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For Andrea, I would recommend dedicating a "Multicultural Week" to different cultures, and each day would explore a different aspect of the cultures.  For instance, Monday would consist of cultural wear, Tuesday would consist of cultural music/instruments, Wednesday would consist of art/poetry, Thursday would consist of holidays, and Friday would consist of cultural foods.
Dedicating a day to each branch of culture also teaches our youth that cultural diversity takes time to respect and understand and that there's beauty in taking the time to explore certain things.
It also gives parents a chance to participate in the community and help promote international mindedness to their children at home.

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In Mandarin, I would like to partner with a school in China so the students could have digital pen pals. The students could communicate with the students in China by practicing their Mandarin. They can discuss different hobbies, issues in their communities, and discuss their cultures. They can share these ideas with each other working on international-mindedness while improving on their Mandarin skills at the same time.

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For Toni, I would suggest that she collaborate and possibly create a transdisciplinary unit with language and literature and individuals and societies. This way she can gain the tools she needs to support students with reading and writing, and context for her unit from individuals and societies.

They could create a project where students write an adventure story from the perspective of a student their own age, growing up in another country. Teachers could use tools like google maps - street view to help students develop their plot for their story in their selected country of focus. They can research the culture, food, and customs of their selected country to develop the characters and storyline.

To finalize the project, students can perform a read-aloud of their story, and the teacher can project visuals in the background using google maps street view, so students get a sense of what it looks and feels like to be in another place.

This could be an end of year project and even develop into an international story day. Creating an event where students can embrace other cultures.

I will know its working, as the school gets accustomed to the idea, and if its a yearly event, students can even go down their own ancestry lines. Being that in Toni's example most of the students are born in the USA, they can investigate where their families are from before they migrated to the USA, and then decide to research their ancestral heritage.

This event can be posted on the school website, and youtube for the local community and global community.

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To incorporate international mindedness into my physical education class, I could create a "international games" unit. In this unit, students will be introduced to games and activities that are unique to certain cultures and backgrounds. Students will be provided with history of the game and how it relates to country or community.

International games might include:
-Cricket (England)
-Sabakiball (Japan)
-European Handball
-Tchoukball (Sweden)

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I'm really into the idea that I created for Andrea - a "Global Career Fair" where professionals from around the world talk to a class via Zoom and share where they live and what they do. I think this would be a great event for any school or teacher to host.

I could implement this event alone, but it would be better if the whole school community was involved and collaborated on the event together. An email blast could be sent out to all teachers and parents, with a Google Form asking for suggestions of individuals around the world who might be interested in participating in the event.

If this event was implemented on an annual basis, it could be considered a long-term strategy.

I will know if it's working if students reference the event after it has taken place and connect what the speakers shared with their studies.

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I would partner with other schools and classrooms around the country so that students can be exposed to diverse groups of people and ideas. We have the technology now that enables us to see and talk to anyone anywhere in the world. Students can begin by focusing on similarities and making connections.
Students can work collaboratively with peers from all over the world.

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Antonija Glavan-Reyes                                                          I would begin the school year with an “All About My Culture” project.  I would have students create a poster board that contains the flag of their country, a recipe for a traditional food from their culture, pictures of different places within their country, a list of greetings and phrases in their language, etc. For students who are second or third generation Americans, they can dig deeper into their ancestral background in order to take part in this cultural project. We would present in class and then display the poster boards around the school. We would extend this project further by having a culture day in which a student's parents or other family members come into class and share a story, experience, dance, piece of music, etc to the class. Students would write about what they learned and enjoyed. This would be displayed on the bulletin board outside the classroom along with pictures of that experience. In order to make this change, I would need support from parents and students. I would collaborate along with other teachers in my grade level as well as parents and family members of my students. This can be both short and long term depending on how well it does. I will know that it is working, by observing how students react, what they learn, and how well they come to appreciate different cultures and experiences.  

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Antonija Glavan-Reyes                                                          I would begin the school year with an “All About My Culture” project.  I would have students create a poster board that contains the flag of their country, a recipe for a traditional food from their culture, pictures of different places within their country, a list of greetings and phrases in their language, etc. For students who are second or third generation Americans, they can dig deeper into their ancestral background in order to take part in this cultural project. We would present in class and then display the poster boards around the school. We would extend this project further by having a culture day in which a student's parents or other family members come into class and share a story, experience, dance, piece of music, etc to the class. Students would write about what they learned and enjoyed. This would be displayed on the bulletin board outside the classroom along with pictures of that experience. In order to make this change, I would need support from parents and students. I would collaborate along with other teachers in my grade level as well as parents and family members of my students. This can be both short and long term depending on how well it does. I will know that it is working, by observing how students react, what they learn, and how well they come to appreciate different cultures and experiences.  

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Every month we can invite a class or a guest speaker from a different country to come and speak with the school/class.  Students can share their own beliefs and ideas, from their own country.  Parents can invited or can be recorded for them to hear as well.  After each speaker, students can reflect what they learned by creating a visual that can be sent back to the speakers communicating what they learned.