International- Mindedness (FOSTERING through Language (Students use their…
The Exhibition impacts on a student experience:
● Learner Profile
● Trandisciplinary Connections
The learning community participates in the exhibition, supporting and celebrating the development of internationally minded students who make a positive difference in their lives and the lives of others.
Through action, students develop a sense of belonging to local and global communities. They understand and recognize the interconnectedness and interdependence of issues, and consider these from multiple perspectives (Oxfam 2015, UNESCO 2015).
Action is connected to agency, the learner profile and international mindedness.
An internationally minded learner takes action for positive change.
Students use their home and family languages, and additional languages, to engage with the wider world.
PYP schools actively encourage language learning, both for its communication and cognitive benefits and for its direct links to international-mindedness.
The learning community understands that knowledge is created within cultural contexts, and supports opportunities for students to engage with different ways of knowing and being.
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.
First-hand experience through language and culture exchanges are an invaluable and effective means to learn about cultural similarities and differences.
Multilingualism is central both to fostering international-mindedness and to changing and shaping understanding based on the inquirer’s perspectives and backgrounds.
When members of a learning community reflect on their diversity through language, they move beyond the traditional national, cultural and social boundaries in their daily lives to develop international-mindedness.
The Learner Profile
Approaches to Learning
The learner profile attributes and the approaches to learning (ATL) provide the foundational skills and dispositions for the development of international mindedness.
An internationally minded learner:
is a competent communicator
is open-minded and knowledgeable
is a caring and principled thinker
uses his or her curiosity and research skills to inquire about the world
thinks and reflects critically about opportunities and challenges
takes action for positive changes (for example, to promote intercultural understanding, foster caring relationships, to care for self and others)
takes risks to further self-development and understanding of others
To develop and to support a shared vision, mission, beliefs and values, students demonstrate attributes of the learner profile, such as caring, principled and communicator.
The learner profile provides opportunities for the learning community to explore the attributes that support peaceful living.
The formal leadership team plays a significant role in visioning, creating, articulating and modelling a culture of international-mindedness.
• ensuring that international-mindedness is embedded in the school ethos through mission statements and policies
• encouraging participation in school decision-making by all members of the learning community
• providing opportunities for the learning community to model, develop and demonstrate aspects of international-mindedness.
To foster international-mindedness, the learning community extends to the whole IB community...It is inclusive of everyone involved in the life of the school.
Staff benefit from opportunities to:
explore what international-mindedness is
reflect on what it means to them, both personally and collectively
share ideas to support students’ development of international-mindedness.
Focus on international-mindedness in staff professional development, as well as induction, is a significant aspect of a school’s work on international-mindedness.
Cultural similarities and differences and lived experiences, shared through the inquiry process, can broaden and enhance knowledge, understandings and perspectives.
Sharing dialogues with people who are different from oneself, and hearing others’ perspectives, are essential to exploring international-mindedness.
To build an internationally minded school culture, schools may consider focusing student inquiries on global human commonalities.
Through the inquiry process, students develop and demonstrate/practice the approaches to learning and attributes of the learning profile.
The inquiry process supports the development of international mindedness. Represented as the interplay between asking (inquiry), thinking (reflection) and doing (action).