1. 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

2. 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.

3. What is it???

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

5. Globally ready students Internationally minded schools
Internationally engaged system

6. ‘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.’

7. 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…

8. 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.

9. Internationalising Continuum – where R U?
Highly
Scarcely

10. …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. (

11. 3 Major attributes
Internationally minded
Interconnected
Intercultural skills

12. 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 .

13. 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.

14. Interconnection and globalisation Social justice and human rights
Global Citizenship – Continuum of Practice
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:
u/edrms/project/fiso/Shared%20D ocuments/Continua- DetailedVersions/FISOContinua_I mprovementModelAllDimensions Version2.docx

15. 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.

16. Morning Tea

17. 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

18. Understanding Culture
Iceberg of culture

19. 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

20. 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.

21. Description Interpretation Evaluation
– 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

22. 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:
[Picture: Corporal Steve Wood, Crown Copyright/MOD 2009]

23. Ladder of inference

24. 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

25. Dimensions of Culture

26. 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.

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

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

29. 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

30. Lunch

31. How do we support intercultural understanding?
Internationalising Schooling Guide
5 priority practice areas
Whole school
Curriculum
Sister school and overseas Learning experiences
Community Partnerships
International Students

32. 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

33. 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

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

35. 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

36. Other IED programs
als/management/Pages/intvicschooling.aspx
LACS – Leading Asia Capable Schools

37. VITF and teacher exchanges
Other IED programs
ncipals/management/Pages/intvicschooling. aspx
International Students Program
VITF and teacher exchanges
Regional forums
Newsletter

38. Please complete the evaluation as you leave
Thank you
Lindy Stirling