Dates: 8 & 9 March 2018
Location: ESF Training Centre, Hong Kong


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STRAND B | Moving beyond international mindedness: Teaching and learning strategies for global citizenship

Eric Jabal | Strand Leader

Eric Jabal is a CIS International Advisor. In this role, Eric supports and visits schools, primarily in the East and SouthEast Asia region, applying for CIS membership and participating in the CIS accreditation process.

A Canadian citizen, Eric began his career in education in France more than 20 years ago. Since 1995, Eric has served as a teacher, sports coach, and administrator at three international schools in Hong Kong. Eric will complete his tenure as Secondary Principal of The ISF Academy, a bilingual two-IB programme World School, in 2018.

Eric has a passionate interest in culturally competent leadership, teaching, and learning for student engagement and global citizenship.

Eric holds a Ph.D. in Educational Administration from OISE-University of Toronto (Canada) and a master’s degree in education from Nottingham University (UK). Eric also earned a D.E.A. Diploma of Advanced Studies (Stendhal-Grenoble III, France) and bachelor’s honours degree in French Studies and English (Queen’s, Canada).

Enculturating international mindedness with in-house professional learning

Presenters: Jenny Canar, Elementary School Principal & Brian Matthews, Superintendent
School/Institution: American International School of Riyadh

Join the educational leadership team of the American International School - Riyadh (AIS-R) to learn how this organization created and implemented a K-12 professional learning plan that effectively fostered and supported intercultural learning and competence by developing a shared understanding of global citizenship. This session will share “chapter one” of this school’s story of enculturating international mindedness in parents, students, teachers, and leadership. Teachers in AIS-R’s learning plan have acknowledged and recognized the following understandings: AIS-R Teachers will appreciate the diversity in ideas, perspectives, learning styles, approaches to problem-solving and culture of individual learners; AIS-R Teachers will understand that culture plays a role in learner approaches to comprehension of concepts, understanding of content, and application of knowledge; AIS-R Teachers will understand that learners come to the classroom with valuable knowledge and skills based on their individual experiences and cultures; and AIS-R Teachers will understand how to collaborate with and relate to other local and global educators appropriately.

Additionally, Teachers in AIS-R’s learning plan have integrated culturally relevant content into instruction, adding relevance for learners; Applied his/her understanding and knowledge of AIS-R U content in the classroom to promote learners’ understanding of global issues and multiple cultural perspectives; Analyzed his/her own cultural perspectives and evaluated how these perspectives may impact and effect relationships or experiences with learners and/or colleagues; Provided a safe and trusting learning environment that has allowed both teacher and learners to take risks, share ideas, explore, and display curiosity and openness to diverse ideas and perspectives; and Collaborated and modeled global education instructional strategies (i.e. Use culturally-responsive teaching strategies such as Making Thinking Visible routines).

Participants of this will have the opportunity to reflect upon the following ideas in regards to: What skills and capacity are currently present in our leadership team and how can this help our plan? What resources are available to our school now to implement a plan such as this? What data do we currently have and what will we collect to evaluate our PL goals? How will we design a learning plan that targets GC learning? How will we implement our plan effectively? How will our outcomes increase teacher effectiveness and student learning? How may this plan be implemented at your school?

Overseas experience trips: Moving from patronising to developing intercultural understanding

Presenter: Peter Muir, CAS/Community Engagement Coordinator
School/Institution: Discovery College

International learning experiences are seen to be an important part of the curriculum in many international schools. They are well featured on school websites, and such experiences are often the highlight of a student’s secondary experience.  But do these activities truly support the communities that they aim to, or are they tailored to meet the needs of the students and the school? Are these ventures actually “service” to those in the host community? This session will explore student engagement in international learning experiences, and will outline some key considerations to guide these learning experiences so that they to best develop global citizens.

Development and advancement of global citizenship in a mono-passport international school

Presenters: Susan Parkes, International Teacher of Global Perspective and Project Work & Nazym Adaspaeva, Global Perspective and Project Work Teacher (Nazarbayev Intellectual School Semey, Kazakhstan)

Despite the multi-ethnicity of Kazakhstan, all students within the NIS system of 20 schools have a Kazakhstan passport. This uniqueness, being a Council for International School (CIS) accredited school  provides a distinctiveness for NIS Semey. The intended purpose of NIS is educating the future intellectual leaders of the country. The students are taught in a trilingual environment: Kazakh, Russian, and English. Curricula aim is the development of critical thinkers, high achieving and as well as independent learners. Part of the CIS accreditation process is being able to demonstrate the concept of Global Citizenship, Global Competency, Internationalism and Interculturalism. In 2015-2016 the NIS Semey Strategic Plan added the priority which included Internationalism, Interculturalism and Global Citizenship and the development of these concepts school wide, plus through the Shanyrcks (pastoral care system) and within all curricula, but in particular Global Perspectives and Project Work (GPPW).

School curricula, whether it is at a local, national or global level needs to prepare the current learners to be global citizens. Consultation and discussions by administration school wide (students, teachers and parents) concluded that Global Citizenship should become the sixth core school value. This was a new concept to the NIS staff, students, parents and to the wider community. Whole school workshops were provided with guidance from international teachers. 

According to UNESCO, Global Citizenship Education (GSE) is the nurturing of respect for all, building a sense of belonging to a common humanity and helping learners become responsible and active global citizens.  Our presentation will outline how the uniqueness of a mono-culture passport international school adapts, develops and promotes, embeds the concepts of Global Citizenship, Internationalism, Interculturalism and Global Competency along with the challenges that has occurred and also how it intends to continue this journey in the future as well as developing in the lower grades, Global Competency. 

Essential provocations of global citizenship education: Questions from the development of the Global Citizenship Diploma

Presenters: Damien Pitter, Global Coordinator of the Global Citizen Diploma (Yokohama International School); Ellen Thorne, HKA GCD Coordinator (Hong Kong Academy); Cynthia Wissman, HS Associate Principal (American School of Bombay)

In 2012, James MacDonald and a small group of colleagues set about creating a new high school credential that would better tell the story of learning or international school students. The idea that they started with has evolved a great deal through research and implementation, feedback from students, other participating schools, and consultations with university admissions representatives. Along the way, we have had to wrestle with many of our own assumptions about intercultural learning, global citizenship, the role of schools in education, and ultimately, the purpose of education itself. We feel that in order to engage meaningfully in a discussion about Global Citizenship, there are some essential questions that need to be explored, which we invite you to do through a series of provocations

Global Thinking Routines

Presenter:  Jim Reese, Director of Professional Development Collaborative
School/Institution: Washington International Schools

Intended to facilitate the development of global competence, Global Thinking Routines, developed at Project Zero, are flexible pedagogical tools that can be used in any learning environment. In this workshop, experience a Global Thinking Routine and consider its potential in your home setting. 

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