Boyd Roberts ECIS November

Implementing the global dimension 2

1.Work on different fronts at all levels, with small, quick hits with obvious impact e.g.  displays  make some changes in student classroom activities  Fairtrade sourcing  recycling  buy teaching and reference resources  set up a budget  arrange professional development

2.Ensure thorough discussion and buy-in / enlist support ▪ governors ▪ senior management ▪ teachers ▪ other staff

3.Undertake a comprehensive, thorough, systematic audit in all areas. Formats from websites Australian Curriculum Corporation; Oxfam Education; International Schools Award

4.On the basis of the audit, develop a comprehensive implementation plan. Work systematically through all levels and areas within the school.

5.Exemplify consultative, open decision-making in all processes. Involve all staff Involve students and parents Develop agreed means for ▪ reaching decisions ▪ internal conflict resolution

6.Include ‘global dimension’ planning in the normal school development planning process. ▪ Monitor progress. ▪ Review successes and failures.

Plans are only good intentions unless they immediately degenerate into hard work. Peter F. Drucker 9

7.“Mind shift not money” Provide training and support  for yourself and others  wherever, and whenever necessary Give prominence to professional development in all plans.

8.Hang in there….. The species is waking up….you are not alone. Things are moving. Network and connect with others interested.

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Even the longest journey must begin where you stand. An ant on the move does more than a dozing ox. Lao tzu Founder of Taoism 604 BC BC

Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has. Margaret Mead US anthropologist and author 14

15 “Education is the most powerful weapon you can use to change the world.” Nelson Mandela

CognitiveLearning new facts and concepts Affective Feelings associated with the new facts and concepts Existential Feelings may prompt consideration of deeper issues such as the meaning of life Empowerment If resolved, existential feelings can lead to a sense of personal responsibility and commitment Action Informed personal social and political action Rogers (1998)

 demonstrates and promotes an informed, critical and reflective interest in important and complex issues and concerns  recognises local, national and global dimensions in important issues  embraces and welcomes diversity  is a facilitator

 Collective Teachers and students address learning tasks together, whether as a group or a class  Reciprocal Teachers and students listen to each other, share ideas and consider alternative viewpoints  Supportive Students express their views freely, without fear of embarrassment over “wrong” answers; they help each other to reach common understandings  Cumulative Teachers and students build on their own and each others’ ideas and develop them into coherent lines of thinking and enquiry  Purposeful Teachers plan and steer classroom talk with specific educational goals in view Alexander, 2004

PEDAGOGIC DIALOGUE  Controlled by teacher  Directed towards “right” answers  Right answers are valued  Closed teacher questioning  Teacher has more “talk time” than students  Limited participation  Outcome focused  Teacher owns the truth DIALOGIC PEDAGOGY  Teachers and students share control  Directed towards exploring possibilities  “Wrong” answers and risk-taking are valued  Open-ended teacher questioning  Students have more “talk time” than teachers  Inclusive participation  Unpredictable  Truth is the shared outcome Skidmore (2002)

 Diversity and variety of materials  Sourced internationally, where appropriate  Include reference to global issues  Varied perspectives, where appropriate  Check for bias etc  Inclusive