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Read the section 'About  International Mindedness' and create your own definition of what international mindedness looks like.

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Rank these individuals with the most  internationally minded person as number 1, and the least internationally minded person as number 10.  

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Rank these individuals with the most  internationally minded person as number 1, and the least internationally minded person as number 10.  

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George W. Bush, Madonna,  Tony Blair,    Mother Theresa,   Nelson Mandela, Madeleine Albright, Osama Bin Laden, Bono, Kofi Annan, Anna Kournikova. 

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How are the Learner Profile Attributes connected to international mindedness?

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LPA can quickly become just jargon within a school, how can we ensure this doesn't happen? How does this look within our lessons, classrooms, and within our EARJ culture?

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Reflect on your teaching practice. What do you see as your strengths in how you provide agency to students within lessons, every day tasks, expectations, and differentiation? What do you see as obstacles (areas to improvement) that you will need to change in order for students to have more agency in the classroom? What are your Next Steps in reaching the goal of providing voice, choice, and ownership to students?

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Connect

How do the 3 Pillars of the PYP connect to what you are already doing (teaching practice)?

Extend

What new insights/ideas/learning did you gain regarding the PYP? What do you now understand it to mean?

Challenge

What challenges do you foresee yourself having as you adapt into this new framework?

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Where can I find The Principles into Practice: The Learner, Learning and Teaching, and The Learning Community?

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Where can I find The Principles into Practice: The Learner, Learning and Teaching, and The Learning Community?

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Where can I connect with PYP teachers from all over the world?

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Where can I connect with PYP teachers from all over the world?

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Where can I find out more about what 'Action' means (document)?

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Where can I find out more about what 'Action' means (document)?

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Where can I find teaching resources for Early Years Play-Based Learning?

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Where can I find teaching resources for Early Years Play-Based Learning?

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Where can I apply to become a more integral part of the IB community?

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Where can I apply to become a more integral part of the IB community?

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1. Osama Bin Laden
2. Anna Kournikova
3.Madonna
4, Tony Blair
5. Madeline Albright
6.George W.
7.Bono
8. Kofi Annan
9. Nelson Mandela
10. Mother Theresa

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1) George W. Bush
2) Osama Bin Laden
3)  Anna Kournikova
4) Tony Blair
5) Madeleine Albright
6) Mother Theresa
7) Bono
8) Kofi Annan
9) Madonna
10) Nelson Mandela

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1. Osama Bin Laden
2. George W Bush
3. Ana Kournikova
4. Mother Theresa
5. Madeleine Albright
6.Bono
7.Madonna
8. Tony Blair
9.Nelson Mandela
10.Koffi Annan

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1. Bono
2. Kofi
3. Anna
4.Madeleine
5.Tony
6.Osama
7. Madre Theresa
8.Mandela
9.George
10.Madonna

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1.  Osama Bin Laden
2. George W. Bush
3. Anna Kournikova
4. Tony Blair
5.  Madonna
6. Madeleine Albright
7. Kofi Annan
8. Bono
9. Nelson Mandela
10.  Mother Theresa

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1) Osama Bin Laden
2) Anna Kournikova
3)
4) George W. Bush
5)
6)
7)
8)
9)
10) Nelson Mandela

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1.  Anna Kournikova
2.  Osama Bin Laden
3. Madeleine Albright
4. Kofi Annan
5. George W. Bush
6. Bono
7. Madonna
8. Tony Blair
9. Mother Theresa
10. Nelson Mandela

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1.   Mother Theresa
2.  Nelson Mandela
3. Bin Laden
4. Kofi Annan
5.
Madonna,  Tony Blair,    Madeleine Albright, Osama Bin Laden, Bono, Kofi Annan, Anna Kournikova.

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1. Madeleine A
2. Anna K
3. Tony Blair
4. Bin Laden
5. Bush
6. Bono
7. Madonna
8. Mother Theresa
9. Kofi
10. Mandela

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1. Anna k, 2. Kofi, 3. Madonna, 4. Madeleine, 5. Bono, 6. Osama, 7. Bush, 8. Tony Blair, 9. Mother Theresa, 10. Mandela

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2. Anna Kournikova
3. Tony Blair
4. George W. Bush
5. Madeline Albright
6. Bono
7. Madonna
8. Kofi Annan
9. Mother Thereza
10. Nelson Mandela

Sara

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10. George W. Bush
9. Osama Bin Laden
8. Kofi Annan
7. Tony Blair
6. Bono
5. Nelson Mandela
4. Mother Theresa
3. Madeleine Albright
2. Madonna
1. Anna Kournikova

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1- Anna Kournikova
2- Bono
3-
4-
5-
6-
7-
8-
9-
10- Mandela

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1. Osama B.
2. Anna Kounokova
3. Madonna
4. Madeleine
5.  Bono
6. George W.
7. Tony Blair
8. Mother Theresa
9. Nelson Mandela
10. Kofi

# data[].attributes.body
1. Osama
2. Kofi
3. Madeleine
4. Anna
5. Tony
6. George
7. Madonna
8. Bono
9. Nelson Mandela
10. Mother Theresa

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The learner profile attributes are a direct reflection of an international minded person. In order to be internationally minded you have to display a certain set of characteristics, those are summarized in the learner profile attributes.

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They connect because they have similar values and ideals as to attributes a student/person should have. E.g.: open-minded, caring, risk-takers, reflective.

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the Learner Profile Attributes define the characteristics of those who are internationally minded, that is, people that feel they are globally connnect and take in responsability for their actions and the impact of these in the world.

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To be internationally mindness you must nurture several of the learner profile attributes. You must be an inquirer, because you need to be curious about different cultures and ways of living. You need to be open minded about different beliefs and ways of looking at the world.

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When we think Open-Minded and Reflective attitudes, it´s the beginning for any learner to start to understand the world and how it works in other to engage on it.

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The learner profile attributes are connected to international mindedness as they work as guiding principles to being more understanding of others, their perspectives, cultures and identities.

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The most important thing is not to give the dictionary definition of each word, but to build a defintion that connects to students on a personal level. It's all about leading the students to come to their conclusions about what kind of learner they want to be.

In our classrooms we should have more space for student agency and group projects that promote specific learner profile attributes.

We need  to make sure the students are exposed to different cultures and perpesctives, and that we make the opportunities to celebrate these differences that makes us stronger.

- Edson, Helena, Jessica

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We can make sure that LPA doesn't become a jargon by guiding them into building a definition and then reflecting on different scenarios where they would be visible. Also, recognizing whenever students demonstrate one of the learner profile atributes in and out of the classroom.

It's challenging for us to visualize how we could include some of the LPA in everyday lessons, specifically in subjects such as Math.

As far as EARJ culture, we believe that a culture is something that takes a while to build. However, we can start making it common practice by setting the example and using the LPA vocabulary.

- Bel, Sara and Gabi.

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As my strenghts I see my ability to listen and observe the students carefully, which help me understand their personality and how the learning process happens to them. The reduced amount of time with kids on campus is an obstacle but I understand this will change as the pandemic is over and we will have more time for individual/ small groups teaching. While this does not happen, an obstacle is to manage our time on campus in a way to provide more individual time with kids that need on to one teaching.

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The 3 Pillars of the PYP connect to my teaching practice in the way that I focus on the learner and on his understanding and capability of applying the acquired knowledge on different situations and scenarios. Teaching and Learning are absolutely integrated as I consider the teaching incomplete if the learning doens not happen, thus, I see myself translating the given content into easier language, more childish or playfull examples, so that the learner understand what was taught and feels part of the process.

I understand the PYP to be a worldwide well recognized certified programme based on inquiry, student centered and with a transdisciplinary curriculum, built by each school community.

I challenge myself to abandone, as a model, the way I was taught as a kid and teen and to incorporate the inquiry as the basis for teaching. Gladly the pedagogy course I have completed this year talked a lot about how teaching worked in the past and how teachers needed to adapt and change their mindset and models of teachig to adapt to globalization, the changes in the world and to the role children play now in society.

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I believe my strenght lies in my eagerness to explore new platforms that allow me to prepare activities with multiple options for students (making Seesaw choice boards, for example).
I think the greatest obstacle in providing the options for student agency is the fear that things will be out of my control. How can I plan and organize while still finding the space to be flexible and open?
I believe that the next step would be to dive in and learn from the community of educators who have already been through this process. People who have maybe had the same questions and fears as I have now.

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I consider one of my strengths to plan activities that allow students to choose the medium through which they want to show their work/projects (e.g. poster, video, Seesaw post, etc), as well as their own strategy to solve problems (e.g. Math). This approach allows teachers to differentiate and it also motivates students. As far as areas for improvement (which I'm sure there are plenty), I believe the answer lies in getting more familiarized with the PYP program. My next step, then, would be learning about student agency from people who have been doing this for a long time and therefore are qualified to speak on the subject.

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By making relevant connections between the learner profile attributes to the units of enquiry and the daily activities the classroom.

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As my strengths I would say that I allow students independence to draw conclusions, ask relevant questions and look for answers themselves. In terms of differentiation, I do my very best to be supportive of their efforts and make myself available to their needs as sometimes they need
need some guidance to reach their full potential. The next step in reaching the goal of providing voice, choice and ownership is to get myself more and more familiar with the PYP framework as a way of  helping students reflect on their continued progress.

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I believe my strength lies in my ability to deal with the unexpected and improvise when necessary, also I think I have a good observation skill that allow me to notice and differentiate children's needs. I think a challenge this semester will be to give them more autonomy and independence, since they have strict mobility in the classroom with the pandemic situation.

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Last semester we planned activities where the students had a greater participation, not only in the responses and how they performed, but also in the development of the task in general. Always looking for the knowledge the child brought as a source.

PYP is a very innovative way of teaching in my point of view, since my background is from a traditional school. I never fit into traditional patterns as a student, allways very focused on the artistic side, I am very excited and I feel challenged by this transition.

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One of my strengths is the ability to adapt well in any circumstance in which I am able to support students. I am creative to make them feel comfortable even with the new health protocols, for example. I always look for tools to help in the classroom. The next step is to learn as much as possible about the PYP framework and also to be an example so that students can develop and have more autonomy.

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The 3 pillars of the PYP are connected with small actions every day in the classroom. When I understand that each student learns differently, each student has their own style and preference in each subject. When I have students, who can't just learn by listening, the need to do, write, draw, and they need to choose which way is better, but for that, I need to offer possibilities to facilitate the learning process for everyone. I understand the PYP as a way to break paradigms to build an education beyond learning concepts and theories.

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1 - Building the definition together with students.
2- Work with projects along with essencial questions that will guide students for the whole process;
3 - Include LPA in some questions for students to reflect during the project;
4 - Include parents in this new PYP structure. It´s important parents awareness the way we are teaching in EARJ will change, way different of what they know and experienced.

5 - Review the definitions built after projects and change, if necessary.

Bill, Fernanda, Roberta C.

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Strenghts
- patient;
- organized;
- push students to reflect;
- planner;
- knowledge about alternative pedagogies.

Obstacles
- Time;
- Not familiar with PYP language and structure;

Next Steps
- learn about PYP and apply it.

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First thing is LPA needs to be inserted in all the classes, students routine. This must be a practice for it to become a culture within our school.
Ruth

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The attributes of the student profile help with an international mindset. If you keep your mind open, you will feel globally connected and caring about other cultures and needs around the world.

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For preschool children we allow them to manipulate objects while we stay as spectators caring for them to do the correct activity, during the read aloud, we induce the thinking process by making questions. In the learning process, we try to connect our learning centers (language, math, science..)  in a playful way. My challenge will be how to explore more the learning process in preschool children, to guide them in a way that they don't need help to express feelings and thoughts.

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Children have freedom to choose activities and to create different things with the same material. Subject areas are connected in a way that children are able to understand and learn more about their surroundings in a fun way.

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I believe that the connection between the 3 PYP pillars and  what I am already doing in the classroom comes to the choices I am able to offer to students in terms of their learning. Allowing them ownership to the learning process through action, agency and the shared responsibilities in the classroom.  The new insights I got came from the activities and projects done in the classroom that involved transdisciplinary themes and how they connect. As for the challenges, I believe I have lots to learn about planning and implementing according to the new curriculum.

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The 3 pillars of the PYP connect to what we've been doing in the classroom when we look at our approach of creating activities that give students choices, as well as when plan transdisciplinary lessons.

I`m still on the process of fully understanding the PYP programme and its nuances. However, what I can grasp so far is that it's student-centered, inquiry-based and generally more flexible than other programmes.

The initial challenge is to understand, in practice, how this framework of teaching would work and be effective in our current reality.

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As my strengths I believe is to observe and identify students strengths and needs. This has helped me to support differentiation and growth for each individual by providing a challenging and motivating learning environment for students over the years. Next steps are to be more familiar with PYP and Tech to help students to develop their potential.

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The 3 pillars of PYP connect to my teaching practice since children fell part of the process and their acknowledgment is meaningful specially with transdisciplinary activities.
I recognize PYP as a worldwide program that send us to a new step.
The challenges now is to understand we are part of something much bigger and we have to bring our children's there. a