Global+action+content+template

// (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**  || ||  ||   ||
 * **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”  ||   ||   ||
 * || The goal is… to move from global awareness to understanding to action  ||   ||   ||
 * 2. Building awareness of global perspectives ||  Why is this important?  ||   ||   ||
 * 2a. Planning for awareness—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:   ||  College Gardens ES  ||
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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:   ||   ||
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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:   ||   ||
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 * 3. Fostering global understanding and empathy ||  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. Stimulating internationally minded action and involvement ||  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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 * || STRATEGY/PRACTICE #3:   ||  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 ||   ||   ||   ||