The following essay will discuss the importance of integrating students to think positively within a global context, making connections with others to promote international mindedness and to iterate the importance of working collaboratively together.
Providing students with the correct tools to think critically and globally will promote collaboration, sharing of ideas and opinions and opportunities for students to engage with their peers and other students from different countries and nationalities.
Abstract
The following essay will discuss the importance of integrating students to think positively within a global context, making connections with others to promote international mindedness and to iterate the importance of working collaboratively together.
Providing students with the correct tools to think critically and globally will promote collaboration, sharing of ideas and opinions and opportunities for students to engage with their peers and other students from different countries and nationalities.
Keywords: Global Context, International Mindedness, Middle Years Programme, Primary Years Programme.
Introduction
As educators, on a personal level, we only want what is best for our students that we teach to have acquired certain skills and have a level of aptitude to make decisive decisions that will impact their environment, through means of awareness and taking action in the Primary Year Curriculum as outlined by IBO (n.d.) Student agencies the IBO promote especially in the Primary Years Programme (PYP), where students have to accept ownership of their own learning and make the right decisions, thinking within a global context.
For this part of the essay, the author has decided to choose a topic that is very close to my heart, which involves pollution and the importance of education within a global context. All students need to accept responsibility and take action in the classroom to promote sustainability as outlined by Cloud (2015); IBO (n.d., 2018); McLeod (2011); Sinek (2009).
Students need to employ the various Approaches to Teaching and Learning (ATL) skills, which allow students to become creative, show self-reflections and have opportunities to make the necessary changes to educate their peers, and the rest of the students in the Primary school to take action. Teachers need to adapt and modify lessons accordingly to allow high levels of engagement, motivation, self-discipline and critical thinking as outlined by IBO (2018). Motivating and encouraging students is very important for their self-esteem, understanding and conceptualisation of various topics related to pollution as suggested by Beachboard (2020); Matthewson (2019); Mulvahill (2019); and Sounders (2019). Students have the opportunity to reflect constantly and create a project, which becomes self-sustainable and helps the environment to focus on the importance of looking after the environment.
The principles of IBO (2018) expect teachers to prepare students to view the world through a global lens through inquiry-based learning, where they think critically about these issues. Having chosen pollution, students can evaluate the importance of how to avoid pollution, by thinking of the effects directly impacting the causes.
Through my own personal experiences, the author was grateful for the opportunities given to him to enlighten the future generation and empower them with the skills to think critically, evaluate things they question, find out how it connects within a global context, and educate others with their educational opinions, interpretations and findings. Through inquiry-based learning, students have the opportunity to educate their peers, with topics pertinent to their interests.
By researching pollution students have a good understanding of the topic, and through taking action, they are already making a difference by focusing on the learner profiles, and being "principled" as outlined by IBO (2018). Through observations, they can write up their findings and answer their line of inquiry. Students can present their findings through collaborative teaching, by allowing their peers to have a say about pollution. For example, if students were starting a project where students collected all the bottles by recycling them, they could start with planning and executing a greenhouse. By building a greenhouse they could plant different vegetables to promote healthy living within their society. Teaching in a bilingual French and English school encourages students to be proactive and connect within their society as outlined by Boix Mansilla & Jackson (2011).
Students ultimately make connections within a global context, answering questions that will enlighten their peers on pollution. Students are given time to be creative, allow collaboration and excel on different educational levels. Being responsible, accountable and taking action can make a great difference. Through these projects, students have experience with budgets, writing, and reading information, making conclusions, and making the necessary recommendations.
Conclusion
To be proactive in your school setting allow students of all nationalities to get together regularly and skype or email students from other countries and schools. Being an International and open-minded student, promotes inquiry-based learning where you can educate and help others, tackle issues relevant, and make improvements to help their society (Evans et al., 2014). Providing students with the correct tools to think critically and globally will promote collaboration, sharing of ideas and opinions and opportunities for students to engage with their peers and other students from different countries and nationalities.
References
Beachboard. C. (2020). How to Build Intrinsic Motivation in Students. Edutopia.
https://www.edutopia.org/article/help-students-build-intrinsic-motivation
Boix Mansilla, V. & Jackson, A. (2011). Educating for global competence: Preparing our youth to engage the world. New York: Asia Society.
https://asiasociety.org/files/book-globalcompetence.pdf
Cloud, J. (2015, November 29). Education for Sustainability [Video]. TEDx. Made
Available through http://www.kaltura.com/tiny/98doo
Evans, M., Montemurro, D., Gambhir, M., & Broad, K. (Eds.). (2014). Inquiry into Practice: Learning and Teaching Global Matters in Local Classrooms. Ontario Institute for Studies in Education of the University of Toronto (OISE).
http://www.oise.utoronto.ca/oise/UserFiles/File/TEACHING GLOBAL MATTERS FINAL ONLINE.pdf
IBO. (n.d.). The IB Primary Years Programme.
https://www.ibo.org/globalassets/publications/become-an-ib-school/ibpyp en.pdf
IBO. (2018). Critical thinking skills in the IB Diploma Programme. IBO.
https://www.ibo.org/contentassets/aec3ab0a46c844cb98842066f7c69a8c/rfp-ib-cri tical-thinking-2018-en.pdf
Mathewson, T. (2019). How to unlock a student's internal drive for learning.
https://hechingerreport.org/intrinsic-motivation-is-key-to-student-achievement-but -schools-kill-it/
McLeod, S. (2011, May 20). Ten reasons your educators are resisting your change
Global citizens and how to incorporate teaching strategies
initiative. Education Week.
http://blogs.edweek.org/edweek/LeaderTalk/2011/05/10_reasons_your_educators_ are.html
Mulvahill, E. (2018). Understanding Intrinsic vs. Extrinsic Motivation in the Classroom.
https://www.weareteachers.com/understanding-intrinsic-vs-extrinsic-motivation-in -the-classroom/
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New
York, N.Y.: Portfolio.
https://www.ted.com/talks/simon sinek how great leaders inspire action/transcr ipt?language=en
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- Arbeit zitieren
- Dr. Mario Maxwell Müller (Autor:in), 2022, Living and learning globally. The importance within a classroom, München, GRIN Verlag, https://www.grin.com/document/1292376
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