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The first thing that comes to mind is the Olympics! So many countries coming together for the games. It is a great opportunity to teach all about the different countries and cultures.  Kids get super excited to share about their country and how they are doing.

Other worldly events give us the chance to talk about that sport and the country it is played. The World Series, The Superbowl, Six Nations and the World cup bring up chances to speak about the sport and the teams that are playing.

I love having the kids teach us games from their countries.  Playing diverse music while we play is a great way to get the kids asking about where the music is from.

We have multilingual posters in our gym with some basic PE vocabulary which helps.

This is a long term strategy to continuously add more diversity into my PE lessons with the help of the rest of the PE department.

Monica White

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The first thing that comes to mind is the Olympics! So many countries coming together for the games. It is a great opportunity to teach all about the different countries and cultures.  Kids get super excited to share about their country and how they are doing.

Other worldly events give us the chance to talk about that sport and the country it is played. The World Series, The Superbowl, Six Nations and the World cup bring up chances to speak about the sport and the teams that are playing.

I love having the kids teach us games from their countries.  Playing diverse music while we play is a great way to get the kids asking about where the music is from.

We have multilingual posters in our gym with some basic PE vocabulary which helps.

This is a long term strategy to continuously add more diversity into my PE lessons with the help of the rest of the PE department.

Monica White

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To develop global citizens there must be a goal set by all stakeholders, which includes, teachers, administrators, students and parents. Then, once people are bought into the objective of a global society, there must be a commitment to honor this changed mindset to respect and value others from all walks of life. Next, it is time to incorporate daily character lessons to develop Learner Profile Traits. My suggestion to build these character strengths is through the Positivity Project Program, which has a K-12 curriculum. The Positivity Project has an annual calendar that provides daily lessons for each trait. https://posproject.org/resource/

I would also form a committee to sponsor a multi-cultural event. This is a Project-Based Learning assignment that will be assigned to the entire building. The festival is to be a full production that covers several standards for all grade levels, such as, history/social studies, literature/ELA, art, math, technology and science standards.

Administration and Behavioral Specialist will be able to analyze the data from number of referrals that are documented. This is an excellent way to see if building Learner’s Traits are working as it is intended. Also, conducting surveys is another way to collect data. This data will inform us on the effectiveness of developing these traits, in addition to making connections with other cultures.

Sincerely,
Shellanda Smith

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The exploration of international-mindedness must start with those in the class. The use of heart and identity maps are a great starting point. However, increase engagement by combining art with literacy and reflection. Ask the students to create something to represent them. The image above worked very well in younger grades. Students created life sized representations of themselves and filled them with aspects of their lives and identities. Learner profiles can also be included in their identity maps.

Ciara O'Rourke

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Being inclusive in the classroom is key to the success of your students and class. We need to set standards that allow everyone to feel welcome and accepted while meeting each students individual needs.

- Creating a classroom agreement on the standards and expectations together as a class. This allows students to have a say in classroom expectations and creates mutual respect throughout the classroom.

-Have a diverse book selection and being open minded to discussion on different topics.

-Building positive relationships with students and talking to them about themselves and their families. Get to know their experiences, what their life is like, and what their family looks like.

-Creating a classroom that stands for diversity and inclusion. We need more classrooms where kids can walk in and based on what they see...they know they are accepted, loved, and cared for.

Krystal

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In order to make every child feel like they matter and have a voice this is my plan to support International Mindedness. Every child should have a chance to be different but be treated the same. I will need the help of my colleagues and parents to help build these skills within our children.

1. Discussing and designing an anchor chart with students that lists different ways  and actions to respect each others differences This gives students a chance to have input in the classroom and understand the expectations.

2. Allow students to make projects based on their cultures and let them share with the classroom. Based on number 1 the students should understand the expectations for one another. This is a time to offer positive feedback and encourage a positive environment for diversity. This activity can allow you to get to know your students and their background/culture. I can present a few things about myself that could be different for students. This allows everyone to feel represented and respected.

3. For Social Studies have each student participate in school holidays we celebrate on campus such as designing a project based on: Hispanic Heritage Month or Black History Month. Incorporate other activities that celebrate other cultures as well. I will allow students to present their projects in different ways: (Poster, shoebox diorama, PowerPoint, skit, brochure, etc.) The student may talk about things within the culture they pick such as: language, food, art, clothing, etc..)

----Tamiah Davis

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International mindedness with a Family Tree

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International mindedness with a Family Tree

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I found out that better to learn about another countries is to understand your heritage and where you come from. So my project starts with creating a family tree and finding out their heritage. After that, the idea is to create a special day at school (every friday), and that is going to be the day to share something about a different country. It can be food, literature, music, artists, movies, etc.
I think that can be an awesome opportunity to learn more about their heritage and also their colleagues. And specially learn more and more about different countries and cultures.

- Luiza Calceti

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Connected with PE, we have to put a lot effort on supporting student's international mindedness.

1. More options to choose
During the PE lesson, we provide a lot different kinds of sports that are popular in the world, like ping-pang from China, basketball from America, football from Brazil.

2. More activities to join
We will try to host more fun activities like Sports Day, International Day, and School Carnival Day.

3. More games to play
We try to make more competitions with other international schools to improve students' understanding of sport and international mindedness.

Make more opportunities for our future!

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International Mindedness in Drama Classroom

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International Mindedness in Drama Classroom

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- Introduce world famous artists monthly. The information can be the artists themselves (biography), their productions, and interesting facts related to them. Through artists, students are introduced to unfamiliar contexts, history, and diverse life perspectives.
- Integrate social topics into drama activities. This can be explored and studied through process drama and flipped classroom.
- Facilitate student script writing in connect with selected social news. Students choose a piece of news that interests them. They need to study the background, social issues, and different perspectives involved in that piece of news. Then they create a script based on the news and their perspectives. Finally the script is acted out and presented to a wider audience.
- Connect with other subjects and their topics. Provide students with opportunities to explore and expand the topics they lean in other subjects. A same topic can be perceived differently in drama classroom. For example, students can learn about mountains in geography class; they can also learn about mountains as image of challenge, pressure, peace, strong etc. in expressive art class.

----- Ziyun Chen

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Embedding International Mindedness in Social Skills 

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Embedding International Mindedness in Social Skills 

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-Books are so important and easy avenue for talking about social skills, cultural, and how we are all connected.

-Create a classroom contract of mutual respect, openness, and listening ears. This can then be posted in the room with everyones signature of agreement for the entire school year.

-Role play scenarios of how to manage conflict or even how we understand conflict. This will allow students to be open to others suggestions and also understand each other's feelings better in a situation.

-Open communication with students and families about the current units, disagreements, or new skills being learned. This gives the guardians something to talk about at night with their learner.

- Create a strengths chain. Where each learner writes their strengths on a strip of paper and then connects them all with glue or stapler to create a chain. Secondly have each student write a strength of another so we see other attributes we might not of thought of or appreciated about themselves.

Mikala Casey

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The main purpose of conveying an international perspective to children

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The main purpose of conveying an international perspective to children

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We have international  day of nations, One of the biggest holidays for the people of Kazakhstan.There are  130 nationalities in Kazakhstan .We bring up children to become citizens who contribute to peace, solidarity, friendship, love and protection of their homeland, strengthening the peace and unity of our multinational people, increasing mutual respect between different nationalities and religions in the country.We explain to children about the national costumes, traditions and food, language and religion of each nation.  Divide the class into groups to keep the children interested.  Children from each group will show clothes, food, traditions, songs, music and dances of different nationalities.

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A plan of developing international-mindedness into the classroom

Aim: understanding and learning of how the world works and connect individual to the global community

- Understand the basic need of global human commonalities – to live our daily life well which includes diet, clothes, dwelling, transportation, education, entertainment and communication.

- Devise lines of inquiry that is related to the topics mentioned above, and apply to teaching in all subjects, such as science, art math, IT, language and music.

- Encouraging a positive and respectful learning environment for students as they may come from different culture background both local and global.

- Value multilingualism and improve global engagement by encouraging communication with second language which is taught at school, such as foreign language.

- Develop a respect and tolerance culture to encourage different voice and choice for better communication and learning environment.

Camille Lee

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International mindedness is an overarching construct related to intercultural understanding, global engagement and multilingualism.

International mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members.

International mindedness is at the heart of both the school Mission and the International Baccalaureate Organization Mission.
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

The objective of this Project is to embed the international mindedness through the Unit of Inquiry(UOI) using the transdisciplinary theme Who We Are.
There are some activities that we are incentived to do for the best achievement of goal of this Project:

In PYP, teachers invite children and their families to come into the classroom to share and talk about their country, their culture, their language, their traditions or holidays they celebrate.

These presentations often include traditional food to taste, native clothing to try on, songs to sing (often in another language) and photos or videos to watch. Empowering children to share in this way not only acknowledges the importance of their culture, but also encourages inclusion, tolerance and respect, as is seen in the picture of my classroom above.

Students share in front of the class in this manner, the child demonstrates several attributes of the IB Learner Profile, such as being a risk taker, open-minded, communicator, knowledgeable and reflective. It also allows the student to take a leadership role among their peers as the child teaches the class about their culture. And, as students share with one another in these concrete interactive ways, culture becomes an individual felt experience versus an abstract concept.

Giving a presentation to the class is a powerful way to include new families, particularly if they enter the school mid-year. A few months ago we had a family join us in December from Egypt. To ease the transition into a new country, new culture and new home, we invited the family to come in and talk with us about Egypt culture.

To conclude we have to admit that It is important for schools to remember that while each individual is unique, we need to recognize and understand our differences. By including opportunities to explore our varied cultures and acknowledging our diversity, we hope to promote awareness, tolerance and acceptance in our students.

"This project was implemented this school year in my classroom at Ceders International of Angola, in our first TD(Who We Are) of our Unit of Inquiry".

The picture of above represents our last summative assessment for our 3rd line inquiry.

Thank you!

Joaquim Dias

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La sensibilité internationale structure les décisions qui sont prises au mieux dans l'intérêt des parents, des élèves, du corps professoral et des communautés. Le triomphe, le respect et la confiance se construisent à travers une collaboration réciproque permettant aux étudiants d'avoir des outils pour s'articuler efficacement au-delà de l'environnement scolaire et dans diverses cultures.

Voici quelques idées utilisées pour intégrer l'esprit international : à

l'intérieur de la salle de classe, lorsque l'enseignant arrive, il accueille les élèves dans une langue différente et apprend un nouveau mot.

• Les élèves créeront des dépliants et des affiches à distribuer dans l'école et dans les communautés qui les entourent.

• Chaque lundi, un conférencier invité de l'organisme des parents visitera l'école pour partager sa culture et le vendredi, les élèves réfléchiront sur ce qui a été partagé.

• Les étudiants seront encouragés à se renseigner, à partager des discussions et à participer à des présentations orales pour cultiver l'esprit international.

• L'école accueillera des programmes d'échange avec d'autres écoles afin d'enrichir l'expérience d'apprentissage et de développer la diversité.

Pouvez-vous faire ce changement seul?
Nous ne sommes pas en mesure de faire des changements seuls.

Avec qui pourriez-vous avoir besoin de collaborer ?
Tout le monde est tenu de participer, ce n'est qu'en travaillant en collaboration que les actions seront efficaces, pour les parents, les élèves, le corps professoral et les communautés.

Est-ce une stratégie à court terme ou une stratégie à long terme ?
Une stratégie à court terme et à long terme sera appliquée.

Comment saurez-vous que cela fonctionne ?
Pour conclure, nous comprendrons que nos objectifs ont été atteints lorsque ce qui a été dit en théorie est mis en pratique et montre également des signes de changements dans les pensées et les mentalités.

Carlos Ferrao.

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Before helping students to develop International-Mindedness, we as teachers need to make sure that we understand others and have eliminated our own misconceptions prior to teaching about other cultures. With that being said it is important that we collaborate with colleagues or people within our community, that may have experience through living abroad, their own family history and traditions or other global connections. Once we as educators have done our own preparation then I feel that we are able to help students develop their own International-Mindedness.

I would first begin within the classroom. Know your students and their backgrounds and incorporate  (accurately portrayed )mentor text that highlight different people and cultures. Also, if you have students in your class that speak a different home language allow them to share their ideas through collaborations, in their home language. It is important for students to not feel ashamed or self-conscience about their own culture. Once a class community has allowed for comfort, sharing, and welcoming ideas and questions then it makes it easier for students to inquire more and develop Open-Mindedness. Additionally, it is important for students to see themselves in the teaching material and reading material presented to them. Students should be able to celebrate their differences and similarities with their class and school. In addition, to learning resources, International- Mindedness can be promoted through field trips, virtual field trips, guest speakers and news articles.  The more exposure students have to diversity the more they become aware and are able to exercise the Learner Profiles. Lastly, one of the most important aspects of developing global awareness is for students to learn that it is okay that we are all different, but that we should be accepting and respectful of others and their differences.

Courtney Conn

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Embedding International Mindedness in Art

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Embedding International Mindedness in Art

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- Encourage students when expressing themselves visually to embrace and celebrate their cultures, families, values and beliefs.

- Always remind the students that the art room and our school in general is a safe place to share their varying perspectives and different points of view, and to respect the ideas of others.

- Supporting student agency in inquiring into themselves and where they come from.

- Invite guest artists that are from different countries, cultures and  background.

- When choosing books for inspiration, choose them from a wide variety of international authors and artists.

- Where and when possible, also choose local artists and venues for museums and special interest trips in Prague and central Czechia.

- Ensure time and space for students to share stories about their visual creations.

- When developing "Check-Ins" and "Reflections," include questions that help the students to look within themselves for the deeper meaning of why they expressed themselves the way they did.  Some of the answers can be shared in discussion and even posted visually around the art room or in art displays out in the hallways along with the art work.
This strategy would involve some planning with grade level homeroom teachers and could include some collaborating with other Specialist teachers, and it would be a continuous long-term strategy.  I believe that over time, the international mindedness will be more evident in the language and products of the students.

-- Chip Doehring

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International-mindedness, I believe, can start small and grow global. Intentional, caring community should start at the beginning of the year in the classroom. Develop a sense of security and acceptance among your class of students. Then, develop connections with other students in the school. These connections could look like a school-wide project. This project could be used to benefit a local or global need. Older students could work with younger students on certain parts of the project. Classrooms could work individually on other pieces of the project. Bringing all staff and students together in collaboration on an internationally-minded activity would market different perspectives, teamwork, and the importance of community.
In addition, taking field trips within the local community could be an enlightening experience for many students. Students could converse with community helpers and discover areas of need. These interactions would bring together multi-generational citizens.
Ultimately, I think it is crucial to let students' ideas lead conversation and action, so that it is most meaningful and memorable to them.

Hannah Crouse

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Meaningful learning is all about experiencing, engaging, and learning to be comfortable with others, no matter how similar or different they are. In this respect, in order to open my students’ eyes to the fact that the world is a broad context for learning, I would like to begin this journey by celebrating their own culture and inviting them to share their knowledge of the world with their classmates.

Learning about our community traditions, habits and heritage is imperial for developing empathy and respect, that is, the more I know about someone’s culture, the more I know and understand this person, consequently.

Getting to know one’s specific culture goes beyond being able to identify its flag, typical food and clothing. It is about considering how we interact with others and understand ourselves in relation to others. In this concern, I would use technology and social media as our great allies, and some activities that could be done are:

-       Explore students’ cultures by making use of online research;

-       Use tweets from local residents concerning an important topic, bringing learning to real life;

-       Watch authentic videos and photos in order to create engaging lesson contents;

-       Invite parents and relatives to come to school and read a book by a famous local author, tell a popular story, and talk about History;

-       Invite guest speakers to provide different perspectives, and

-       Contact local schools for videoconferences to show students that no matter where on Earth we reside, we are all connected!

To celebrate this project and the diversity we live in, families would be invited to an international dinner, a night for families to bring their most typical food, wear their traditional costumes, listen to their most popular songs and, most importantly, to allow the learning community to perceive there is beauty in any culture.

This could be a short-term strategy to be carried out in my classroom; however, with the support of colleagues and leaders, it could become a long-term strategy involving the various classes of a certain year.

Luciana da Silveira F. Simioni

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I celebrate diversity in my classroom by creating a safe environment where members of the community feel secure, respected and trusted to voice their differences. For example, posting signs or notices and displaying student learning in different languages not only promotes a sense of acceptance of difference but also sends the message that diversity enriches learning.

Teachers play an important role in celebrating diversity through modelling internationally minded values and dispositions. For example, teachers:

encourage and support students to explore multiple perspectives

share their own experiences, interests and viewpoints with students

use artifacts, quotes or pictures to bring subjects to life

are prepared to respond to, and discuss, difficult topics such as national identity or local and global conflicts

encourage safe and respectful dialogues

create opportunities for role play

encourage independent and collective thinking

challenge disrespectful or insensitive behaviour and comments

have no tolerance for bullying

show respect and kindness to all community members.

Through teachers’ actions, students learn both explicitly and implicitly that differences and diversity are the norms, which creates a feeling of respect, tolerance and acceptance.

Best Regards,

Evens Jean

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Celebrating Diversity at the World’s Block Party

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International Mindedness begins with a team and a plan of action.  I feel that it will be beneficial for us to begin by creating a collaboration between teachers, parents, and the community.  Starting with a focus to connect the area that a child lives within, helps them understand that the world is much bigger than themselves.  Learning engagements such as speciality cultural connections can begin celebrating diversity and international connections by taking a day to focus on learning specific culture by researching more about how they live.  This will include dance, food, clothing, and to end the day a guest speaker who will bring the day alive to each child that connects to.

This short term strategy can be identified through learning if children begin to discuss the days afterwards.  The long term will be once they begin to connect days throughout a year to understand the celebrations of culture throughout the year.

Jenna Konegni

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I think reading a book or watching a short video is a great way to familiarize the students with various cultures.

After watching the video, I can brainstorm with the students which cultures or practices intrigued them most and we will celebrate them in class.

In addition to cultural days where students from different backgrounds can celebrate and inform their classmates about their customs and traditions.

All teachers should collaborate with each other, as well as with guest speakers from outside the school to teach the learners about international-mindedness

Jude Houssami

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ℂ𝕒𝕟𝕕𝕪𝕊𝕖𝕖𝕕 𝕊𝕥𝕠𝕣𝕚𝕖𝕤

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The World's Family (An Embracing Culture Story) kid's /children's podcast

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To support diversity and international mindedness during the PE lesson the students learn about different kind of sports that are popular in their countries and, they learn dances from around the world. To continue this, we will contribute those games into our Sports Day and competitions.

Kind Regards
Sahar Huseynova

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During the school year, at physical education lessons, children will get acquainted with various sports traditional in different countries, as well as their folk sports games that we have during PE lessons as well as during our competitions, which contributes to the manifestation of greater interest in the lessons in children

In order to support international-mindedness we touch the national and cultural background of our students, for example, if we have a student from India, we might include some tactics that were used in ancient India while we study Where we are in place and time.

Kind regards
Khasayev Eldar

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As an ICT teacher I cooperate with my assistant who is english native speaker and also IT expert. We cooperate with homeroom teachers of the classes that we teach and that is where we usualy get the guiding lines of where they need our (ICT) support for the units.
I work in an international school where we have from 5 to 12 diferent nationalities in each classroom. Therefore the following activity.
My suggestion here is that I would encourage students (PYP4 or 5)  to be creative using computers. Their task would be to collect all sorts of materals that represent their country, people, habits, customs… It can be pictures, videos, stories, interviews or anything. Once the material is collected students can use it to create a short video presentation. Students should also use English and their native language to point out  important words and expressions (name of a game, national day or just food). They can use various apps (with some help of teachers offcourse) to create videos. From iMovie to PowToons… students would be excited to show it to others, it would give them confidence on who they are, where they come from and what they do. In this activity students would also be developing empathy and open mindedness.
As I reed through this padlets, I see that we have many common activities in school to promote international mindednes, like International days where local food and habits are presented from each country that students come from, than Halloween party, celebrations of national days, visiting local and national museums where international students get to know our country and it’s history etc.
Saša Krapež

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As a Russian language teacher, I use the following strategies to maintain international thinking in students:

- in extracurricular reading lessons, students and I read stories of representatives of different cultures,

- unit "How we express ourselves" is associated with international thinking. In grade 1 we talk about international holidays and their history.

In grade 3, students prepared national food and a food festival was held.

Kind regards

Khalilova Gulshan.

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International-Minded Young Musicians and Actors

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International-Minded Young Musicians and Actors

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Teaching students from different nationalities can be really challenging, especially in artistic subjects where there's never right or wrong. Students have the liberty to express themselves and build their skills based on their beliefs and values. But what makes it really interesting is working collaboratively and sharing thoughts together so we can come up with amazing ideas through being open-minded and caring. Students can also become more international-minded when they get the chance to watch other peers perform, and learn from them.
My plan, both in drama and music, is a long-term, collaborative work with homeroom teachers and SL. I try to link my subjects to every unit so students can always have the space to express and give feedback.
For example, in a music session, I always start with a small greeting song, representing different languages [example: https://www.youtube.com/watch?v=JD0weQAg8ew&ab_channel=AngelRay]. Students love to sing and connect together through it. Then, there's always a space for a performer to play an instrument or sing a song, which could be classical or represent any culture. Afterward, activity is set, based on inquiry, where students should work in pairs or in teams collaboratively, and come up with solutions. Kids should prove to be principled, following the CHAMPS chart, open-minded by accepting others' ideas, caring and good communicators by making sure everyone is participating and heard, and risk-takers by saying what's on their mind without fear of judgment. When time's up, they'll all have time to share. Here is a great space to prove international-mindedness since some technical words in music can be different [for example the note si in french is named B in English, and H in German, and some call it Ti too]. Students can learn technical words in different languages and perspectives. When it's time to learn something new, I try to address it in multiple learning styles, following the diversity of intelligence in my classroom. Students learn by practice, visually, aurally, and kinesthetically. In some sessions, we hear new music genres representing different cultures, or we celebrate different international days when we have the chance. I sometimes bring guest speakers that are musicians or singers or remind them of concerts and music videos that they can watch.
Constant assessment is needed to make sure things are working. They can be conducted through Nearpod personalized sessions, Flipgrid assignments, or activities in class. Sharing what we learned in front of other grade levels is also a way to share international-mindedness.
In conclusion, It's always fun and student-centered, including connections and differences, modeling and spices of creativity.
Thank You for reading,
Rita Irani

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The plan I would like to implement in my classroom so I can embed International-mindedness is a collaborative plan I would like to do with my students , students in other sections, the homeroom teachers, and the parents. Embedding this plan will consist of different subjects like UOI and English, and can be integrated in the transdisciplinary themes: “How We Express Ourselves” and “Who We Are”. Since I believe both units teach the concepts, ideas, and information that allow transdisciplinary learning to our students to have agency, students will be exposed to different cultures, new ideas, and reflect and inquire on global and local concepts of that particular theme.

Because this plan will be embedded over two transdisciplinary themes, I can predict it is a long-term strategy that can take about three months. For English, the second grade students will explore books that promote multiculturalism and diversity. Such books can be: Mango, Abuela, and Me, New shoes, The Day You Begin, The Colors of Us, and Last Stop on the Market. These books will be read as a read-aloud from the teachers and then will be followed with a discussion and question time with students. The aim of these read-aloud stories is to teach students about different communities and the lives of the millions of people across the world. In both units, HWEO and WWA, the teachers in all sections can integrate such beautiful read aloud stories and allow students to have discussion time afterwards concerning the story. In writer’s workshop, students will then write a topic similar to the mentor’s text from the read aloud. Questions will be: Have they experienced eating a dish from another culture? Did they ever travel to another country or city? Are they from two nationalities or do they have a friend from a nationality different from theirs? If yes, what was their experience like? Students should answer these questions and relate to the read-aloud mentor texts.

In Unit of Inquiry, students will go over different mediums of communication. Videos, images, and audio messages are the type of modes of communication that students will be exposed to when learning about different cultures and people around the world. In HWEO, students will have a project in the unit where they are videoed by their parents at home answering the questions in a different language. Students will answer and express themselves from a set of questions given by the teachers. The students will answer in the second language they can speak in or know of. They can also try to translate it. In WWA, students will have a different set of activities where they look at different images presented on screen, given with an audio background. They should discuss with a paired partner about what they’ve observed and what the image portrays in terms of culture, color, and knowledge. Partners will then write down what they’ve noticed and heard on a sticky note and then present their answers to the class.

Students’ open-mindedness and open communication towards one another will help me, other students in sections, and parents know whether such activities in the International-mindedness plan of HWEO and WWA is working. As teachers, we should identify the kind of language they are using and how appropriate and open they are to their peers. Together, we should recognize whether our students are listening and most importantly, caring to one another’s feelings. This way, as a teacher, I can conclude that if second grade students are trying to be more caring, more open, and have an international-mindedness learning atmosphere, then the plan is moving forward.

Best Regards,
Zeina Kanso

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Here's a plan of the activities that could be implemented in your classroom to embed international-mindedness.

Students can be greeted in different languages daily and one piece of information about a certain culture can be shared with the students.

projects that are social action-based where service-based learning is applied to create a deeper awareness of international issues

examples:

Tutoring other students

Giving presentations about global issues

Helping in a homeless shelter/retirement home/orphanage

Having International Day where students are introduced to different cultures. this way they will learn celebrate diversity.
Displaying student learning in different languages promotes a sense of acceptance of difference and also sends the message that diversity is is the essence of learning enrichment.

Inviting guest speakers to converse with the students and answer questions is a very effective way for embedding international-mindedness.

Role playing plays a crucial role in developing empathy and open-mindedness with are very important attributes when it come to international mindedness.

Having students invent their own language and developing it throughout the academic year is a great and fun way to appreciate diversity and stress the importance of communication. It can show that communication goes beyond speaking the same language. Student will be forced to use different techniques to explain their invented language to their fellow classmates.

Field trips are also very important since students can, formulate questions to ask, explore and analyze, and draw conclusions based on experimentation.

If all these activities are applied, students will become internationally minded which will lead them to becoming active citizens who will make positive change inside and outside their communities.

Global Mindedness | Sotogrande School (sis.ac)
International Mindedness (1).pdf

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