Template+for+International-mindedness

// (What does this mean to the IB? What do we want teachers to know? What best practices, behaviors, and strategies do we want to highlight?) // || **Potential Applications to Different Grade Levels** // (What do these principles and strategies look like when applied in the classroom?) // || **Location/Teacher** || HWEO - Role Models unit. People express themselves in different ways and in turn can help others by making a difference. People in our world share their interested and talents are mitigating poverty through their passions and persistence. || RCHK - Allison Stekelenburg || Literature studies on people such as Greg Mortenson, Muhammed Yunis, John Wood. Use 3 way venn diagram, C.O.R.I, online sharing tools, may help to collect data on our and others' understandings || RCHK - Allison Stekelenburg ||
 * **DVD Chapter** || **Description of Teaching Points and Overall Examples**
 * 1.The context for international-mindedness and global action ||  ||   ||   ||
 * || What do we mean by international-mindedness? How global-mindedness different from international-mindedness? ||  ||   ||
 * || Go beyond the “four Fs” and delve below the surface of the “iceberg of culture” || Hofstede onion model can also be explored. || RCHK - Allison Stekelenburg ||
 * || The goal is… to move from global awareness to understanding to action ||  ||   ||
 * 2. Nurturing global consciousness || Why is this important? || Ensuring learners have an understanding that our world is connected. Global Empathy and understanding is important to enhance world peace and deepens our understanding of what it means to be a 'citizen' in the 21st Century. || RCHK - Allison Stekelenburg ||
 * 2a. Planning for consciousness—how can teachers identify opportunities for infusing global perspectives into their curriculum? || STRATEGY/PRACTICE #1: Bringing a global issue into a content area lesson || PYP example:
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 * 2b. Instructional strategies—What teaching practices and classroom behaviors promote global awareness? || STRATEGY/PRACTICE #1: Using students’ inquiries to guide the lesson || PYP example:
 * 2b. Instructional strategies—What teaching practices and classroom behaviors promote global awareness? || STRATEGY/PRACTICE #1: Using students’ inquiries to guide the lesson || PYP example:
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 * || STRATEGY/PRACTICE #2: Creating an environment that promotes global awareness || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: Dealing with complex or controversial issues || PYP example: ||   ||
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 * 2c. Assessment strategies—How can teachers gauge students’ awareness of global perspectives? || STRATEGY/PRACTICE #1: Alternative/creative assessment || PYP example:

Through the use of C.O.R.I and online sharing tools, the teacher can monitor students who are passive or actively involved. ||  ||
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 * 3. Developing intercultural understanding || Why is this important? ||  ||   ||
 * 3a. Planning for understanding—What curriculum planning strategies can be used to encourage students to understand others’ perspectives? || STRATEGY/PRACTICE #1: || PYP example: ||  ||
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 * 3b. Instructional strategies—What teaching practices and classroom behaviors encourage students to consider and care about global issues and perspectives? || STRATEGY/PRACTICE #1: Role play || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Highlighting differences but also shared humanity || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #3: Use of technology to foster communication and empathy between cultures || PYP example: ||   ||
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 * 3c. Assessment strategies—How can teachers assess students’ empathy for global perspectives and caring for global issues? || STRATEGY/PRACTICE #1: Encouraging reflection || PYP example: ||   ||
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 * 4. Promoting action with a global perspective || Why is this important? ||  ||   ||
 * 4a. Planning for action—How can global action be planned into the curriculum? || STRATEGY/PRACTICE #1: || PYP example: ||  ||
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 * 4b. Instructional strategies—How can teachers effectively guide students in their globally minded actions to maximize learning? || STRATEGY/PRACTICE #1: Guiding the focus of the service activity to maintain relevance to learning || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Involving other communities || PYP example: ||   ||
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 * 4c. Assessment strategies—What are some ways to assess the global skills and competencies that students learn and demonstrate in the course of their actions? || STRATEGY/PRACTICE #1: Student reflection || PYP example: ||   ||
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 * || STRATEGY/PRACTICE #2: Continuing the action cycle || PYP example: ||   ||
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 * 5. Summary/conclusion ||  ||   ||   ||
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 * 5. Summary/conclusion ||  ||   ||   ||