Lindy Stirling Internationalising Education Unit NETWORK PD Internationally minded schools: Globally ready students Lindy Stirling Internationalising Education Unit This professional learning opportunity is aligned to AITSL Teaching Standards: Standard 1 - Know students and how they learn Standard 2 - Know the content and how to teach it Standard 3 - Plan for and implement effective teaching and learning Standard 4 - Create and maintain supportive and safe learning environments Standard 6 - Engage in professional learning Standard 7 - Engage professionally with colleagues, parents/carers and the community

Aims of the day for internationalising education (IE): Highlight the importance of internationalising what it might look like in schools how IE connects with the Victorian curriculum and PISA Review where your school sits with internationalising using the Internationalising Schooling Guide Showcase resources Develop a plan to internationalise your school Build confidence and capacity for this work Today is about stretching our thinking and providing tools for your own use that you may wish to adapt for use with your students. Armed with these tools, we will look at the broader picture of internationalising your school to create globally ready students and internationally minded schools.

What is it???

What is it??? Select the 3 words that capture the essence of internationalising. Write a summary statement using these words

Globally ready students Internationally minded schools Internationally engaged system

‘all Victorians will have the ability to shape their future regardless of how the world changes around them’ ‘all Victorians develop the knowledge, skills and attributes needed now and for jobs in the future’ and commits to ‘prepare learners to be global citizens and provide them with the skills to succeed in a fast changing world’ ‘further strengthen Victoria's social cohesion, ... in order to prevent and ‘the common set of knowledge and skills required by students for life- long learning, social development and active and informed citizenship’ for the global context FISO: ‘global citizenship’ is located within community engagement in learning dimension The following documents show how internationalising is strategically and intimately linked to the key directions of the government and to our curriculum: Internationalising education is most effective when it is part of a strategic intervention that takes account of the conditions and context of education reform in Victoria. Internationalising education supports achievement of the Education State targets, particularly learning for life and building pride and confidence in our schools. Internationalising education contributes to broader WOVG effort to establish productive relationships internationally – between governments, organisations and individuals. Internationalising education helps to enhance community cohesion and, by extension, the social inclusion of international students – Victoria’s most valuable services export. Internationalising education helps to enact the Victorian Curriculum to strengthen the development of languages, global citizenship and intercultural capability. Internationalising education helps improve student outcomes via FISO and global citizenship. We will look more closely at the curriculum a little later…. But there is one other international connection that we need to be aware of, especially if you are in the secondary sector, although primary schools build the foundations that will be assessed by PISA reverse the development of racial, ethnic and religious intolerance that can lead to violence.’

PISA 2018 – schools, teachers and students Schools will be asked about policies to facilitate the integration of foreign-born students and non-native speakers School activities for multicultural learning Formal curriculum for communicating with people from different cultures, respect for cultural diversity, knowledge of different cultures Formal curriculum for climate change, global health, population growth, causes of poverty, gender equality… www.oecd.org/pisa/aboutpisa/Global-competency-for-an-inclusive-world.pdf

Internationally minded schools are: using effective models of language instruction building global perspectives across the curriculum including studies to support intercultural capability using ICT to connect with the world drawing on students’/community cultural diversity developing intercultural capability through cultural events and activities providing targeted PL for teachers and leaders engaging in meaningful sister-school partnerships, international projects and partnerships.

Internationalising Continuum – where R U? Highly Scarcely

…and globally ready students have the ability to communicate in more than one language; communicate appropriately and effectively with people from other cultures or countries; comprehend other people’s thoughts, beliefs and feelings, and see the world from their perspectives; and analyse and think critically in order to scrutinise and appraise information and meanings. (

3 Major attributes Internationally minded Interconnected Intercultural skills

Where is it (IC) in the Curriculum. http://victoriancurriculum. vcaa Intercultural capability is a capability within the Victorian curriculum which aims to develop knowledge, understandings and skills to enable students to: demonstrate an awareness of and respect for cultural diversity within the community reflect on how intercultural experiences influence attitudes, values and beliefs recognise the importance of acceptance and appreciation of cultural diversity for a cohesive community There are two strands:   Cultural Practices Cultural Diversity This strand involves students in describing, observing and analysing characteristics of their own cultural identities and those of others. They compare their own knowledge and experiences with those of others, learning to recognise commonalities, acknowledging differences between their lives and seek to understand and engage in critical reflection about such differences. The ability to reflect on the meaning of intercultural experiences is an essential element in intercultural learning. Students use critical reflection to better understand the perspectives and actions of individuals and groups in specific situations and how these can be shaped by culture. This strand involves students understanding the nature of cultural diversity. Students critically examine the concept of respect, challenges and opportunities created by cultural diversity and the way in which cultural diversity shapes and contributes to social cohesion .

Achievement standards for intercultural By the end of Level 2, students begin to distinguish what is familiar and different in the ways culturally diverse individuals and families live. They describe their experiences of intercultural encounters, and identify cultural diversity in their school and/or community. Students explain how they might respond in different cultural situations.   By the end of Level 4, students are able to compare a range of cultural practices and explain their influence on people’s relationships. They explain what they have learnt about themselves and others from intercultural experiences. Students explain the role of cultural traditions in the development of various identities. They develop critical perspective on and respect for their own and others cultures. By the end of Level 6, students demonstrate an understanding how beliefs and practices can be influenced by culture and explain how intercultural experiences can influence beliefs and behaviours. Students identify the barriers to and means of reaching understandings within and between culturally diverse groups and the ways in which effective engagement with those groups is promoted or inhibited. By the end of Level 8, students explain how cultural practices may change over time in a range of contexts. They understand how cultural groups can be represented, and comment on the effects of these representations. Students understand the challenges and benefits of living and working in culturally diverse communities. By the end of Level 10, students critically analyse the complex and dynamic interrelationship between and within cultures and the challenges and benefits of living in an interconnected and culturally diverse world. They evaluate how intercultural relationships and experiences influence attitudes, beliefs and behaviours in different contexts. Students analyse the components of a cohesive society, and the challenges, benefits and consequences of maintaining or failing to maintain that cohesion.

Interconnection and globalisation Social justice and human rights Global Citizenship – Continuum of Practice https://edugate.eduweb.vic.gov.au/edrms/project/fiso/SitePages/6_GlobalCitizenship.aspx# 1. Emerging 2. Evolving 3. Embedding 4. Excelling The Victorian curriculum is enacted in ways that students learn about different cultures, including their own, and develop an awareness of the rights and responsibilities of citizens in a globalised world.   Schools create opportunities for students to regularly engage with young people from other cultures, and develop inclusive values and perspectives. Programs involve students learning from international students about their respective cultures. Schools work with the whole school community to develop an inclusive culture, and to promote understanding and respect. Learning programs are designed to integrate international perspectives, including international student perspectives in developing student self- identity as global citizens. Schools and their communities are globally engaged and establish and sustain international partnerships that provide students with a deep understanding of the world and rich experiences of other cultures, aligned to curricula and learning objectives. Students collaborate in shared learning activities with peers in other countries. Interconnection and globalisation Intercultural capability Peace building and conflict resolution Social justice and human rights Sustainable futures See page 41 at: https://edugate.eduweb.vic.gov.a u/edrms/project/fiso/Shared%20D ocuments/Continua- DetailedVersions/FISOContinua_I mprovementModelAllDimensions Version2.docx

So far…… What internationally minded schools and globally ready students look like How it connects to government and educational priorities Where your school is What to find information in the curriculum to support this work.

Morning Tea

Tools for exploring intercultural understanding Iceberg of Culture DMIS – Development Model of Intercultural Sensitivity Ladder of Inference DIE (or ODIS) – Description, Interpretation, Evaluation or Observe, Describe, Interpret, Suspend evaluation Hoftstede – Dimensions of Culture Simulation games

Understanding Culture Iceberg of culture

The ability to function effectively in a culturally diverse situation What is: Intercultural Understanding? Intercultural Capability? Cultural Intelligence? (CQ) The ability to function effectively in a culturally diverse situation Knowledge of culture Mindfulness To understand cross-cultural phenomena CQ To observe and interpret particular situations Skills to adapt behaviour in a range of situations Cross-cultural skills

DMIS – Developmental Model of Intercultural Sensitivity DMIS provides a structure for understanding how people experience cultural difference. Six stages of perspectives describe how a person sees, thinks about, and interprets events happening around them from an intercultural-difference perspective. Since DMIS indicates what a person sees and thinks, it also suggests what they do not see or think. DMIS, therefore, highlights how a person’s cultural patterns both guide and limit their experience of cultural difference.

Description Interpretation Evaluation https://www.salto-youth.net – image and activity from p 10. Description Interpretation Evaluation Interpretation 1 Alternative Evaluation 1A Alternative Evaluation 1B Interpretation 2 Alternative Evaluation 2A Alternative Evaluation 2B

UK Ministry of Defence police officer Isabella McManus observes female Afghan police officers on the firing range Sergeant Isabella McManus spent the majority of her six-month deployment in 2009 training female Afghan police officers to work as equals alongside their male counterparts. On arriving in theatre, Sgt McManus felt she could not stand by and do nothing after seeing how the women lacked training and knowledge of equipment, and dedicated her deployment to developing their skills. Source: https://www.gov.uk/government/news/mod-police-officer-rewarded-for-training-afghan-police-women [Picture: Corporal Steve Wood, Crown Copyright/MOD 2009]

Ladder of inference

DIE ODIS Description What do I see? What are the elements that I can observe in this situation? Interpretation What do I think is going on? What are some interpretations as to what is happening? What are my assumptions about what I described? Evaluation What do I feel (positive or negative) about what I think is going on? Observe especially the verbal and non-verbal communication Describe what is going on eg: “He does not maintain eye contact with me” Interpret Generate multiple interpretations to “make sense” of the behaviour Suspend evaluation Respect the differences and suspend an evaluation, or engage in an open-ended evaluation by acknowledging how this unfamiliar behaviour makes us feel

Dimensions of Culture

Uncertainty Avoidance Restraint/indulgence Dimensions of Culture to explore online + – Power Distance Egalitarian Hierarchical Individualism Collectivist Individualistic Feminine/Masculine Nurture more important Power Uncertainty Avoidance Comfortable ambiguity Anxious Long term Orientation Short term Long term Restraint/indulgence Can be bad happiness Always good On your phone, using apps: Culture Compass – allows free comparisons between three countries; explains the 6 dimensions model Culture GPS – good explanation of 5 dimensions (Power distance, Individualism, Masculinity, Uncertainty avoidance and Long term orientation) but not as flexible for free.

Dimensions of Culture From your computer: http://www.cultureconnector.com Power Time spans Rules Responsibility Tasks Directness Fate Group membership Problem solving Space Use of time Conflict

Simulation Games The Feast Derdians The In-group https://studiesofas ia.wikispaces.com/ file/view/The+Feas t+instuctions.doc https://studiesofas ia.wikispaces.com/ file/view/The+Feas t+Role+Cards.doc Derdians http://www.nonfor mality.org/wp- content/uploads/20 06/03/derdians.pdf The In-group https://studiesofa sia.wikispaces.com /Internationalising

Since morning tea…. Understanding culture – visible and invisible Intercultural understanding attributes DMIS Ladder of Inference DIE and ODIS Hofstede’s Dimensions of Culture Culture Compass App Culture connecter online Simulation games

Lunch

How do we support intercultural understanding? Internationalising Schooling Guide http://internationalising.education.vic.gov.au/ 5 priority practice areas Whole school Curriculum Sister school and overseas Learning experiences Community Partnerships International Students

Internationalising Schooling Guide 6 Quality Implementation Dimensions Vision, mission and school culture Organising for internationalising Curriculum, instruction and assessment Relationships and engagement Teacher capacity Measuring impact http://internationalising.education.vic.gov.au/

Internationalising Schooling Guide Resources in the Guide Implementation tools and aids - templates, samples, case studies, documents from schools already working in this space Practitioner recommended web resources Recommended online communication tools http://internationalising.education.vic.gov.au/

Internationalising Schooling Guide – where is it? http://internationalising .education.vic.gov.au/ (‘internationalising schooling guide’ or any combination in google) Or for quick access to other DET resources, via http://www.education.vic.gov. au/school/principals/manage ment/Pages/intvicschooling.as px (internationalising in DET)

Quality Indicators and planning for my school Select most appropriate QI for your school Rate your own school against the QI Rank (1-3 only) the top priorities for your school Determine how best to use today: planning, discussing, strategizing… What’s next: List 3 actions to follow up for when you leave today

Other IED programs http://www.education.vic.gov.au/school/princip als/management/Pages/intvicschooling.aspx LACS – Leading Asia Capable Schools

VITF and teacher exchanges Other IED programs http://www.education.vic.gov.au/school/pri ncipals/management/Pages/intvicschooling. aspx International Students Program VITF and teacher exchanges Regional forums Newsletter

Please complete the evaluation as you leave Thank you Lindy Stirling Stirling.lindy.j@edumail.vic.gov.au