in the IBMYP Classroom....Standard III(c). …Teachers promote global awareness and its relevance to...
22
International mindedness in the IBMYP Classroom. Christy Loop, Board Member, South Sudan Childrens’ Foundation Chris Powell, Fairfax County Public Schools Deng Juac, South Sudan Childrens’ Foundation
Transcript of in the IBMYP Classroom....Standard III(c). …Teachers promote global awareness and its relevance to...
International mindedness in the IBMYP Classroom.
Christy Loop, Board Member, South Sudan Childrens’ Foundation
Chris Powell, Fairfax County Public Schools Deng Juac, South Sudan Childrens’ Foundation
© International Baccalaureate Organization 2007
Conceptual Connections Thinking back to your high school years, define one
concept that you recall from your high school English class.
Concepts, topics, facts, standards, curriculum,
learning objectives In what ways can we achieve meeting
standards while creating connections and awareness of the world around us?
Page 2
© International Baccalaureate Organization 2007
IBMYP Program Standard A.4
The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.
Presenter
Presentation Notes
The IB Middle Years Program requires authorized schools across the world to adhere to standards and practices. Standard A4 for the IBMYP promotes the attitudes and mindset of “internationally minded” students. Schools can meet this standard in a number of ways by (1) aligning their school and district goals to the philosophy and principle of international mindedness, (2) determining what this philosophy means to the school community (including parents) in terms of what students will know and be able to do, and (3) embedding these ideas from the school community into instruction.
© International Baccalaureate Organization 2007
Former Program Stand. and Practices A.2 1. The school values and makes productive use of the diversity of cultures and perspectives that exist in the school and in the local, national and global communities to enhance learning. 2. The school expects and promotes a commitment to international understanding and responsible citizenship on the part of the adults in the school community. 3. The school encourages learning that fosters responsible citizenship and international‐mindedness. 4. The school encourages student learning that strengthens the student’s own cultural identity, and celebrates and fosters understanding of different cultures.
Presenter
Presentation Notes
The IB Middle Years Program requires authorized schools across the world to adhere to standards and practices. Standard A4 for the IBMYP promotes the attitudes and mindset of “internationally minded” students. Schools can meet this standard in a number of ways by (1) aligning their school and district goals to the philosophy and principle of international mindedness, (2) determining what this philosophy means to the school community (including parents) in terms of what students will know and be able to do, and (3) embedding these ideas from the school community into instruction.
© International Baccalaureate Organization 2007 Page 5
Makes productive use of resources and people outside of the classroom and school.
…and international mindedness while
strengthening one’s own cultural identity…
LEARNING
Foster responsible citizenship…
Presenter
Presentation Notes
“In a nutshell” of the previous slide. Let participants know you will debrief this slide with actual context of the classroom/school level.
© International Baccalaureate Organization 2007
Session Question 1
How does international mindedness take us back to the IB mission statement?
TPS / Table Talk 5 minutes
Presenter
Presentation Notes
The IB Middle Years Program requires authorized schools across the world to adhere to standards and practices. Standard A4 for the IBMYP promotes the attitudes and mindset of “internationally minded” students. Schools can meet this standard in a number of ways by (1) aligning their school and district goals to the philosophy and principle of international mindedness, (2) determining what this philosophy means to the school community (including parents) in terms of what students will know and be able to do, and (3) embedding these ideas from the school community into instruction.
© International Baccalaureate Organization 2007
WHAT IS ALREADY HAPPENING IN OUR SCHOOLS?
International Mindedness and Building Global Awareness
Page 7
Presenter
Presentation Notes
States and school districts are already forging pathways between instruction and global awareness. Two examples are creating visionary mission statements for districts and including requirements in state teacher evaluation tools.
© International Baccalaureate Organization 2007
IBMYP Program Standard A.4 alignment to school and county.
Student Achievement Goal 3: Responsibility to the Community (Fairfax County Public Schools, VA)
3.2. Be respectful and contributing participants in their school, community, country, and world.
•Students will apply their educational experiences through commitment and involvement in their current community. •Students will actively seek to create meaning from a broad range of ideas from their learning, personal beliefs, values and responsibilities within their school, state, country, and world communities. •Students will understand how different forms of government meet, or don’t meet, the needs of their citizens. •Further, students will engage in dialogue and action about issues that affect citizens in this country and abroad.
Presenter
Presentation Notes
School districts are building global awareness into vision statements, as the ability to make connections and express understanding of the world around them is a critical 21st century skill for all of today’s students. The IBMYP concept of “international mindedness” provides clear support for the Fairfax County School Board’s third Student Achievement Goal. Take a moment and review the program standard for IBMYP and the School Board goal, to note similarities.
© International Baccalaureate Organization 2007
North Carolina Teacher Evaluation
Standard III(c). …Teachers promote global awareness and its relevance to subjects they teach. On a rubric of 4 levels, to achieve at the highest level, teachers must demonstrate that he/she:
“Promotes global awareness and its relevance to all faculty members, influencing curriculum and teaching practices throughout the school.”
Page 9
Presenter
Presentation Notes
States and districts are also building in quantifiable measures of how these vision statements are carried out, including by embedding them in teacher evaluation models. How might teachers of varied subjects approach this standard?
© International Baccalaureate Organization 2007
National Board Certification
A description of standards for a wide variety of Middle Childhood certification reflection the following expectation for potentially “Accomplished” teachers: Recognize the interconnectedness of the global community,
accomplished teachers identify resources available within their communities or through technology to expand their students’ understandings of diversity.
Alternatively, when studying conflict, they might use technology to connect students with primary sources such as civil rights leaders not present in the local community.
Accomplished teachers use various sources to provide a more comprehensive perspective on cultural studies in the classroom.
Page 10
© International Baccalaureate Organization 2007
HOW IS THIS IDENTIFIED IN IB SCHOOLS?
International Mindedness and Building Global Awareness….
Page 11
© International Baccalaureate Organization 2007
IBMYP Program Standard A.4 in practice in the school
(1)Think analytically and creatively about global topics. (2) Value their own culture and those of others. (3) Appreciate shared humanity across the globe. (4) Take appropriate action to make the world a “better, more peaceful place.”
Students…
Presenter
Presentation Notes
Guidelines are currently being developed for how to support attitudes and understanding of “international mindedness” from school wide activities and the curriculums of the 8 subjects in the program. Those guidelines will include ways that schools can develop the capacity of students to think analytically and creatively about global topics (1), understand and appreciate their own cultural beliefs and structures (2) and identify the value of others’ differences and similarities (3), and recognize opportunities in which they can take initiative or participate in making a positive impact on the world around them (4)
© International Baccalaureate Organization 2007
Session Question 2
How do we allow for international mindedness to manifest itself into my school or classroom?
TPS / Table Talk 5 minutes
Presenter
Presentation Notes
The IB Middle Years Program requires authorized schools across the world to adhere to standards and practices. Standard A4 for the IBMYP promotes the attitudes and mindset of “internationally minded” students. Schools can meet this standard in a number of ways by (1) aligning their school and district goals to the philosophy and principle of international mindedness, (2) determining what this philosophy means to the school community (including parents) in terms of what students will know and be able to do, and (3) embedding these ideas from the school community into instruction.
© International Baccalaureate Organization 2007
How does this look in other places?
Page 14
Through a process of evolving ideas and
interactions, beginning with schools and districts
reaching out to former Lost Boy Deng Juac, the South
Sudan Children’s Foundation has provided
opportunities for students to build personal connections to the role of education and
schools in community building.
© International Baccalaureate Organization 2007
IBMYP Program Standard A.4 in practice in the classroom
Deng Juac
Presenter
Presentation Notes
Fairfax County IBMYP coordinators and teachers have collaborated with a Lost Boy of Sudan in a project that is being developed currently through English classes, but will later extend to interdisciplinary units that examine the human capacity to adapt and thrive. Have someone explain the BRIEF background of who a “Lost Boy” is, circumstances, for context. Deng’s relationship with FCPS: was introduced to one of our schools by John Dau, known for God Grew Tired of Us, and kept in touch with the coordinators during the 2009-2010 school year. In the Fall of 2010, he was returning to Sudan for the first time since he left his father at age 11 to walk to Kakuma, to vote in the referendum. We persuaded him to take a video camera with him, and upon his return worked with him to edit into a short video to promote the concept of human drive for education as a key to adaptation and thriving in a changing political and economic climate.
© International Baccalaureate Organization 2007 Page 16
Makes productive use of resources and people outside of the classroom and school.
…and international mindedness while
strengthening one’s own cultural identity…
LEARNING
Foster responsible citizenship…
6.H.2.1 6.H.2.2 6.G.1.3 6.G.2.2 6.E.1.2 6.C&G.1.3
Students explored the conditions in which students attended school in
S. Sudan and reflected on the critical role of education in fostering peace
and equity within a civilization.
Students examined the role of resources in a civilization’s
development at the micro level of school supplies and buildings, comparing them to their own.
Students at Ranson IB Middle School in Charlotte, NC invited Deng virtually into the classroom at several times during the
school year. BELIEVE
at Ranson IB MS
© International Baccalaureate Organization 2007 Page 17
Escola Americana de Belo Horizonte National Honor Society…
…and international mindedness while
strengthening one’s own cultural identity…
LEARNING
Foster responsible citizenship…
Provide students the opportunity to design their own
pathways to involvement.
Design wrist bands for donations and videos to
raise awareness…
Self-directed exploration of the events and significance of the civil wars in Sudan, while identifying the role of NHS in school leadership.
NHS at EABH
Presenter
Presentation Notes
The Curriculum and Instruction Administrator heard about Deng through the George Mason University IB Teacher Award courses and brought the idea of supporting his mission to build a school to the National Honor Society of the American School in Belo Horizonte, Brazil.
© International Baccalaureate Organization 2007 Page 18
Annandale High School of Fairfax County PS hosted Deng Juac to speak to an auditorium of 400 freshmen embarking on
self-directed Community Service activities.
…and international mindedness while
strengthening one’s own cultural identity…
LEARNING
Foster responsible citizenship…
Individuals can contribute greatly
to their local communities
“one step at a time.”
Presenter
Presentation Notes
“In a nutshell” of the previous slide. Let participants know you will debrief this slide with actual context of the classroom/school level.
© International Baccalaureate Organization 2007
www.southsudanchildrensfoundation.org
Page 19
Presenter
Presentation Notes
Do a quick preview of the website: Film edited by Annandale High School IB (DP) Film students Website created by Annandale High School student that is going into graphic design.
© International Baccalaureate Organization 2007 Page 20
Presenter
Presentation Notes
Skype with Deng…Q & A
© International Baccalaureate Organization 2007
Session Question 3
What concepts and content could we teach and connect using Deng Juac’s story?
Table / TPS Talk 5 minutes
Presenter
Presentation Notes
The IB Middle Years Program requires authorized schools across the world to adhere to standards and practices. Standard A4 for the IBMYP promotes the attitudes and mindset of “internationally minded” students. Schools can meet this standard in a number of ways by (1) aligning their school and district goals to the philosophy and principle of international mindedness, (2) determining what this philosophy means to the school community (including parents) in terms of what students will know and be able to do, and (3) embedding these ideas from the school community into instruction.
© International Baccalaureate Organization 2007
Contributors Christy Loop – ESL and Social Studies Teacher, Charlotte
Mecklenburg School District, Board Member and Co-Founder of the South Sudan Childrens’ Foundation
C. Robert Harrison- IB - Den Hague Chris Powell Fairfax County Public Schools MYP Coordinators Deng Juac – President and Co-Founder of South Sudan
Childrens’ Foundation
Presenter
Presentation Notes
The IB Middle Years Program requires authorized schools across the world to adhere to standards and practices. Standard A4 for the IBMYP promotes the attitudes and mindset of “internationally minded” students. Schools can meet this standard in a number of ways by (1) aligning their school and district goals to the philosophy and principle of international mindedness, (2) determining what this philosophy means to the school community (including parents) in terms of what students will know and be able to do, and (3) embedding these ideas from the school community into instruction.
