Embedded Files
Conceptual understanding:
Conceptual understanding:
Situating learning in local and global contexts supports students' understanding of human commonalities.
Lines of inquiry:
Lines of inquiry:
Embedding international mindedness into learning and teaching
Language as a vehicle to identify human commonalities
The IB mission statement
The IB mission statement
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.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Which word/phrase do you connect with the most? Why?
Connections?
The iceberg metaphor
The iceberg metaphor
EAST MEETS WEST
EAST MEETS WEST
In school examples? What does international mindedness look like/not look like?
Add your thoughts to your action plan.
10 Ways to promote international mindedness
https://blogs.ibo.orgv/blog/2017/01/30/10-ways-to-promote-international-mindedness/
Language in the PYP
Language in the PYP
How do these diagrams manifest themselves in your learning environment? What connections/extensions/challenges do you see?
“A culture of language learning is foundational to a PYP learning community. Language has the power to bring the learning community closer together and overcome boundaries. It excites and invites communication in many ways, supporting and strengthening relationships and the building of international-mindedness”. PYP: From principles into practice, 2018
PYP: Principles into practice - Learning and teaching/ language
PYP: Principles into practice - Learning and teaching/ language
PYP: Principles into practice - Learning community/ International mindedness
PYP: Principles into practice - Learning community/ International mindedness
Jigsaw reading
Group 1 -
Language in the PYP - page 1 - 2
The Language Learner - pages 3 - 1/2 way down page 5
Group 2
The Language Learning Community - page 5 - 7
Group 3 -
Language learning and teaching - pages 7 - 15
Group 4 -
International Mindedness pages 1 - 5
Group 5 -
International Mindedness pages 6 - 10
Keep notes of any thoughts/ideas/tips/important points/strategies you come across in your reading.
Grab a plain sheet of paper and fold it in half (hamburger fold)
Add your name to the top. On one side of the fold write Language Learning and on the other write International Mindedness.
CONVEYOR BELT!
Language in the PYP.pdfInternational Mindedness.pdfCompass points
Compass points
E = Excited - What excites you about this idea (language/international mindedness)? What’s the upside?
2. W = Worrisome What do you find worrisome about this idea (language/international mindedness)? What’s the downside?
3. N = Need to Know What else do you need to know or find out about language/international mindedness? What additional information would help you to evaluate things?
4. S = Suggestion for Moving Forward What suggestions do you have for moving forward with language teaching and international mindedness?
Reflection
Reflection
How am I developing international mindedness in my students?
How do I get the learning of language to encompass being internationally minded?
How do I encourage my students to engage with local and global issues?
Based on the input from this session, is there anything you would like to add to your action plan?
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