and able to help the rest of their grade level. Then with the help of parent volunteers along with school employees we could have additional events besides the Global Gatherings (dances/art shows/traditional festivities,etc).

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My plan for a Special Education class would start at the beginning of the year with our country. We would spend the first 5-10 mins of my session reviewing what we learned the day before and introduce the new topic. Each country would be a total of two weeks.
My students do better with a schedule so on:
Monday: intro new country/place on map
Tuesday: intro their beliefs
Wednesday: discuss food
Thursday: music
Friday: animals/water
Monday: landmarks
Tuesday: famous people from here
Wednesday: plants
Thursday: weather
Friday: review everything; have students independently share their favorite thing about that country

Each student would have an interactive notebook that we would write and draw in daily. I would provide things to cut out (animals/plants) depending on the day. I would also, provide sentence started for those who need it. I feel like my second graders would really enjoy it.
Since, I do have students across grades K-2, I would need to collaborate with a certain grade level or the school as a whole (if the whole school was participating in International mindedness).
I would also need support from the speech and language pathologist and occupational therapist.

Materials needed:
- IM notebook/adapted paper for those who need it
- Smart board/a way to display visuals
- books representing each country/topic
- music
- chart paper for anchor charts
- map

I will know this is working is my students, can retell what we learned from the previous day.

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As a class we would discuss the idea of belonging and build a pyramid of belonging (following the rainbow idea) starting in close proximity to ourselves and then broadening out.

Starting with

Our class – what diversity do we have in our own class

Our family – where do our families come from, in Australia we are an immigrant culture and most students can link their history to another country

Our LOTE class – what other language do we speak and what do we know about the people who speak this language we are learning. How does their lifestyle compare to our own. At my school our second language is Chinese so I would aim to set up a pen pal system with another school in china. I would need to discuss the possibilities of this with our Chinese teacher and discuss the issues for overcoming the language barrier.

Our school – What sister/buddy schools do we have or could we implement.

Our community – what other cultures exist beyond our school grounds and what histories can they share with us.

Our Country – Look at Australian History and discuss our indigenous culture. What aspects of history link to or clash with our learner profile. What would have happened to Captain Cook if he was more globally minded. Explore the concept of famous people and being globally minded,

While I am able to begin making plans and taking action within my own classroom, I do believe that collaboration with many lead to the best practices. I would begin by discussing with my year level teachers and eventually once it got big and strong enough, I would take it to a school level once getting the blessing from the principal of course. In working towards a common goal with other staff what could begin as a short-term strategy would become a much larger activity that would become engrained into the school culture. At selected intervals we would need to go back and ask students a few key questions that were designed to test their understanding of being global minded citizens. By asking the same or different versions of the same idea we could assess what changes the student has undergone and if they are showing a greater development og consideration for being globally minded.

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My plan for the Primary School I work at would consist on:
1.- Having students from 4th grade (for example) choose a country and give a presentation about its culture, language, traditions and international importance to younger students.
2.- Making video calls with colleagues from other countries who can interact with our students in real time and solve their doubts about their country.
3.- Interview staff who has been to or is from other countries and share their experiences in a video for other students to watch.
4.- Talk more about migration and immigration, develop projects about that matter with upper grade students.

I would definitely need help from my colleagues to achieve this because they could enrich my ideas and also help students complete their tasks by answering their questions or giving them tools to develop their projects.

I would need to collaborate with teachers from other subjects, foreign teachers and colleagues from other countries, the more people involved, the better!

I think this is a long-term strategy since we would be including it in the lesson plan as part of the units, we could use different activities and approaches in each of the different grades each school year and see how they worked, get feedback from students and observe their evolution regarding international-mindedness.

Nydia

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 students could understand how wide the world is and comprehend diversity.

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We need to develop students to feel confident enough to communicate with a diverse community.

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I would suggest a kind of transdisciplinary approach. My plan includes interpersonal and writing skills, recycling and awareness in a comprehensive manner.

First of all, altough I would guide the process, we will need other parties to cooperate with us. Other teachers, students and parents should spend effort.

My plan includes:
* Contacting students and teacher from different countries.
* Planning online meetings.
* Students sharing cultural, traditional and personal values and language with each other. (teachers will help on translation when necessary)
* By the while, deciding the most appropriate way to recycle paper, after investigating and trying some methods. Obtaining a individual paper.
* Writing letters to different countries in their own language and sending it.
* Once the letter is received, it will be translated and a response will be sent back.
* After receving response, reflective thought will be discussed.
* Comparing and monitoring initial and final thoughts will show us if the plan works to embed international-mindedness.
Regarding all steps it can definitely be said that this is a long-term strategy. As the time goes on this penfriendship would contribute international-mindedness on a multiple participant sense.
Ufuk AKBAŞ

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My plan consists of several steps that, in my opinion, our school lacks and by introducing them our community can reach a more deep level of international mindedness among all the members. Below you can see them:
1.Creating a modern library with multimedia resources (audio, video, books, up-to-date newspapers and magazines, etc.) for students to use it during their lessons and in their free time.

2.Having a tradition of telling and presenting classmates about one’s own trips to other countries and bringing souvenirs from there to the class. A student should also pin the location of their journey on the special map in the classroom to make it visible for others.

3.Making a canteen staff cook traditional food of different countries once a month for the children to taste cuisines from all over the world (e.g.Italy=pizza, pasta, American pancakes, English fish’n’chips, Japanese sushi and so on)

4.Customize or buy a new school bus for students to arrange school trips to other towns and cities.

5.Finding pen-friends from other countries to communicate with.

I understand that I can make a difference only with my team of teachers, students parents and founders. It goes without saying that it takes much time to plan, develop and implement the steps to increase international mindedness at school. The results of our strategy will be seen in our students, in their every day communication, their inquiries and their questions.

Pavel Grishkov

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My plan consists of my ideas combined with other participants’ ideas.

I would, for instance, choose a different culture every two weeks or so (depending on the activities and ages of the students) and then I can start by introducing the culture in my morning class at the beginning of the week and I would ask the students what they know and if they know about that culture. I can either choose cultures based on my students’ nationalities if they come from different countries, or random cultures. Then I can focus on an article or a story that is related to that culture to help them learn more about it. So, here I can start by using books and pictures. I can ask them to analyse what they see in the pictures from the story and also to try to read what the story is about. Or if the country is known for its music, I can start by playing some sort of famous song/rhythm and ask them to try to know. Then throughout the week (or two weeks), we can do activities related to this culture. I can ask them to do some crafts (like I mentioned in my suggestions to Andrea) such as lanterns if we are learning about the German culture’s St. Martin’s day. Also, for instance they can learn and cook special foods from that culture. During these two weeks, we could learn a famous children song and a dance. I can also ask them to prepare a poster of what they learned from that culture, or what that country is famous for.

Also, it does not necessarily need to be about cultures; it can be about themes or special celebrations from different countries. The main focus would be on one main topic or culture.  So, when we finish our week(s) of learning about the new culture, we can exchange posters with another class or school. So, in this way, students will start by respecting and being open to the cultures/nationalities present in their own classroom and also they will learn about other cultures present in other classrooms and schools.

I cannot make this change alone because this is about cooperation. I’ll collaborate with other teachers and students from different classes. It starts in my classroom but it has to be done in cooperation with the whole school and, if possible, other schools and countries.

This is a long-term strategy because it needs time and work. The projects and activities may be short term but the whole plan needs time; it is an on-going process that should accompany the students throughout their whole academic year(s).

I will know that it is working based on the students’ excitement and interaction, and how much they will remember and discuss based on these topics.

Mariebelle

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Global Issues Week - embedding IM by Kasia

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Global Issues Week - embedding IM by Kasia

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My plan for embedding international mindedness is connected to one of the tips I proposed for Andrea on her questions and concerns. I think it is crucial to make students aware that they are global citizens of the world and that people around the world face the same challenges every day.
My idea is about organizing a school-wide event called Global Issues Week. This event would be carried out by all the members of the school community - students, teachers and parents, as I imagine, all of us would have to collaborate to organize such an elaborate event. During the week each grade or class would choose one of the global issues to inquire into. This would allow students to not only develop as caring students but also take action.
I think it would be great to introduce students to one of the big global issues that influence people around the world, for example, the rapid growth of plastic waste. This would draw attention to our commonalities as people and would show the children that we all face similar challenges, regardless of where we live. After introducing the issue, I think it would be beneficial to make the students aware that in our local community we also struggle with the same problems and that there are actions to be taken to make a difference in the world. I would like to also draw attention to how the perspective on specific global issues changes depending on where you live. Each grade could organise a stand or a booth that would show their inquiry process as well as the documentation of their actions taken.
The sketchnoting poster attached shows how I imagine the process of inquiry to go - from the global perspective to the local action in our school community. I think it could become a recurring, annual event that would raise students’ awareness about global issues and also make them feel like they are citizens of the world. I think we would be able to observe amazing actions taking place. In the end, I would hope that students would understand that their choices matter and even a small-scale action can make a difference in the world.

- Kasia

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I'm very lucky at my school. It is a relatively small, new international school with over 50 different nationalities. There is a diverse mix in each class so whenever there are class discussions students are automatically becoming more aware of other cultures and seeing things from other perspectives. It is a Swiss school so we have a Swiss Fair every year along with International Day, Francophonie Day and National Mother Tongue Day. We have a very active parent and local community and Mother Tongue Program. Similarly, Doha itself is very multicultural. It has a big ex-pat community with experts from various fields from all over the world. The school therefore just reflects the local community.
To further embed international mindedness in our school I think we could develop our Mother Tongue Program (MTP) further by adding more languages to the ones offered already and by inviting guest speakers/teachers to do workshops. Right now our program is language based. It could broaden to include more cultural content. We could also draw from the talent in our local community and introduce even more diverse extra-curricular activities (like I suggested myself to Toni) such as oriental dance, MUN, African drumming, yoga etc. Another idea is to start a performance evening to celebrate the learning in the ECA's and MTP i.e. the students sing in their mother tongue or a foreign language, play an instrument from their home country, do a dance performance etc. I would need to coordinate with the CAS and Mother Tongue Coordinators along with administration, security, management and the whole school community to arrange these. It would definitely motivate the students to try their best in these activities knowing that there would be the chance to showcase their skills at the end of each term. Finally, I think it would be very obvious quite quickly through discussions in and outside the classroom if it was successful or not in further embedding international mindedness.

Zakia

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Since it's hard to develop international mindedness alone, I'll use technology in my classroom. This is my plan.
o First of all,  I would start by collaborating with the Native English Teacher at my school. Though technology is an important tool, it is beneficial to use a real-life resource because having an international mindset means being able to communicate in English. We need to develop students to feel confident enough to communicate with a diverse community. Through the Native English Teacher, we can have immediate connections and learn from each other.
Secondly, we are going to teach cultural things to embrace diversity.
Clothes, food, festivals, famous figures and traditional things.( students could understand how wide the world is and comprehend diversity.) Also introduce and bring  global issues we encountered thesedays. Then students would be more engaged in international things.

o  This is a long-term strategy because language ability cannot be developed in a short amount of time. Students need constant input and output of the language they need to learn.

o   Teach them importance of communicating in English and keep emphasize the necessities of English. Give examples of situation of Usefulness of English.  When students feel the need of English and motivated students would follow well. Also, teacher and Native English Teacher should keep collaborative and pre-planned.

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International mindedness in the classroom

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International mindedness in the classroom

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At the first few weeks,I introduced IB learner profile to the students.A few minutes before class, the students sat on the blankets themselves, one for each group. Some people sit cross-legged, some people straighten their legs, some people sit on the ground, and some people lie. In front of it is a variety of shapes. A bubble, the students stopped chatting, and the little gangs bulged. Most students look at me in the eyes.
ACT: Where and what were my actions? Where is my behavior? What is it?
Reflect: Who did I hurt with my actions? Who is my behavior hindering?
Choose: What could I have done differently? How will I fix my actions? Can I choose different ways? How can I correct my behavior?
At this point, I began to ask: "Classmates, look at each other now, observe the partners around you and yourself, and see what your ACTION looks like?" Some raised their hands and waited for the teacher to name them. Most of them started to talk about it.
Then I asked again: "Can you hear what each other said?" I said while doing a hand demonstration. The volume is immediately reduced. Then the first question, the students began to reflect on their sitting posture. The classmate who raised his hand stood up and said, "Teacher, he straightened his legs like this. I have no place to sit." After that, the children with straight legs took back their legs.
"Teacher, he is squatting, I can't see behind." Everyone looks at others and looks at themselves. Sitting cross-legged and then putting the legs on the plate, sitting on the cross-legged.
I wrote the words "reflection and action" on the blackboard and then asked: "What did you gain in the process of discussion, thinking and action?"
Caring Caring for others: I care for them and help others, trying to make the environment better.
Some said that they have harvested a good environment, some said that they have harvested quiet classrooms, and some said that they have gained good habits.
Of course, the above behavior will be repeated, and it is necessary to remind us from time to time.
Thinker is good at thinking: I make the right choices and solve problems independently.
OPEN-MINDED Open mind: I am good at listening to others and respecting others' opinions.
Beginning class, one of the activities is to discuss the internal and external circles. The first round of boys' outer circle, the girl's inner circle. Every boy has a question card. The boys asked the card to ask questions about girls in the inner circle. I briefly talked about the rules and let the children do it.
The result matches my preset. There have been many problems in the children’s discussion. Then we stopped. I asked the children to stop and think about what went wrong during the discussion. You can raise your hand and answer with your partner.
There are two results in the discussion:
The number of inside and outside circles varies
Discussion card delivery has stalled
The students thought of the solution themselves. For the first article, the children discussed the result is that two boys can ask a girl; for the second article, the children discuss the result is that the cards are agreed to be placed on the right hand side for easy delivery and retrieval.
Then we exchanged inside and outside circles and discussed it again. This time, the speed and efficiency are much faster.
After that,the students joined the International Day,we chose UN as our target.The students visited the website of UN,and found 17 sustainable development goals,which are about the education,human rights,water,women...They discussed and printed the goals and put them on the wall.Also they worked together to find more facts about the 5 Permanent member countries such as food,clothes,geography...And this will alst one month to complete.
I worked with social study teacher Kelvin from Austrilia, and Mr Robert from England.The whole school will support it.
In Chinese literature class,we will learn some concepts,we will use frayer model KWL to help students to discuss the concepts.The students made posters or PPT Or videos to show what they understood.
We are reading the Chinese traditional books about the war.Students sum up the views of Sun in the Art of War and combine posters with IB's theme of peace and development.

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My plan would build off of what my school is already doing to embed international-mindedness in school. Each month, we have a global gathering where our school mascot, Wolfie, travels to a new country. One grade level per month is in charge of deciding what that country is, and the information that is going to be shared with the school at the gathering.

To further enhance this in my school, after each global gathering, I would have my class (if I were a classroom teacher) continue to learn about that country for the rest of the month until the next global gathering. I would find books to keep in our library about that country or books that are from that country and also play music from that country. Ideally, this would be very effective school wide, where every classroom does this. This could easily be embedded into our day to day curriculum, as students read books independently every day, and many classrooms incorporate music into their learning already.

To take this a step further, I would love for the entire school to study the country for the month in not only classrooms, but also in specials. It would be amazing for our art teachers to do art projects that align to the country, music teachers could teach music from the country, PE teachers could teach dances, librarians can do read alouds of books from that country. This way our learning will extend from 30-45 minutes one day a month, to the entire month.

How would we know if this is working to encourage international-mindedness? Well, I think the conversations students would have and the overall excitement they would share in learning through books, music, art, dancing, pictures, etc. is a very powerful way to know that it is impacting students. This is definitely a long term plan - one that would take coordinating with the entire school, but it could easily start in the classroom, and from there, new projects/activities could be developed when thinking about planning to make sure that the country of the month is being represented throughout the school.
-Lauren

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Well, my plan to embed international-mindedness would consist of some ideas I included in my reply to Toni’s problem. However, I would definitely use some new strategies other workshop participants suggested.

I would start with a gallery walk with a lot of pictures on a wall/on a floor (food, ethnic groups,  peculiar animals, famous people, traditions, languages, historical event, outfits, public means of transport, etc.). We’d have a discussion about the pictures (similarities/differences between pictures and our community and between pictures themself). As a follow-up to the pictures and discussion, I’d ask students about their opinion on the following statement by Elif Shafak:

We all live in some kind of social and cultural circle. We're born into a certain family, nation, class. But if we have no connection whatsoever with the worlds beyond the one we take for granted, then we run the risk of drying up inside. Our imagination might shrink. Our hearts might dwindle. And our humanness might wither if we stay for too long inside our cultural cocoons

With relevant questions I’d try to make students find out the hidden message/term (international-mindedness). Next thing would be brainstorming about IM to create good understanding about the new concept. I’m thinking about some organizers, concept maps, maybe yes/no cards to some pre-assessment questions (e.g. Is it important? -> yes/no cards as answers). Having the concept of international-mindedness introduced, I think it’d be time for some action. Together with students I’d organise some interviews, questionnaires (in person and/or online) with people from other cities/states, and then countries, would be a good idea. I’m just thinking now… What about asking students’ families to be our guest speakers on topics, such as religions, traditions, or celebrations? I think that would work too. Students would be able to step in someone’s shoes and see some things from their perspective starting from more local areas and finishing at global ones. So, it’d be time to check what they would learn. I’d conduct another discussion with the help of some questions, for instance:

How would you explain the concept of international-mindedness?

Did everyone give you the same answer about international-mindedness?

What does it mean to be internationally minded?

Is it important? For whom? Why?

How can we introduce this concept to others?

At this point international-mindedness would be a very familiar concept, so I’d create an INTERNATIONAL-MINDEDNESS CONTRACT with some rules about how to put the concept into action. One of the rules would be a fixed weekday to read newspapers, watch the news from/about various areas around the world. At ISoP, my workplace, we have two great annual events, which I would like to use with my students. These are Pink T-shirt Day and Cultures Festival. The first one would develop students’ tolerance towards other cultures. I think it’s necessary. The latter one is the great event where students can develop their international-mindedness with all their senses - there’s music, food, outfits, citizenry from many countries and many more.

Obviously, I wouldn’t make this change alone. I would do it with students, teachers and parents. Well, essentially we would collaborate with everyone! The more people involved, the more about the concept we’d know and more international-mindedness we’d spread. I think it would be a long-term strategy, namely because the development of the concept needs time and many tools to achieve it are needed. I am not sure how to check if it works. I think I would do it through noticing some elements of international-mindedness during a lesson, reflection, recess, observing students’ action, or when monitoring the acquisition of key concepts or Central Ideas of units. I think this would work :)

~ Bartosz

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International mindedness for small children draws their world from themselves to the great global community.  I wonder if they are able to comprehend the magnitude of different cultures, traditions and people around the world. but I guess we need to start small and start somewhere!

I like the idea of Cultural booths for International Day as Katie introduced.  I think this is a great way to get students of different grades to work together and put their culture on the centre stage.  This would be a long term strategy if it could continue school-wide every year, but it would need approving from management.

For the younger students, I like the idea of a Mascot that Amy introduced.  It creates a school-wide character for the younger students to represent and care about.

Currently, I use Responsive Classroom’s Morning Meeting: each week we use a different language to greet each other.  We stand in a circle and one student greets a peer with open body language and eye contact.  The first student then sits down in the place of the second student who chooses a new student to greet.  We finish when all the students have greeted someone and they are all sat on the carpet.  I am very lucky to have a class of mixed nationalities and cultures so it's a great way to foster discussions on language, traditions and personal student experience.

To build from this (if my current school allowed me to have time out of the curriculum), I would allow one lesson per week for the student to showcase their culture in a  “Show and Tell” for their peers.
In my current class, we have such a fabulous mix of cultures: Israeli, Dutch, Chinese, Australian, Canadian to mention a few, and I encourage them to share traditions, stories and culture whenever they pop up ( e.g. Anzac/Ramadan /Lent /CNY / etc), maybe I could work big festivals into our teaching plan so it could be more structured?

These last two ideas are short-term strategies that offer the students a window of learning about other cultures.  This knowledge and open-mindedness could be easily lost if not reinforced in future grade years though.

In my current school, I am fortunate as I can make small changes in the classroom without much interference from management, but it would be hard to roll it out for the whole school to implement because in the past new ideas have been met with resistance when it comes to change.

Luckily, my co-teacher and I are very similar in our philosophy and we can share ideas and implement them within the year group.  However, without support from the management then there would be no continuation in the grades below or above.

How will we know if it is working?  When we see /hear/ read about young students choosing the best choices to better our global community rather than acting for purely personal gain.  I guess the global consciousness takes time to change…but, perhaps we can help one class at a time?

Liz

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I do have another idea too! An international day, splitting the school into countries and they would all have a booth. It would be an open day to the community and parents would be encouraged to take part in the booths, helping to gather information, being apart of the performance or just coming to see their children.

Getting the groups to create:

a performance from that country (could be a dance, a song, even a play)

a hands on activity (making food, a game, making something)

information

It would be a yearly thing, but hopefully get students excited about different countries and their cultures. Learning about them as student groups, rather than a teacher focused learning will be really fun.

Katie

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Love the international mindedness and have been lucky enough to be in international schools growing up and practiced under some great open mindedness mentors during my degree.

I would definitely build up, working with my year group and start small. Starting every Monday morning with a recap of newspaper articles/ radio topics that have been read/heard over the last week. Working with KS2, I have used this in the past and it has been amazing to see how quickly students get on board with finding information to share with the class. Starting out by talking about issues in our community and widening to the world. I would be working with senior leadership (as it would take 20-30 minutes on a Monday morning) and parents (letting them know about it over classdojo or another communication device) as well as the other teachers in my year group.

Starting by introducing newspapers and radios to students, then bringing my own articles to school to discuss. Slowly students will get involved too. It would be a long term lesson, and could be expanded into lessons when issues link. (Recently the typhoon that hit South East Asia, could be used in geography, science or even English)

Katie

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My plan would be to start with pictures.  Show the students pictures of something they can all connect to (no matter where they are in the world).  For example, show pictures of different types of clothing from various countries, or pictures of different foods.  See if there are any similarities or differences.  Once students start to gain an understanding of the comparisons, go into different customs different countries have.  Are there any holidays we share with different countries?  Do they celebrate the same way as us?  These are all questions hopefully the students will be interested in.  It can be done in very interactive ways.  For example, I knew a 4th grade teacher who had a fictional character 'travel' to different countries and 'send packages' to her class.  This could be a fun and easy way to get the students excited to learn about places around the world!
-Amy Davis

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I would start by picking a theme that is universal and relevant to my students. For example, taking care of the earth/ recycling. One way to integrate international mindedness would be for my students to explore how people in other countries approach this theme. I could possibly reachout to schools around the world and possibly do video chat recordings that my students could see once a week. For example, one week students in a first garde classroom in China video ways they help the Earth for use to see. Possibly the next week could be from a different country , etc. This could be a long terms strategy and possibly change the theme based on the IB trait of the month.

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I would start by picking a theme that is universal and relevant to my students. For example, taking care of the earth/ recycling. One way to integrate international mindedness would be for my students to explore how people in other countries approach this theme. I could possibly reachout to schools around the world and possibly do video chat recordings that my students could see once a week. For example, one week students in a first garde classroom in China video ways they help the Earth for use to see. Possibly the next week could be from a different country , etc. This could be a long terms strategy and possibly change the theme based on the IB trait of the month.

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-Sue Lambert