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HS ENGLISH: We already knew that school was a rich trans/inter/multi-cultural environment. Most of us have personal experience examining conflict, misunderstandings, and the excitement of coming into contact with new cultural experiences. We thought the four stages of structure look like Bloom's hierarchy, with Unistructural lesson planning being like Level 1 (recall/memory), Multistructural being like Level 2 (understand), Relational being like Level 4 (analyze) and Extended Abstract being like Levels 5/6 (Evaluate, Create). 

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HS ENGLISH: We already knew that school was a rich trans/inter/multi-cultural environment. Most of us have personal experience examining conflict, misunderstandings, and the excitement of coming into contact with new cultural experiences. We thought the four stages of structure look like Bloom's hierarchy, with Unistructural lesson planning being like Level 1 (recall/memory), Multistructural being like Level 2 (understand), Relational being like Level 4 (analyze) and Extended Abstract being like Levels 5/6 (Evaluate, Create). 

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We are

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HE ENGLISH: We liked the idea of DEI (Diversity, Equality, Inclusion) and had a rousing discussion of how "E" needs to be an automatic assumption. If we assume that all cultures/eras/spaces are equal at the beginning of our units, then we can create an atmosphere of curiosity instead of judgment. We also acknowledge the fact that many of our lessons are limited to "Relational" but not yet "Extended Abstract." It was nice to have the suggested question to ponder: How can we introduce greater global perspective in this lesson?" and will be a good guide against which we start to consider our lessons moving forward. 

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HE ENGLISH: We liked the idea of DEI (Diversity, Equality, Inclusion) and had a rousing discussion of how "E" needs to be an automatic assumption. If we assume that all cultures/eras/spaces are equal at the beginning of our units, then we can create an atmosphere of curiosity instead of judgment. We also acknowledge the fact that many of our lessons are limited to "Relational" but not yet "Extended Abstract." It was nice to have the suggested question to ponder: How can we introduce greater global perspective in this lesson?" and will be a good guide against which we start to consider our lessons moving forward. 

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HS ENGLISH: Challenge: Achieving a full, complex, mature level of "Extended Abstract" seems like a process that will take a great deal of time - time to mature into as teachers, time to develop deeper questions and lesson processes, and time for the students to execute in a comprehensive manner. Time is something we never have much of! We also wonder if there's a handy-dandy guide to hang in our classes that offers thought stems, like: "Investigate... Analyze the significance of... Use a range of examples to understand why... Understand how concepts are connected across culture/space/time..."

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HS ENGLISH: Challenge: Achieving a full, complex, mature level of "Extended Abstract" seems like a process that will take a great deal of time - time to mature into as teachers, time to develop deeper questions and lesson processes, and time for the students to execute in a comprehensive manner. Time is something we never have much of! We also wonder if there's a handy-dandy guide to hang in our classes that offers thought stems, like: "Investigate... Analyze the significance of... Use a range of examples to understand why... Understand how concepts are connected across culture/space/time..."

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-cultural expectations of paying attention

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-cultural expectations of paying attention

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- seeking multiple ways to understand how humans pay attention differently based on neurodiversity, cultural expectations, power dynamics

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Extend: We can see how Health lessons can incorporate discussions about different cultures and wellness. Identifying our students cultural understanding of wellness and compare/contrasting it to other cultures.

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The connection between merging transformation (ICC) and Relational (SOLO)

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Is diversity truly a premise here at KISJ?

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In PE we can see the importance of exposing students to a variety of world sports and discussing the cultural importance of each.

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Closed Captions on the presentation, and paper copy summary with translation for understanding, and possible note catcher

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Can talk about how other cultures view stem cell research, science in general, evolution, GMO, vaccines, earth is flat, ethics around sciecntific, esp bio issues.

Where does religion/philospopy and science intersect?

Where is the line between culture and groups of people who have differing points of view? (ex: flat earthers, anti-vaxers)

Is it our job to share that other groups of peoples have other non-sciencetific points of view?

Science versus ethics class?

How can we share and mix linguistic knowledge and cultural backgrounds according to Ss perspetives?

Science incorporates many of the UN Sustainability Goals (zero hunger, clean water for all, clean energy, reduced consumption, sustainable cities, climate action, Protect/restore/promote sustainable use of water & land) https://sdgs.un.org/goals. APES addresses all of these issues.

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Science proves challenging….most cultures accept science???….science is focused on theory, knowledge, facts…culture is better suited for literature, historical perspectives, art. There is a concern that non-science will be brought to the classroom if cultural differences are integrated into the curriculum. Some sub-groups within cultures have counter ideas about mainstream science ideas….is science already a multicultural idea??

https://ir.library.illinoisstate.edu/cgi/viewcontent.cgi?article=1410&context=jste

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Thinking questions: Is science Western biased? Does science not give fair recognition of other cultures for discovery?

Integration in a science classroom can be challenging as it seems that the learning objectives of intercultural curriculum is not closely aligned with science, adding in this curriculum is really its own entity.

What is the end goal of these trainings?

Does this trainiaining extend to the Korean-NonKorean KISJ employees? How do we close the gap between these two sectors? Seems like KISJ values the separation between Korean teachers and Staff and Non-Korean faculty.

How does KISJ model diversity in the day-to-day operations?

Does KISJ show they value LGBTQ employees as they are not recognized? Nor do they show value for faculty married to Korean nationals. Nor do they show it for lower pay for Korean faculty.

Is our school moving to integrate the intercultural curriculum into the classroom? Is it a future expectation that teachers are modifying their lessons to meet these integrations?

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MS Social Sciences: Parent support for this work

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MS Social Sciences: Parent support for this work

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How are we including our parent community in this work? How responsive/ supportive will they be?

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WL: from surface learning to deep learning

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WL: from surface learning to deep learning

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We can see how the teachers balance surface learning and deep learning in language teaching, especially, to encourage students to employ the knowledge and skills acquired during surface learning phase as the scaffolding for their deep learning.

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Social studies curriculum often touches upon the subject matters mentioned, such as Intercultural engagement Identity and belonging Intercultural competence Social justice Conflict resolution and peace building Social action and agency Sustainability (social, environmental, economic, political).

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Diverse perspective taking and empathy building are essential 21st century human skills. 

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Diverse perspective taking and empathy building are essential 21st century human skills. 

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To incorporate diverse sources when studying history.

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how is the school engaging local jeju culture/ training staff?

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how is the school engaging local jeju culture/ training staff?

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I was aware of the need for more authentic diversity education instead of a 'sprinkling' of representation here and there.

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I was aware of the need for more authentic diversity education instead of a 'sprinkling' of representation here and there.

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I like the idea of adding a DEIJ  category for unit planning for a reminder on how we might be adding our thinking.

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I like the idea of adding a DEIJ  category for unit planning for a reminder on how we might be adding our thinking.

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Assessing these in a meaningful way. IE how do we measure it, how do we include these things in assignments and rubrics to make the learning outcomes visible and meaningful?

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We already have a curriculum that encourages students to collaborate and have equitable discussions.This built on what we knew from Bloom's Taxonomy.  Our interdisciplinary units already have many overarching concepts that make bigger connections.

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There is a general realization that KISJ is a Korean School following a mostly American curriculum. Therefore, we have our work cut out for us considering avenues to become more inclusive in a meaningful way.

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There is a general realization that KISJ is a Korean School following a mostly American curriculum. Therefore, we have our work cut out for us considering avenues to become more inclusive in a meaningful way.

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Multicultural topics/ways of thinking/conversations could be easily implemented for potential advisory topics.

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This could be difficult to incorporate DEI to certain AP classes. Since most AP classes are already packed with content.

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This session tied in nicely to the learning from earlier in the year. The review of concepts and time to discuss with peers.

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I was extended by thinking about how to incorporate diversity into our existing curriculum in a meaningful way that is accessible to lower elementary students. 

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I was extended by thinking about how to incorporate diversity into our existing curriculum in a meaningful way that is accessible to lower elementary students. 

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First of all, this concept pushes us to think how we can take any concept a bit further. It also helped us to acknowledge small steps that we can take to build off of what we are already doing, rather than starting over. It pushed us to reflect.

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In theory, we should have service learning as a component of our service program. In reality this needs to be further developed and can be tied to cultural understanding and empathy.

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Do we need to find a balance between drawing on our students' cultural background and identity and learning about other cultures? How can we do both successfully? If most of our students want to go to college in the US, and that is their ultimate goal, should we focus on teaching texts and background knowledge from the American context?

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What is our end goal?  Do we, as a school, have ideas of outputs that we would like to see happening? How will we know that we are making progress toward whatever goal we have?

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What is our end goal?  Do we, as a school, have ideas of outputs that we would like to see happening? How will we know that we are making progress toward whatever goal we have?

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Challenge: Connecting Korean culture and common Korean understandings to my global diversity. How are we as a community promoting diversity and understanding the Korean concept of diversity?

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We started this work and we recognize there can be a lot more done. Identifying ways to enhance students' social-emotional developments.

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JK/K discussed ways in which intercultural awareness is present and missing in our curriculum and classroom frameworks. We considered opportunities for increasing the depth of intercultural awareness in our teaching.

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I'm confused whether intercultural learning is a teaching & learning method for students of various cultures or allows them to think in various ways, social, cultural, political, and educational when teaching a subject.

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Fine Arts: Surface level versus Deep Work 

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Fine Arts: Surface level versus Deep Work 

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It is OK to not always dive deep into topics of diversity, intercultural-mindedness etc. Sometimes we assume or get bogged down in the idea that we have to generate a huge unit on these concepts, but touching on them lightly is also ok.

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Math is universal and has been developed through many cultures.

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DT, Tech, Robotics & Video Content Creations (ES, MS, HS)

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DT, Tech, Robotics & Video Content Creations (ES, MS, HS)

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1.  Time & Integration of Intercultural Content
2. How do you include diversity to a homogenous group of students? What can the our first steps?

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AP classes are  rigorous in content and the curriculum is top-down (from Collegeboard). It will be difficult to make modifications to existing AP curriculum.

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It's interesting to think of culture as an additional chunk of learning that can come with texts students come across in English classes. We often work on teaching things like theme, character development, etc... and also features of language, but seem to overlook the cultural understandings that may not be accessible to students due to either a lack of experience in the world of lack of language necessary to learn from the text.

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We need to be more mindful in finding resources that are:
Grade level appropriate
English Language
Korean centric/ relevant to Korean learners ie: not the American revelation

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We do a good job of teaching with contributive/additive lessons. Some of our units are already starting to bridge into transformational. It was very helpful to have vocabulary and examples to support our understanding of how to make lessons more inter culturally transformative.

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I think a shared definition of culture - a nebulous term, would be helpful when implementing intercultural frameworks.

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Utilize AP with WE Service in the high school to highlight the importance of service. Having a tie in with AP will be attractive to students and parents.

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About AP with WE Service – AP Central | College Board

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College Board and educational partner WE are working together to bring service learning into the AP classroom.

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The MS math team begins the school year with an Inspirational Math Unit where we push students to view math from various, or a new, perspective. Based on what we learned today, we would like to modify our unit by adding a lesson about the Korean vs. American/other perspectives on math. We want to challenge students to explain why the countries have different perspectives/philosophies. Also, we would like the students to demonstrate the different philosophies in action and generate examples of when each perspective would be best.

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Challenge: Finding resources to help teachers-like appropriate texts.

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We want to have an overarching theme in MS Science of sustainability. How can we make this visible to students? How can we connect this to other subjects? How can we make this really meaningful to students?

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We require students to extend their understanding of content through explanations that connect processes to logical thinking.

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We are challenged to think about how to present these ideas and concepts and ideas to young students who cannot think abstractly. We want to find ways to teach these topics in a developmentally appropriate way.

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Extended our thinking on global awareness: beginning with students, then observing their homes/ where they are coming from, and eventually going beyond Korea. As an international school, we find this to be valuable for perspective-taking, empathy, etc.

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H

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JK/K discussed how we already have all the materials and curriculum to create deep and meaningful intercultural learning experiences for our students. The challenge is how to re-frame our units to engage students in critical thinking and questioning throughout the units.

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As a school, KISJ must revise our overall framework in a way that is conducive to allowing for surface learning cycles and deeper learning cycles. Divisions must preview 'what' is taught in 'which' cycle, and when summatives are given in contrast to when the cycle calls for only formatives. This will facilitate when to go deeper in connection to teaching and learning.

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As a school, KISJ must revise our overall framework in a way that is conducive to allowing for surface learning cycles and deeper learning cycles. Divisions must preview 'what' is taught in 'which' cycle, and when summatives are given in contrast to when the cycle calls for only formatives. This will facilitate when to go deeper in connection to teaching and learning.

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DT, Tech, Robotics & Video Content Creations (ES, MS, HS)

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DT, Tech, Robotics & Video Content Creations (ES, MS, HS)

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Bring students into this conversation.
More experienctial learning opportunities.

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APES ADDRESSES SO MANY OF THE UN SUSTAINABILITY ISSUES.

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We found alignment/similarities between Structure of Observed Learning Outcomes and the National Core Arts Standards being more conceptually-based and UbD. Challenging ourselves to connect learning with concepts and deeper thinking, rather than stopping at perhaps surface-level skills, is always a point of focus.

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Fine Arts: Sentence Frames for Transformational Thinking

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Fine Arts: Sentence Frames for Transformational Thinking

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What are some sentence frames that could be developed that students could use as a reflection and/or preview to help develop their ability to Appreciate and develop multiple ways of seeing. Building empathy. Critical thinking around culture and intercultural connections. View common themes and issues from diverse cultural perspectives. These questions could easily be integrated in journals.

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Making connections to high level math.

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When teaching same topics or lessons or mini topics we could collaborate between Chinese and Spanish classes and compare and contrast our respective cultures.

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How can we support lower elementary students to discuss diversity at home?

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How can we support lower elementary students to discuss diversity at home?

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From the articles... how is "transcultural learning" different from and similar to assimilation?

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From the articles... how is "transcultural learning" different from and similar to assimilation?

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We found that there is so much power when teachers are mindful of the entry and exit points in regards to surface and deep learning (uni-structural, multi-structural, relational, & extended abstract).  It is extremely interesting considering that students should spend time in both, giving their brains a break (especially for ELLs). 

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We found that there is so much power when teachers are mindful of the entry and exit points in regards to surface and deep learning (uni-structural, multi-structural, relational, & extended abstract).  It is extremely interesting considering that students should spend time in both, giving their brains a break (especially for ELLs). 

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DT, Tech, Robotics & Video Content Creations (ES, MS, HS)

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DT, Tech, Robotics & Video Content Creations (ES, MS, HS)

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Modify end content, assessment to include creative projects, research individuals, community learning (field trip, community service)

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I am having a difficult time wrapping my head around how any of this works at a school that has criminalised the native language.  

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I am having a difficult time wrapping my head around how any of this works at a school that has criminalised the native language.  

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We are checking some boxes regarding windows ... better ways to show our students the world ... but how about mirrors. Where do our students see themselves in the curriculum? They don't ... tell me how this works ... including an LGBQ or culturally diverse text is one thing. It will always be a tourist perspective here, but with 99% Korean population we ignore the complex narratives of our own population in order to give them a version of the world that is coated in all sorts of agendas, problems and "white saviour" bullshit.

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Today allowed us to consider areas of our teaching/curriculum that we had overlooked in regards to how we can make it more intercultural. We also had deep discussions in how we can expose our 5th graders to the the intercultural conflict styles. Finally, today's ideas helped us realize that even in 5th grade we don't need to be restricted to the superficial level of inter cultural topics, but indeed, we can dive deep.

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Where is KISJ on the Diversity continuum 

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Where is KISJ on the Diversity continuum 

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1. What has the diversity inclusion committee   concluded?

2. What modifications has KISJ done or plan to do?

3. What  are  the results for the 50 Question self diagnostic? Will we be completing this questioner?

4 . Do we have information on why the Korean education like this? (Hogwons , high competition and student stress) Adult conversation.

5. Returning teachers help new teachers learn about specific culture aspects by subject.