Evaluating and measuring international-mindedness Dr. Richard Harwood / CEM / Durham University.

Slides:



Advertisements
Similar presentations
International School Award. Background to International School Award in the UK Started in 1999 Covers 3 – 18 age range 10,000 schools involved 4,000 fully.
Advertisements

Ability-Based Education at Alverno College. Proposed Outcomes for Session 1. To introduce you to Alvernos approach to designing integrative general education.
Working with Black & Ethnic Minority Families WELCOME.
Diversity and culture An introduction.
Religion and Culture in the Classroom and the Curriculum Developing an Inclusive Curriculum Friday 7 September 2007 Dr Emma Tomalin, Subject Centre for.
Assessing student learning from Public Engagement David Owen National Co-ordinating Centre for Public Engagement Funded by the UK Funding Councils, Research.
What is Connecting Classrooms? Connecting Classrooms is a new partnership programme for linking schools in the UK and across the world. It has three core.
3 High expectations for every child
One Teacher’s Experience from the province of Manitoba Sandra Pacheco Melo September, 2011.
Middle Years Programme
 Background ◦ – First survey of its kind in the VSL ◦ - It is a survey to capture responses but also understand staff thinking and areas of improvement.
 Bringing Costa Rica to U.S. classrooms: Cases of global experiences and teachers’ pedagogies Gerardo Joel Aponte-Martínez Comparative and International.
Linking the Fairs to the 2013 Ontario Curriculum Social Studies 1 to 6 and History and Geography 7 and 8.
Asia Literacy – imperatives for the Australian Classroom RMIT 2014.
VCE Religion and Society Revised Study
Transforming lives through learning Profiling and Profiles Sheila Quigley.
Julie Fesenmaier | Kim Cahill | Arvind Phatak Temple CIBER Title VI 50 th Anniversary Conference March 19, 2009 | Washington, D.C.
Lindsey Wilson College October, In 2010, the LWC faculty adopted new institutional student learning outcomes including: Lindsey Wilson students.
Curriculum Innovation 20 th November. Programme for the day Purpose and understanding of innovation Engaging stakeholders Leadership and management.
Orientation to the Social Studies 11 Integrated Resource Package (IRP) 2005.
SMSC and Inspection Spiritual Moral Social & Cultural.
1 Katharine Bailey Evaluating international-mindedness in a school context Towards a definition of ‘international-mindedness’ [‘global consciousness’]
Community Cohesion is about... Identity Belonging Shared vision and values Equality Respect for Diversity Trust (in each other and in institutions)
Social Sciences By: Jessica, Shayna, Caitlin, Kelli, Tyson and Nigen.
General Education (GE) Assessment College of Arts and Sciences.
International Mindedness
CUPA-HR’s Diversity, Equity & Inclusion Strategy: A Call to Action SNECUPA-HR Fall 2011 Professional Development Program December 9, 2011.
Social Studies in the Middle Teaching Assistant: Jeni Venker Weidenbenner, MLIS, MAT, PhD Student.
DLM2008 Cultural Proficiency and Student Achievement: Education that is Multicultural Session 1 Face-to-Face Course Overview.
Asia Literacy – imperatives for the Australian Classroom All teachers supporting languages and Asia literacy.
Strategies and Resources for Integrating Cultural Diversity in Health Education Diane Cole, M.A. CHES Millie Naquin, P.HD. CHES Southeastern Louisiana.
What should a Housy graduate be able to do? December 4, 2014 J. Martinez.
The Areas of Interaction are…
Unit 6 Class 10.  People define their identities in many ways, such as by gender, age, and ethnic, racial, religious, or other affiliations. Many individuals.
© International Baccalaureate Organization 2006 The Middle Years Program At a Glance.
Social Studies Grades What is Social Studies? “Social Studies provides coordinated, systematic study drawing on such disciplines as anthropology,
Global Competences Project Global Perspective Civic Engagement Environmental Perspective.
Comenius Community Project “Europe Is A Home We Live In” 4 th Area of Cooperation “Me and My Native Land”
Media Literacy and Curriculum Development Renee Hobbs National Media Education Conference Baltimore, Maryland June 29, 2003.
P2e Driving Performance through Evaluation Richard McMorn PROGRAMMEIMPACTREACTIONREFLECTIONLEARNINGACTION An Impact.
Lincoln Park High School IB Programme Expansion December 17,2012.
Studies of Asia and the Australian Curriculum Eastern Zone Catholic Principals network 14 February 2013.
FITNES The Future of IndonesianTeachers in National Education System A COLLECTION OF DREAMS Of TEACHER EDUCATION As WORK-BASED EDUCATION.
CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL.
1. Elements of the Action Plan Goal Objectives Actions Needed Persons, Units or Dept. Needed Resources Needed Timeframe Monitoring and Evaluations Methods.
Mission and Accreditation Strategic Planning Steering Committee March 9, 2009 Dr. Richard Beck.
ITE session Involving refugee parents and communities.
World View An International Program for Educators The University of North Carolina at Chapel Hill.
Why is it important for students to appreciate the various cultural or religious backgrounds of groups that make up the Australian Nation? VELS Level 2.
Middle Years Programme The unique benefits of the MYP.
International Baccalaureate Middle Years Programme IB MYP.
An International Education International Mindedness An openness to and curiosity about the world and people of other cultures, and a striving towards a.
Middle Years Programme The unique benefits of the MYP.
Building Character Awareness One Year Curriculum Plan and Overview Fourth Grade Spanish, Physical Education and Visual Arts Programs.
CREATING A CULTURE OF EVIDENCE Student Affairs Assessment Council October 2013 Dr. Barbara Copenhaver-Bailey Assistant Vice President for Student Success.
Presentation Presenter: Denise Forte (UK) CAME Project 6 th October 2011 Project training materials: Workbooks and Trainers’ Notes from the CA-ME project.
Copyright © May 2014, Montessori Centre International.
 ‘Mission statement’ ◦ To support and promote philosophical, theological and religious studies higher education in the UK.
Weaving Global Issues into the Social Studies Curriculum at ISL The process.
The New Secondary Curriculum Regional Subject Briefing Importance statement.
Culture of Community. 1 Creating our YSU Culture of Community Division of Multicultural Affairs Culture Of Community Council Culture Of Community Collaborative.
Ethos, aims and values 3.1 Explain how the ethos, mission, aims and values of a school may be reflected in working practices   3.2 Evaluate methods of.
2013 Annual PIM Conference Beijing, China.  Network-wide data reporting ◦ Internal, a nnual, centralized, standardized data collection – all schools,
2018 PISA Global Competency Assessment
Mission-led Business Introduction
Globally Engaged Institutions: Lists of Initiatives or Institutional DNA? Patti McGill Peterson Senior Fellow, Center for Internationalization and Global.
Introduction to the Global Learning Programme for England
Achieving Unity through Diversity
Basic concepts curriculum Curriculum development Curriculum analysis Curriculum evaluation Elements of curriculum Educational objectives content.
Presentation transcript:

Evaluating and measuring international-mindedness Dr. Richard Harwood / CEM / Durham University

CEM Assessment Ability, attainment, attitudes Reporting –Baseline –Predictions –Progress Evidence for education, social and health outcomes

International-mindedness definition of ‘international-mindedness’ [‘global consciousness’] How can it be communicated? How does it manifest itself and develop as students mature? How can it be nurtured and assessed?

Internationalism Mission-driven Vision-led Student Learning and Well- being Capturing and assessing international-mindedness

Moving Beyond the ‘Five Fs’ Fashion Flags Festivals Food Fieldtrips Capturing and assessing international-mindedness

iS Journal Vol. XXX, No. 1 Nov Looking beneath the tip of the iceberg: cultural intelligence in international education

Chapter on the ‘Art of Failure’ ‘Choking’ and ‘Panicking’ intrinsic and extrinsic learning Capturing and assessing international-mindedness

Explore the notion of what it means to be a ‘good national and international citizen’ – origins – danger of ‘cultural colonialism’ Need to consider a broader and deeper definition of culture than traditional/conventional views of culture defined by nationality, geography and history. Distinction between ‘awareness’ and ‘attitude’ – awareness can function entirely at a cognitive level, whereas attitude conveys a sense of action that stems from the affective domain and includes commitment.

A possible definition: International-mindedness (global consciousness) is a person’s capacity to transcend the limits of a worldview informed by a single experience of nationality, creed, culture or philosophy and recognise in the richness of diversity a multiplicity of ways of engaging with the world

Profiling ‘international-mindedness’ The framework, given the working title of ‘Me and My World’, covers the five areas (or strands) represented as shown:

World Views This strand explores the way students think of (and interact with) their peers, the local community, their host country and the wider world. It encourages awareness of cultural and ethnic diversity, tolerance and acceptance. Awareness of different religions worldviews and their impact on society Consideration of different political ideals and systems Multiculturalism, cosmopolitanism, citizenship and nationality Migration and political asylum – impact on home communities ‘First nationals’ and ethnicity Capturing and assessing international-mindedness

matrix of the types of evidence evidence that could contribute to the evaluation and help draw up the ‘surveys’

Levels of relevance Content from different areas – e.g. Islam Syllabuses used School – philosophy, delivery, accreditation Personal – student development, tutoring Curriculum – exemplars used in courses

Reporting International Mindedness Measures for your own students How does everyone else in the sample respond? How do my students’ measures compare? Are my students’ results significant?

Your school’s percentage The total sample’s percentage The colour of the bar indicates significance

Measure the impact of an International Mindedness Intervention Measure your students’ attitudes (baseline chart) Carry out the intervention After a suitable period of time, re-measure your students’ attitudes (progress chart) Look for changes in responses and note significance Can help you to: Know what works Apply for funding Fulfil aims of mission statement Meet accreditation criteria

Pre-Intervention BaselinePost Intervention Intervention

Charts can be split by (for example): Gender Culture Home Country British Council Schools Native Language

Capturing and assessing international-mindedness