1. International Mindedness and IBMYP Monica Sarang

2. My Professional Context  My Role at Ecole Mondiale World School  My Educational Experiences

3. The context of my paper: ‘An analysis of the extent to which teaching a mathematics unit in the Middle Year Programme through the lens of ‘Areas of Interaction’, (which are now referred to as Global contexts) help in developing internationally minded students.

4. Structure  What is IM? Some definitions  Criteria to promote IM  IB MYP and IB MYP Math  Areas of Interaction (Global Contexts)  Teaching and Learning in MYP Year 3  Assessing  Challenges Looking for your feedback

5. Definitions  Haden and Thomson (2008)  IBO (From Principles to Practice 2010)  Fenn and Hapgood (1999)  Skelton (2006)  Delors (1998)

6. Criteria for promoting Internationally mindedness in Math Being able  To respect and tolerate other cultures, values, races, religions, national beliefs and traditions.  To have a global perspective in Mathematics.  To be able to understand others way of life and ethnicities.  To be able to respect others point of view.  To realize ones rights and responsibilities.

7.  To be able to adapt curriculum both across and within each culture.  To appreciate leadership that incorporates the values of internationalism.  To have the ability to communicate ideas and ideologies of global importance with others.  To be involved in problem solving on local community issues, national issues and world issues as well. Criteria to promote Internationally mindedness in Math

8. EMWS Criteria/Principles  Mathematics curriculum should provide students with opportunities:  To understand and appreciate global issues  To present their own insights on global issues  The content should ensure an opportunity for the students to reflect on universal values.  To ensure that the students understand the value of their natural environment.  To enable the students to understand the interconnectedness and the interdependence of their lives with the people of their country and the world at large All the above will include the attributes of the learner profile listed by the IBO: Reflective, Balanced, Caring, Inquirer, Knowledgeable, Open- minded, Communicator, Thinker, Principled

9. IBMYP :Middle Year Programme:  MYP Programme-  Fundamental concepts

10. IB Mathematics  Curriculum  Aims and objectives

11. AOI’s/Global Context  Definition  List of AOI’s (Areas of Interaction)  Examples

12. Teaching and Learning Year 3  Unit: Speed Distance Time  IDU: Geography  Global Issue:  To understand and appreciate global issues  To present their own insights on global issues  AOI: Environments and Community and Service  Learner profiles: Reflective, Inquirers, knowledgeable

13. Teaching and Learning – Year 8  Unit – Money  Guest Speaker: Deputy Agriculture Secretary – Maharashtra  Local Issue: Mass suicide by farmers of Marathwada  EMWS Criteria for IM:  To enable the students to understand the interconnectedness and the interdependence of their lives with the people of their country and the world at large  AOI: Environments, Health and Social  Learner Profiles: Caring, Reflective, Thinkers, open- minded, communicators

14. Assessment Rubric  Criterion-referenced assessment  Importance of descriptors and achievement level while assessing units

15. Level of Achievement Descriptor 0 The student fails to reflect on the issue and calculate speed, distance and time 1-2 The student is able to reflect briefly on the issue and is able to calculate the speed only by using the given formula 3-4 The student is able to participate and reflect effectively on the issue and is able to calculate speed and time estimating the distance on his/her own 5-6 The student is able to provide an in-depth reflection and able to perform all the necessary operations to complete the mathematical problems.

16. Challenges  IBO should have workshops on implementation of IM  Stability of teachers  IBO teachers should share their units especially in subjects like mathematics  Lack of common understanding  The parent community  Should activities on IM be assessed?

17. Conclusion  In Indian Context  Stakeholders  Be positive as teachers.  Importance of Unit planner

18. References  Cambridge, J. (2000) ‘International schools, globalization and the seven cultures of capitalism’ in Thompson, J. J. Hayden, M. C. (eds), International International improving teaching, management and quality, Kogan Page, London. pp 179 – 181  Delors (1998) ‘International Education as developed by the International Baccalaureate organisation’ by Hill (2006) in Hayden, M., Levy, J., Thompson, J. (eds.) A Handbook of Research in International Education. Sage: London. pp 25-26, 27, 29  Hill, I. (2006) ‘International education as developed by the International Baccalaureate Organization’ in Hayden, M., Levy, J., Thompson, J. (eds.) A Handbook of Research in International Education. Sage: London. pp 25-26, 27, 29  Hughes, C. (2009) ‘International education and International Baccalaureate Diploma Programme: A view from the perspective of postcolonial thought’, Journal of Research in International Education, 8(2): 130 – 135  Haywood, T. (2006) ‘A simple typology of International-Mindedness and Its Implications for Education in Hayden, M., Levy, J., Thompson, J. ( eds), A Handbook of Research in International Education. Sage, London. pp. 79 – 81, 86, 87  Hill, I. (2006) ‘International education as developed by the International Baccalaureate Organization’ in Hayden, M., Levy, J., Thompson, J. (eds.) A Handbook of Research in International Education. Sage: London. pp 25-26, 27, 29

19.  Fennes, H. and Hapgood, K (1997) Intercultural Learning in the Classroom, Cassell, London (From the handouts provided be Hayden, M and Thompson, J for the Bathe University course held in Mumbai, India on the 12 th of March 2009)  Hayden, M. C. (2006) ‘International Education: The context’, in Introduction to International Education. SAGE, London. pp 4 – 6  Hayden, M. C. (2006) ‘International Schools and Parents’, in Introduction to International Education. SAGE, London. pp 21 – 23  IBO (2009) Mathematics Guide IB, Cardiff. pp 1 – 5, 13 – 17, 42 – 44  IBO (2008) MYP: From principles to practices, IB, Cardiff pp 7, 10, 11, 13, 16, 20 – 21, 34.  Skelton, M. (2006) ‘International-Mindedness and the Brain: the difficulties of ‘Becoming’ in Hayden, M., Levy, J., Thompson, J. (eds), A Handbook of Research in International Education. Sage, London. pp. 380 – 382  Thompson, P. (1998) ‘Education for peace: The cornerstone of international education’ in Thompson, J. J. Hayden, M. C. (eds), International Education – Principles and Practice. Kogan Page, London. pp 105 – 108, 116.