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I like to give an example that I heard from a teacher in a consultancy school. A career-related study teacher talked about nursing students needing to understand the culture of their patients, for people of some cultures are not comfortable talking about what might be bothering them physically. Therefore , the students need to learn how to ask questions without being rude and how to listen without passing judgement. IA is bigger than global thinking.

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In every workshop at every Category we spend some time focusing on the Learner Profile attributes.  There can be many interesting discussions about each of the different attributes from the points of view of different cultures.  And this doesn't have to just be looking at them from different places around the world - however if the workshop participants come from different places this works great! - but also thinking about the different cultures of the students within on school and how the attributes are interpreted differently by everyone.

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International Mindedness inserted into every lesson. 

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International Mindedness inserted into every lesson. 

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From teaching in an international school, International mindedness is something that students and teaches address everyday and in nearly every lesson. At school we incorporate IM questions and debating points into our unit and lesson plans. Using IM as a spring board for good discussion areas that branch from SEHS syllabus statements. As Thomas has already said the SEHS  syllabus allows for numerous discussion points which captivates the students.
For example Topic Fatigue (6 hours)

Key Concept:              Change, Relationships & Systems

International Context:      Scientific and technical innovation - the impact of

environments on human activity

Identities & relationships - Physical Health

Discussion and brainstorming- How can athletes ensure they avoid fatigue in different environments?

What physiological factors contribute to fatigue?

Is there a relationship between mental and nutritional preparation for elite athletes in different cultures?
Students work in groups from different nationalities we allow students to prepare/research, share, discuss and present. This a great intro activity.
In a workshop setting I would choose groups based on geographical areas and have them working to share IM ideas in the same way prepare/research, share and discuss, present.

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How To Approach International Mindedness In A WorkshopI approach International Mindedness by sharing the United Nations Global Sustainable Development Goals (SDG) with participants.  There are a multitude of resources available on the SDG and they really get to the heart of International Mindedness. The seventeen SDG’s focus on major issues that face the world today and bring our shared humanity into focus. If we were to look at the SDG and the IBEN Capabilities Framework, I would focus attention on Thinking. When considering the goals, participants would need to use critical, creative thinking and transfer to grapple with the goals in a meaningful activity. Depending on the size of the cohort, I would divide participants into pairs and give them an SDG to research and I would have them make connections between that goal and their shared understanding of International Mindedness. The pairs thinking could be shared on a blog. Participants would comment on other partner blogs and respond to comments on their own blogs.

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How To Approach International Mindedness In A WorkshopI approach International Mindedness by sharing the United Nations Global Sustainable Development Goals (SDG) with participants.  There are a multitude of resources available on the SDG and they really get to the heart of International Mindedness. The seventeen SDG’s focus on major issues that face the world today and bring our shared humanity into focus. If we were to look at the SDG and the IBEN Capabilities Framework, I would focus attention on Thinking. When considering the goals, participants would need to use critical, creative thinking and transfer to grapple with the goals in a meaningful activity. Depending on the size of the cohort, I would divide participants into pairs and give them an SDG to research and I would have them make connections between that goal and their shared understanding of International Mindedness. The pairs thinking could be shared on a blog. Participants would comment on other partner blogs and respond to comments on their own blogs.

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What is International Mindedness to you?

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What is International Mindedness to you?

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I always ask my participants to think about and define what international mindedness is. I emphasize defining outside of the educational arena. Once we contribute our definitions, we rebuild using everyone's input. We then use that global (pun intended) definition as a starting point to discuss international mindedness and more important, to bring this definition back to their schools/classrooms.

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International mindedness in Sports, Exercise and Health Science

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International mindedness in Sports, Exercise and Health Science

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There are so many avenues for us to explore this in the sciences. It can range from perceptions on performance-enhancing drugs and their legalisation, to the efficacy of certain medical practice or techniques. We recently discussed this in regards to acupuncture and how it lacks scientific Merit or evidence in the west. yet is revered and used to treat a myriad of ailments in the East. This is not just a clash of cultures but also an issue of study design and reaffirms the fact that, 'people with contrasting beliefs can also be right'. Therefore, discussing a range of practical issue that then can be replicated with students are far more effective and lasting in my opinion.

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I like to approach international mindedness through participants personal stories.  Most everyone in an IB workshop is on a journey of growth in this area.  Having a structured pair conversation, or structured writing task that is shared and made visible can be both powerful group learning and make space for deep personal reflection. 

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I like to approach international mindedness through participants personal stories.  Most everyone in an IB workshop is on a journey of growth in this area.  Having a structured pair conversation, or structured writing task that is shared and made visible can be both powerful group learning and make space for deep personal reflection. 

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The Visual Arts course has a module where students have to choose two artists from different cultural backgrounds to compare and contrast with given criteria. Part of this module is for students to use their comparison to inform their own work so they need to really understand the FTC (Form, theme and context) aspects of the artist work in order to do this effectively.This is a great place to challenge workshop participants to look at work that they may not be familiar with. I always try to get a gallery visit at the venue and ask participants to choose work that they can follow up on in a later section.

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I would also ask participants to share ideas of how they develop international mindedness in their classroom.

I would personally start with this in my workshop. It could also be a good starting point to build discussions between participants around a theme.

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Activity with some pictures that may get differing responses from participants: http://thinkingaloud.aberdeen-asset.co.uk/en/thinkingaloud/culture-and-inspiration/do-you-see-what-i-see

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International Mindedness and the IB Learner Profile

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International Mindedness and the IB Learner Profile

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Group activity: Take 3 attributes of the IB Learner Profile and explain how their actions may show international mindedness

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Discuss empathy in International Mindedness

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Discuss empathy in International Mindedness

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What does it look like

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The facilitator can use a tool, like Padlet, to get participants to post what international mindedness means to them

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Mindmeister could also be great to share and brainstorm ideas about International Mindedness.

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Mindmeister could also be great to share and brainstorm ideas about International Mindedness.