casie myp workshop june 21-23, 2011 international mindedness: from outside to inside the classroom
TRANSCRIPT
CASIE MYP WorkshopJune 21-23, 2011
International Mindedness:From Outside to Inside the Classroom
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Objectives
To provide educators a space to:•Consider the “international” of IB;• Discuss global competence; and• Learn how UNICEF can provide the
context for promoting solidarity among children worldwide
• Share teaching materials for use in the IB classroom
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Brainstorming
What words, phrases, or concerns come to mind when you think of the term
global education?
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The “International” of IB
• …other people with their differences can also be right
• …create a better and more peaceful world through intercultural understanding and respect
• Perspective-building
• What’s your context?
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UNICEF
• History• What UNICEF does
• Gives children the best start in life
• Helps children survive and thrive
• Promotes education for all
• Creates protective environments
• Provides help during emergencies
• Encourages authentic and meaningful child participation
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UNICEF
• How UNICEF does its work
• Defines the challenge
• Conducts studies to assess the problem
• Addresses the problem
• Measures the outcome
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The Convention on the Rights of the Child
• Basics
• Landmark in history
• Common promise
• Widely accepted
• Four principles
1. Nondiscrimination
2. Best interests of the child
3. Right to life, survival, and development
4. Respect for views of the child
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The Convention on the Rights of the Child
• Focus on three articles
• Article 6: Every child has the inherent right to life, survival, and development
• Article 24: No child shall be deprived of the right to the highest attainable standard of health
• Article 27: Every child has a right to a standard of living adequate for the child’s entire development
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Global Competence
What do you think aglobally competentstudent looks like?
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Global Competence
• Investigate the World: Students investigate the world beyond their immediate environment.Students can:
• Generate and explain the significance of locally, regionally or globally focused researchable questions.
• Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages.
• Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems.
• Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.
http://asiasociety.org/node/8875
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Global Competence
• Recognize Perspectives: Students recognize their own and others’ perspective.Students can:
• Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective.
• Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives.
• Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena.
• Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.
http://asiasociety.org/node/8875
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Global Competence
• Communicate Ideas: Students communicate their ideas effectively with diverse audiences.Students can:
• Recognize that diverse audiences may perceive different meanings from the same information.
• Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences.
• Explain how effective communication impacts understanding and collaboration in an interdependent world.
• Select and effectively use appropriate technology and media to communicate with diverse audiences.
http://asiasociety.org/node/8875
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Global Competence
• Take Action: Students translate their ideas and findings into appropriate actions to improve conditions.Students can:
• Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally.
• Ident. opportunities for personal & collab. action to address situations, events, issues or phenomena in ways which can make a difference.
• Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others.
• Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.
http://asiasociety.org/node/8875
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Water, Sanitation and Hygiene (WASH)
• Background• Problem: Great lack of access to safe drinking water and improved
sanitation facilities, and children – especially girls – are most affected• Context: MDG’s and the CRC
• Actions:
• Creating child-friendly facilities
• Providing training in hygiene education for teachers and children
• Offering outreach to communities, and
• Contributing to policy work for the development of sustainable models
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Water, Sanitation and Hygiene (WASH)
How can WASH be used to teach about UNICEF and the CRC and to engender global competency?
Work in groups to create a lesson or activity that addresses some or all of this question. Use the TeachUNICEF middle-school unit and resources, other resources linked to on the WASH landing page, and your own experience and insight.
Create your work on Google Docs and cut and paste the link on the “Collaborative Task” page on the Wikispace.
