Running head: PROMOTING IM 1

Promoting International-Mindedness in Diverse Elementary Classrooms

Gina Amenta and Arayna Lindsay Yearwood

George Mason University

EDUC 853: World Perspectives in Teacher Education

Dr. Rebecca K. Fox

December 13, 2010

PROMOTING IM 2

Promoting International-Mindedness in Diverse Elementary Classrooms

As the world becomes increasingly more interconnected students will need to be

prepared to interact and engage both locally and globally. Schools and teachers will be

faced with the challenge of preparing students to not only compete in social, political, and

economic institutions on a global scale, but also assume roles as global citizens. These

new necessities require that the traditional boundaries of the classroom shift seamlessly

between the local community and global community. This interplay will give students the

opportunity to develop multiple perspectives, global awareness, and international-

mindedness [IM] that are fundamental assets in an interconnected world. The role of the

teacher is at the heart of this movement because the teacher must navigate the challenge

of making teaching and learning internationally minded. The teacher becomes a

facilitator bridging local and global communities through the constant engagement of

students in dialogue and action across these boundaries. This undertaking of teaching and

learning to promote IM is not easy, but can be done in a standards based classroom.

Rationale

In classrooms around the world, students and teachers have the opportunity to

learn from each other by promoting IM within a standards-based curriculum. Developing

IM helps educators and future generations overcome ethnocentric perceptions and

behaviors to positively influence teacher and student efficacy. However, Skelton (2002)

suggested educators avoid “dumbing down” cultural awareness by making it superficial.

For instance, only celebrating diversity at a festival with food and flags might encourage

children to think of other cultures as exotic, rather than having real value. Developing a

curriculum that is deeper and more challenging, as opposed to IM lite, is crucial in this

Comment [21]: Solid opening

PROMOTING IM 3

increasingly interconnected world (Skelton, 2002). IM and the concept of becoming a

global citizen have a greater chance of reaching our students if educators understand

these concepts and act as role models along the way.

In addition to educators valuing IM, it is imperative for society to understand the

positive benefits IM provides all children. Regarding the United States [U.S.],

Hernandez, Denton, & Macartney (2009) reported “Increasingly, children of immigrants

are dispersed across the country, not only in the central cities and suburbs of the largest

metropolitan areas but also in many smaller metropolitan and rural areas, to which they

often bring an unprecedented ethnic, religious, and linguistic diversity” (p.19). With this

diversity, children strive to understand the similarities and characteristics that make each

person unique. By placing value on the multitude of languages and individual cultures,

students are able to understand themselves and their peers on a more meaningful level

(Skelton, 2007). Furthermore, as the U.S. becomes progressively more diverse,

providing a high quality education for all children should be a priority to ensure our

society will be composed of productive and knowledgeable citizens.

The purpose of this paper and presentation is to provide teachers with practical

knowledge about the importance of incorporating IM in standards-based classrooms. The

integration of IM is essential for student learning and growth in an interconnected world

because the teaching of IM provides the framework for student adaptation of a global

value system. Students whose teachers develop IM also build multiple perspectives,

respect for self and other, cultural awareness, and a developed value of self and self

identity. The benefits of internationally minded students, teachers, and curricula warrant

PROMOTING IM 4

continued inquiry into the practical implications for implementation within the

classroom.

Literature Review

Promoting IM in elementary classrooms that is aligned with standards-based

instruction requires a close examination of existing research. The exploration of

standards-based instruction, international mindedness, self identity, cultural awareness,

multiple perspectives, and storytelling can help educators and researchers understand not

only the importance of implementing international mindedness in classrooms, but also

how to go about it.

Standards-Based Instruction

Educational institutions both nationally and internationally use standards.

Standards have been established to guide teaching and learning within schools and

classrooms. Oden (2007) stated that “The term standard refers to a statement of what

learners should know, or be able to do, as the result of their educational experience in a

school system” (p. 176). Teachers in turn use standards to shape their instruction, which

therefore dictates what learners know and can do. The teacher creates assessments that

mirror the learning objectives presented by each standard. After the assessment, students

are evaluated on whether or not they have adequately met the outlined learning

objectives. In this case, standards-based instruction provides teachers with the broad

concepts and skills students must cover, but it does not provide an explanation on how to

incorporate IM in a standards-based classroom. This divergence between standards and

teaching IM may lead teachers to believe that teaching IM and teaching standards are

Comment [22]: I am glad to see a rationale at the outset of your paper – the way you have written it

captures the tone and justification solidly

PROMOTING IM 5

different. It may also cause teachers to doubt whether or not they have time or the

training necessary to incorporate IM in the classroom.

The need to incorporate diverse pedagogies in a standards-based classroom did

not begin with IM. Multicultural educators have debated the incorporation of

multicultural education in standards-based classroom because of teacher and

administrator perceptions that it was a separate subject, one that was new and could not

be incorporated into existing subject areas (DomNwachukwu, 2010). IM, like

multicultural education is seen in isolation and not as an integral part of student life and

the classroom culture, but the argument can be made that without its integration in a

standards-based classroom, students will not receive the tools necessary to be global

citizens or participants in a global community. When discussing multicultural

perspectives, Banks (In DomNwachukwu, 2010) suggested the use of a transformation

approach that “…requires teachers to change the structure of their curriculum to enable

students to engage in concepts, issues, events and themes from a multicultural

perspective” (p.203). Teachers in PK-12 classrooms in the U.S. who are invested in

teaching IM must take a transformative approach that engages students in the broad

concepts presented in standards from an international minded perspective. This approach

allows for a more relevant experience that transcends additive models that promote foods,

festivals, and flags (Skelton, Wigford, Harper, & Reeves, 2002). It can also provide

students with a rich educational experience. The standards taught with the goal of IM in

mind give teachers and students a chance to not only look inward, but to see outward

(Oden, 2007).

Comment [23]: May be seen by many . .

Comment [24]: Nor will they have the opportunity to develop understanding over time and in developmentally appropriate ways, yes?

Comment [25]: Or perhaps “incorporating” IM?

I know we do teach it, in a sense, but it is an

approach, an ethical way of thinking, yes?

Something to ponder as you work on the ways that

you will write and speak about it.

Comment [26]: yes

PROMOTING IM 6

International Mindedness

Educators are responsible for bringing a global perspective into the classroom to

demonstrate the importance of all cultures. The absence of an international point of view

has the potential to leave teachers and students feeling disconnected. Duckworth, Levy &

Levy (2005) proposed that culturally based misunderstandings are detrimental to the

learning process. These ideas connect to local and global educational contexts and the

inequalities happening in society. Developing IM helps to rise above an ethnocentric lens

and positively influences teacher efficacy. Before developing IM, it is essential to define

it and identify characteristics of people who equate themselves as global citizens. The

complexity of IM requires a clear, comprehensive definition. Hett (1993) described

internationally-minded people as being “those who possess an ecological world view,

believe in the unity of humankind and the interdependence of humanity, support

universal human rights, have loyalties that extend beyond national borders, and are

futurists” (p.9). This definition exudes positive thoughts about humanity, without

eliminating the concept of nationalism.

Perceptions of international-mindedness

When deliberating over the concept of IM, gathering teacher and students‟

perceptions is beneficial. Studies involving high school students‟ viewpoints on IM

suggested the group placed the greatest amount of emphasis on valuing discussion of

academic topics from a variety of perspectives, valuing connections with the local

community, valuing exposure to individuals from a variety of cultural and linguistic

backgrounds, and valuing international links and outlooks (Hayden et al., 2003). An

additional study yields similar results when interview responses about IM schools are

Comment [27]: Suggest: It is essential that educators bring a global perspective into the

classroom to demonstrate the importance of all cultures, particularly given the rapidly changing

world in which we now live. (or something similar) – the idea I have is that this opening sentence should

capture the direction you want teachers to move

toward – they aren‟t there yet .

Comment [28]: It also moves beyond the earlier goals that involved terminology such as “tolerance”

which really does not incorporate the disposition

toward valuing and drawing upon diversity and

multiple perspectives. IM does that, yes?

Comment [29]: yes

Comment [210]: essential, actually. If we are to

incorporate IM approaches and discussions meaningfully, we really do need to know where the

students are in their thinking and developmental

pathway.

PROMOTING IM 7

analyzed (Duckworth et al., 2005). Participants described heterogeneous student and

teacher populations and a diverse curriculum as two key elements. Society is bound to

have misconceptions of IM unless educators and students understand and value the

characteristics and benefits associated with IM.

Models of international-mindedness

Several models of IM assist researchers and educators in understanding the

spectrum between egocentrism and the global or IM perspective. Although these models

provide insight into the stages of development of “self” and “other”, the real life

experiences do not always correlate with the diagrams. These IM models are not

hierarchical, and stages overlap and influence each other. Regardless of the vocabulary

used, all models share similar attributes relating to IM and attempt to refine the

multifaceted process that individuals experience.

The intercultural sensitivity model was consisted of a six-stage progression, with

ethno-centric stages being the initial stages and the ethno-relative stages being the goal in

relation to IM (Bennett, 1993). The ethnocentric stages, denial, defense, minimization,

are based on the assumption that the worldview of one‟s own culture is central to all

reality. Conversely, the ethno-relative stages, including acceptance, adaptation, and

integration, represent a fundamental shift in mindset to a more cognizant assumption that

one‟s own culture is one among many viable constructions of reality.

In Heyward‟s theory, the end stage of IM is characterized by transcultural

identity, one who has the ability to consciously alter between multiple cultural identities

(Heyward, 2002). Signs of transcultural identity occur when one identifies with more

than one culture, describes oneself as a citizen of the world, or experiences a crisis of

Comment [211]: Right -

Comment [212]: We have to bring those

diagrams into a reality so that people can make the connections.

PROMOTING IM 8

engagement. Skelton (2007) explains the crises of engagement by noting, “Our

willingness to be open and our energy to explore what is uncomfortably new rather than

rest with what already exists.” With the end goal being IM, teachers need to scaffold

experiences depending on where students are at on the spectrum.

Promoting IM in diverse elementary classrooms

Encouraging IM requires educators took look at their current models in place to

identify underlying messages being sent to children about culture and identity. Critical

reflection tends to bring out alarming findings of inequity and bias. Regarding immigrant

students‟ transition into U.S. schools, Olsen (1997) explained the Americanization

process to include (a) the requirement to speak English at expense of one‟s native

language; (b) disproportionate tracking of immigrant students into remedial, special

education, and vocational classes lead to academic marginalization; and (c) excessive

pressure to find a place in the widespread racial hierarchy. In efforts to overcome this

assimilation process, cultural pluralism, a decades old movement, strives to affirm and

respect ethnic and linguistic heritage. However, Lam (2006) suggested moving social

justice one step further by achieving a multidimensional view of transculturation. Lam

(2006) described the shift as “looking at multilayered modes of belonging, and

participation within, across, and at the intersections of societies” (p.227). Maintaining

and developing immigrant students‟ bilingual skills demonstrates transculturation and

upholds an individual‟s socio-cultural identity. Furthermore, it establishes tremendous

resources for fostering connections globally (Hernandez et al., 2009). Educators, parents,

and community members must support the ever changing and growing number of

cultures and languages present in the U.S.

Comment [213]: to

Comment [214]: ? Your reader would benefit from some further unpacking of this statement for

clarity

PROMOTING IM 9

Promoting international-mindedness in classrooms worldwide is a realistic and

responsible attempt at providing an equitable education for all students. In order to have

reasonable expectations for children regarding IM, it is helpful to have learning targets or

age-appropriate objectives. Conceivably, a development spectrum for IM could depict

age group expectations from preschool to college. By expecting outcomes from children

that adults might not be achieving, it magnifies the need for these issues to be

reexamined. As a result, Skelton (2007) summoned future researchers when he stated,

“We need to develop a more sophisticated view of what is going on as learning to be

international minded takes place and as we devise the experiences that are most helpful to

the young people about whom we are concerned” (p. 383). These experiences need to be

authentic instead of artificial in order to achieve this not so natural state of mind.

When making learning meaningful, recent brain research and emotions play a

role. If the idea of a crisis of engagement must take place for IM to occur, it is

imperative to find a place for it in the educational process (Heyward, 2002). Essentially,

learning what is unknown usually takes place in an uncomfortable new way, unlocking

the power of risk taking. Skelton (2007) urged educators to investigate the crisis of

engagement and how to facilitate the shock students go through. By exploring the

positive feelings of motivation and excitement, in addition to the unsettling

conversations, educators and students feel more comfortable discussing past and present

critical issues of equality.

Another theory in brain research involves multiple intelligences – the many

approaches to learning by which the brain processes information. Specifically, the goal

when striving toward IM is to achieve both interpersonal intelligence and intrapersonal

Comment [215]: This sentence would make a solid opener for this section – I‟d put it up front and

then move through the preceding paragraph and this one. Try that out to see what you think.

Comment [216]: Good

PROMOTING IM 10

intelligences, enabling an individual to understand oneself and interactions with others in

a critical manner. Although these are essential ingredients needed for IM, how to guide

children to expand both intelligences is not entirely clear. As a result, this should be a

priority for researchers in efforts to attain a highly developed understanding of the

development of IM. Despite the unknown in education, creating opportunities to provide

cultural awareness, give multiple perspectives, and celebrate oral and written traditions

through storytelling are tangible methods teachers can use to promote IM in diverse

elementary classrooms.

Self Identity and Cultural Awareness

Student identity and perception of self can be increased by adapting an

internationally minded approach to standards. Students of diverse backgrounds in

elementary schools confront challenges when they access educational settings that do not

mirror their cultural values. Teaching for IM can bridge the “cultural difference between

the subject and his or her social environment” (Pearce, 2007, p. 129). Teachers who

construct IM classrooms foster student development of diversity, by valuing student

culture and the local culture. This model allows students the ability to navigate between

cultures, without losing their personal identity. Teachers have the opportunity to view

the funds of knowledge that students, parents and communities can bring to a diverse

classroom (Moll, Amanti, Neff & González, 2005). Valuing students and their household

communities as resources fosters students‟ self concept and identity.

The importance of constructing student value systems consists of ego

involvement, evaluation, structural pressure, situated identities, and conflicts of

identification (Pearce, 2007). The teacher works with students to evaluate their

Comment [217]: Here you could link back to some of your previous mention of Oden‟s work.

PROMOTING IM 11

adjustment between local and global constructs. In ego involvement, the student reflects

on their position within the world. The evaluation stage requires the student to find

similarities between their identity and that of the other. This process can lead to

identification, empathetic identification, or contra-identification (Pearce, 2007).

Identification on the part of the student constitutes an applied comparison between self

and another. Empathetic identification develops when the student sees positive

attribution in self and other. Contra-identification forms when the student views only

differences between self and other (Pearce, 2007). Students who are internationally

minded have the opportunity to shift between identification and empathetic identification,

avoiding contra-identification. Peace (2007) stated that “situated identities are self-

perceived images located in a specific setting of time or place” (p. 135). Teachers and

students can evaluate situated identities to track changes over time in students‟ value of

self and other, which can be used as an effective tool to evaluate the implementation of

international minded standards in elementary classrooms. Lastly, it is important to

recognize that conflict in identification is possible as students develop and negotiate

identity development. The movement from local self to a global self is a process of

negotiation of values systems, which provides a foundation for cultural awareness for

both students and teachers.

Cultivating IM provides students with the opportunity to develop cultural

awareness. Students can develop new lens that can facilitate their interaction within local

and global communities. Promoting IM can “foster both (1) positive international values

by encouraging positive attitudes to and a valuing of specific concepts from a

Comment [218]: Yes – and also contributes toward that development of an outward approach to

the world, yes? (am thinking Oden here)

Comment [219]: The potential?

Comment [220]: And it is also a developmental

process, I‟d say. Do you two agree?

Comment [221]: At all age levels

PROMOTING IM 12

multinational perspective and (2) a high level of cultural awareness, sensitivity, and

acceptance” (Munro, 2007, p. 125). This approach is of great benefit to all students.

Multiple Perspectives

Valuing multiple perspectives is a fundamental objective in becoming more

internationally-minded. Regardless the model used for analysis, becoming a global and

critical thinker requires this particular know-how. For instance, intercultural literacy

brings a cultural competence to individuals, which facilitates their ability to see more

than one point of view, a critical asset to world leaders (Heyward, 2002). Before students

are able to become world leaders, educators must scaffold their learning. Dooly &

Villanueva (2006) proposed new teacher training programs to construct new

understandings and respect for other cultures. Moreover, this preparation will enable

teachers to “open up learners to other ways of thinking and to show them that their own

view of the world is just one among many” (Dooley et al, p.238). Despite multicultural

resources being present for decades, research has only recently examined the impact of

teaching multiple perspectives through discussion and reflection. As a result, children

will have the ability to reason and contemplate in an analytical fashion.

Using Stories and Storytelling

Stories and storytelling in classrooms are tools that teachers can use to promote

IM and global awareness. Stories and storytelling can be used to transmit concepts, share

knowledge, and construct meaning. Human beings make sense of the world by

negotiating and renegotiating narratives (Bruner, 1990). Teachers and students can use

stories and storytelling as pedagogical tools that facilitate relationships between the teller

and listener, the teller and the curriculum, the listener and the curriculum, and the teller

Comment [222]: Have the capacity to

Comment [223]: I know they used the term”training” – I would encourage you all to adopt the term “education” programs instead. I find it to

be a more inclusive and scholarly way to think of

prof dev.

Comment [224]: Is there a sentence missing

between the previous and this one? Before you

submit it to TESOL, you might take a look at your

flow here.

Comment [225]: Am wondering if you might

have a central heading that is something like:

bringing Theory to Classroom Practice (or

something similar) – and put this with your next big section

PROMOTING IM 13

and listener and the world. Through stories and storytelling teachers can foster in

students a value for multiple perspectives, self identity, and global cultural awareness.

The purposeful use of stories and storytelling builds accountability into relationships.

The storyteller is responsible for sharing information as well as in the appropriateness of

what is shared. When receiving a story, the listener is responsible for making sense of

the story in context and listening openly (Wilson, 2009). This approach can integrate and

engage all students in elementary classrooms as active participants of the local and global

community. Cardwell (2002) stated that “the unscripted, spontaneous stories teacher tell

invite children to make connections, creating shared meaning and culture within the

classroom” (p. 85). Implementation of stories and storytelling in elementary classrooms

allows teachers and students the ability to actively examine their participatory role in the

world. IM is developed through an understanding of the lived experiences of self and

other. The sharing and telling of stories not only helps to facilitate interconnectivity

between self and the world, but also acts as a tool for the development of oral

communication, comprehension, and critical thinking.

Stories and storytelling are powerful tools that facilitate critical reflection, critical

interaction, and question posing. Bradt (1997) stated when discussing narratives that

“how we know the world, that is by what means, medium, or modality, determines not

only what we know but also what we can know” (p.3). Stories and storytelling are both a

means and medium for teaching IM and content knowledge. This approach requires

reflection and active participation from the teacher and student, but can ultimately help

learners develop awareness, positive attitudes about diversity, an interest and concern for

others, and an appreciation of local and global communities.

Comment [226]: Plural, yes?

Comment [227]: Can be used to . . .

Comment [228]: I would also open this section

with this sentence. It will give you a powerful,

targeted opener.

PROMOTING IM 14

Practical Applications

The incorporation of international mindedness in elementary classrooms is not

difficult, but it does require active reflection and engagement on the part of the teacher.

Teachers need to look towards the future and realize that separation need not be drawn

between teaching standards and teaching IM. Standards-based instruction that promotes

IM is the best approach. All lessons need to reflect the continuity of movement between

what is local and global. If standards and IM unite, teachers will not have to do more

planning or teaching because the core values and principles of IM will already be a part

of planning and instruction. Regardless of the content taught, best and reflective

practices coupled with lesson planning can transform all classrooms into environments

that examine the local community in transition to a global community.

Lesson planning for integration of IM in elementary classrooms mirrors current

best practices for teaching and learning. DomKwachukwu (2010) stated that the seven

steps to a standard lesson plan are “(1) goals and objectives, (2) materials and resources,

(3) anticipatory set or entry, (4) instructional input, (5) guided practice, (6) independent

practice, and (7) assessment/evaluation” (p. 204). In order for teachers to transform

lessons and their classrooms into environments that reflect IM, they must find ways to

integrate IM and standards. Teachers need to be reflective, clever, and willing to achieve

this goal.

This goal has the potential to be achieved when combining a critical literacy

framework and multiple perspectives texts (Clarke & Whitney, 2009). Jones (In Clarke

et al., 2009) stated that “critical literacy is like a pair of eyeglasses that allows one to see

beyond the familiar and comfortable: it is an understanding that language practices and

Comment [229]: Good!

PROMOTING IM 15

texts are always informed by ideological beliefs and perspectives whether conscious or

otherwise” (p.530). With this new lens, students begin to think critically through the

Jones‟ processes of deconstruction, reconstruction, and social action (In Clark et al.,

p.532). Deconstruction involves breaking down concepts in a text to gain insight and see

different vantage points. For instance, reader‟s theatre activities can show multiple

perspectives with the active participation of students. Books like George vs. George:

The American Revolution as Seen From Both Sides by Rosalyn Schanzer and You Read

to Me, I’ll Read to You by Mary Ann Hoberman assist students in seeing different

perspectives.

Reconstruction allows students to create their own ways of knowing through

journaling and changing stories. For example, students might write from Columbus‟ and

the Native Americans‟ point of views. Another example presented by Morgan & York

(2009) involves juxtaposing multiple perspectives using creative think-alouds. With the

book Rosa by Nikki Giovanni, students are encouraged to imagine the viewpoints,

experiences, and problem solving strategies used by Rosa Parks and James Blake – the

bus driver. Clarke et al. (2009) suggested these activities “can create a wonderful entry

point to discussions about marginalized peoples and perspectives and can begin to give

voice to those who have not historically had one” (p. 533). Finally, social action gives

students the chance to use their own voice to make change in the world. Projects could

include writing letters to congressmen, newspapers, or interviewing community members

(Clarke et al., 2009). By incorporating such activities, teachers meet numerous English

standards relating to oral language, reading comprehension, and writing. Furthermore,

books like Rosa and George vs. George meet numerous History standards. As standards

Comment [230]: can

Comment [231]: can you give the pub dates of these? And then do list them either in a resources

section or among your references so that people

might be able to find them

PROMOTING IM 16

are being met and critical thinking occurs, students are able to analyze different realities,

“deepening their understanding of self and others” (Banks, 2009).

In efforts to make the use of IM in standards-based classrooms more practical

Table 1 illustrates ideas for possible lesson plans in an elementary classroom.

Table 1

IM in Standards-based Classrooms

Math Language Arts History

*Standards 3.24 The

students will

recognize and

describe a

variety of

patterns formed

using concrete

patterns,

numbers, tables,

and pictures, and

extend the

pattern using the

same or different

forms

3.1 The student will

use effective

communication

skills in group

activities including:

eliciting information

or opinions from

others; supporting

opinions with

appropriate ideas,

examples, and

details; indicating

disagreement in a

constructive manner

3.2 The students

will study the early

west African empire

of Mali by

describing its oral

tradition

(storytelling),

government (kings),

and economic

development (trade)

Goals / objectives Students will be

able to recognize

and describe

patterns of the

Mayan

civilization

Students will

recognize multiple

perspectives and

develop critical

thinking skills. This

requires several

lessons for students

to build skills and

understanding.

Students will be

able to create their

own stories

Materials/ resources Book on Mayan

civilization

containing

information

about symbols

used in math

Books

Readers Theater

Music

Stories

Books

Comment [232]: Here, if you can, it would be good for you to provide the url for your reader – this

could be in the references list or in the table caption.

PROMOTING IM 17

Anticipatory set/ entry Telling a story

about Mayan

civilization and

their use of math

or showing

pictures to

students of the

Mayan calendar

as an

introduction to

symbols

Read one of the

following books:

Voices in the Park

or You Read to Me,

I’ll Read to You

These books

introduce the

concept of people

having different

points of view and

distinctive voices.

Play music to

students and tell

them a story about

the griot of Mali

Instructional input Teacher presents

concepts and

terminology

about symbols

and patterns

Teacher presents

concepts of multiple

perspectives through

role play and

storytelling.

Teacher presents

information about

the use of the griot

in Mali. Teacher

models storytelling,

highlighting the

parts of a story

(beginning, middle,

and end).

Guided practice Students cut out

and match the

Mayan symbol

with its numeric

value on a chart.

Students listen to

the story Rosa by

Nikki Giovanni.

Creative think –

alouds involve

students imagining

the viewpoints,

experiences, and

problem solving

strategies used by

Rosa Parks and

James Blake – the

bus driver.

Students listen to a

story about the

griot. They identify

the beginning,

middle, and end.

Independent practice Students use

Mayan symbols

to make their

own numerical

pattern or depict

their favorite

number.

Students listen to

Diary of a Worm by

Doreen Cronin.

Students will create

diary entries from

another animal‟s

point of view. s

Students write a

story and then tell

the story to the

class.

Comment [233]: Might you two be able to think of a way to actually incorporate the term IM in the

approach, like Intructional Input – IM Approach (or

something like that). Hmmm, just thinking greater

clarity here.

PROMOTING IM 18

Assessment/ evaluation In pairs students

build their own

patterns and

match symbols

to their partners‟

pattern. Peer

feedback/

Teacher can log

accuracy.

Students are

evaluated with

rubrics based on

their growth in

valuing multiple

perspectives. These

evaluations could be

based off their

discussions and

written work.

Students are

evaluated on their

presentation to the

class.

*Standards are based on the Virginia Standards of Learning for grade three

Although Table 1 presents solutions specific to the Virginia Standards of Learning

(SOL), the process used can be applied for different standards and in different states. It is

important that teachers who promote IM understand that building an internationally

minded community is possible in a standards-based classroom across content area.

Conclusion

Teaching and promoting IM is necessary in diverse elementary classrooms. It

grants students added exposure to a multitude of texts, ways of understanding the world,

and viewpoints providing the basis for critical thinking.. Students who are taught in a

standards-based IM classroom gain awareness of local and global cultures. This added

awareness enables students to value their own ethnic and linguistic diversity and that of

others‟. Promoting IM can be achieved by incorporating storytelling, multiple

perspectives, and cultural awareness into the standards-based classroom. This shift for

teachers and students will enable all participants to feel empowered to view the world

through a critically reflective internationally-minded lens. The implementation of

standards-based teaching of IM has the power to create a global learning experience.

Comment [234]: ? is an important goal for all educators, and particularly in our rapidly changing

classrooms that are increasingly diverse (Ball, 2009) – do check out this reference from our final class

reading, although we did not get a chance to discuss

it as a group . It bears strong relevance for you

all.

Comment [235]: We assert that . . .

Comment [236]: Have greater potential to . . .

than maintaining instruction in a status quo approach. (or something like that)

Comment [237]: Can enable

Comment [238]: No need for the „ here

Comment [239]: Just a cautionary note that you

are talking about the incorporation of these practices as potential change agents – research will empower

your verbs to take on an active voice but until then,

you are proposing that these approaches have the potential of doing so, yes?

PROMOTING IM 19

Application of Project/TESOL Proposal

After many discussions about the need for international mindedness, particularly

in diverse settings, the TESOL proposal was written in May 2010. With elementary

learners in mind, the forty-five minutes practice-oriented presentation encourages

teachers to incorporate international mindedness into the curriculum standards within

schools. By embedding cultural awareness, teaching multiple perspectives, and using

storytelling, students gain critical thinking skills and a global understanding of our

increasingly connected world. After the proposal was accepted in October 2010,

additional preparation involves gathering research and practical resources. Presenting

and attending the national TESOL conference in New Orleans in March is an excellent

opportunity for professional development as students, researchers, and educators.

Session Summary

International mindedness can be achieved in elementary classrooms when

teachers engage in ongoing dialogue with students about multiculturalism. Even in

diverse settings, these conversations are often ignored, or treated only superficially, due

to curriculum guidelines. Lessons will be shared that offer practical approaches to

achieve an internationally minded classroom within a standards based environment.

Session Description

International mindedness can be achieved in an elementary classroom when

teachers engage in ongoing dialogue with students about multiculturalism. Even in

diverse settings, these conversations are often ignored because teachers can feel that

curriculum guidelines and assessment demands preclude the simultaneous

Comment [240]: See my thought above

Comment [241]: And for you two, as well!!

PROMOTING IM 20

implementation of international mindedness. Instead, an international framework needs to

be adopted into classrooms that promote a different and more enhanced way of teaching

the standard curriculum that aligns with 21st century learner needs, by making students

aware of the many languages and cultures, in the local and global community.

Encouraging critical thinking from our students about various people, places, and cultures

in the world will help prepare more internationally minded students.

Looking at the curriculum with an international lens will also deepen the

curriculum and lead toward the development of more open-minded, curious learners who

view diversity and multiple perspectives as the assets they are. Such practices also

support an environment where students‟ self-awareness, self-esteem, and self-worth can

be developed more fully by valuing all cultures, including their own. An international

framework can be achieved through many practical approaches, including the use of

multicultural picture books, referencing current events happening in the world, and

incorporating storytelling from families of different cultures. The presenters share

strategies to demonstrate how being internationally minded can emerge in various forms.

Emphasis will also be on development of teachers‟ own capacity in critical reflection that

leads toward a pedagogy that promotes equity and excellence for all learners.

Doctoral Seminar

In addition to the presentation at the TESOL convention, applying to participate

in the doctoral seminar the day before the convention provides another opportunity to

share research with colleagues. Ongoing research analysis involves using survey monkey

to understand elementary teachers‟ use of IM in a diverse classroom. Benefits and

outcomes of lessons promoting IM will be evaluated in a standards based classroom

PROMOTING IM 21

environment. Future research needs to place an emphasis on the development of

teachers‟ own capacity for critical reflection. With these research objectives in mind,

educators move toward a pedagogy promoting equity and excellence for all learners.

Critical Reflection

Gina Amenta

The Seminar in Anthropology, taught by Dr. Wong, encouraged me to join a

“Community of Practice” by engaging in critical conversations about the social

responsibilities of educators and by submitting my first proposal to a national conference.

With the suggestion to submit joint proposals and the shared passion for international-

mindedness, Arayna and I were motivated to begin collaborating. The readings and

discussions in the Introduction to International Education course, taught by Dr. Shaklee,

enabled us to understand the common assumption that diversity automatically yields IM.

Since we knew this was not necessarily true, we envisioned a proposal that would be

practical based but supported by research regarding the need for IM in diverse elementary

classrooms.

After months of waiting for word on the proposal status, we received the exciting

news that we will be presenters in New Orleans at the TESOL Conference in March

2011. Upon hearing this information, Arayna and I became inspired to use this as our

Professional Project in World Perspectives of Teacher Education, taught by Dr. Fox.

Thanks to Dr. Fox‟s continued guidance, our thinking regarding this presentation has

advanced greatly. Furthermore, the thought provoking readings for class relate to IM,

especially Duckworth‟s article used for my critique and Skelton‟s chapter in the

Comment [242]: Can take another step toward . . .

Comment [243]: Nicely explained, Gina

PROMOTING IM 22

handbook. By understanding how IM is achieved on an age-appropriate developmental

spectrum, it provides realistic expectations of elementary students. Heyward (2002)

explains that developing IM is not always comfortable and might require a “crisis of

engagement”. With this concept, I hope to investigate the relationship between IM and

risk-taking in future courses. Additionally, Duckworth assisted in analyzing teacher and

student perceptions of IM and gauging the current realities in the classroom. Are teachers

intimidated by the idea of incorporating IM in their classroom? Do some teachers think it

comes naturally through teachable moments? Or do teachers view IM as an additional

subject when they are already bogged down by the standards? Some of these questions

have yet to be answered, but Arayna and I plan to conduct additional research to find out

teacher perceptions. By interviewing teachers, it will be beneficial to find out how IM is

incorporated and the benefits and struggles related to doing so.

Our presentation guides educators to realize that developing IM is an achievable

goal in the standards based classroom. However, narrowing the process in getting there

was more difficult than anticipated. We eventually concentrated our presentation on

three core concepts, including cultural awareness, storytelling, and multiple perspectives.

Establishing a common focus drove our thinking and research in a more concrete

direction. Consequently, we were able come up with particular lesson ideas and

materials to share that align with state standards. As March approaches quickly, we hope

to fine tune our presentation to make our experience at the TESOL Conference a positive

and memorable event. Working toward the common goal of achieving IM in diverse

classrooms has already proved to be an extremely constructive process.

Comment [244]: So, you actually have 2 levels of learning and professional development that need

to be addressed : the incorporation of IM in K-12

classrooms in SOL related and developmentally

appropriate ways; and the prof dev of teachers who

will also need to grow in their capacity to facilitate

such learning. In this paper, you have approached

each of these and then focused on the students and their learning, but this is something for you to

ponder as you and Arayna move forward in your

research and your work .

Comment [245]: Excellent, Gina. I can see the

deep thinking and connections that you and Arayna

have engaged in together and singularly. I applaud

you for the careful connections to our 853 literature and to other salient readings.

PROMOTING IM 23

Arayna Yearwood

Gina and I met a little over a year ago, but never had the opportunity to officially

collaborate. Last summer the opportunity presented itself, as we were given the

challenge of submitting a conference proposal in a little over a week. We got together

and started to share ideas and pose questions about IM and its implementation in

classrooms. I was initially very puzzled. The concept of IM appeared to me to be an

excellent way to begin building intercultural awareness and provide students with the

tools necessary to navigate a global world, but why wasn‟t it a part of teacher education

and training? How was IM being used in classrooms? Was IM being used in classrooms?

These were some of the questions that I wrestled with and shared with Gina. She, like I,

had similar questions and an idea was born. We were then granted the opportunity to

present at TESOL, in March. I believe that educational research is one of the essential

tools that aids in teacher and student development.

As I look back, I can see how far we have come and how our thoughts and ideas

have developed and it makes me very happy. The questions of two teachers, six months

ago, have been transformed into a research project and presentation. As a teacher, I have

been able to become more aware of strategies that will be beneficial in my own

classroom. I have also realized how important collaboration is. Although Gina and I

teach different levels and subjects I have been able to learn a lot through our interaction

as teachers and researchers. This paper and future presentation only highlight our

continued dialogue and thoughts about what tools can be used in the classroom to

promote multiple perspectives, cultural awareness, and value of self and other. It is my

PROMOTING IM 24

hopes that it acts as a starting point for professional development opportunities for other

teachers.

As a researcher, the opportunity to present at a major conference is “over-the-

top.” It makes me very excited to know that inquiry matters. I hope that our work is

helpful to other teachers and can facilitate continued discussion and research taking IM

from theory to practice. Research that makes theory practical becomes meaningful and

tangible for teachers. I see our work as a research based practical tool for teachers that

value all students and learners in local and global communities.

As a doctoral student, this course has been invaluable in getting our research off

the ground. The readings and overall course framework provided the necessary support

and guidance to formulate our research. I have gained awareness about IM and the

adaptability of IM in a standards-based classroom. As a humanist, I feel that it is time to

collaborate with and demonstrate to teachers how to easy it is to engage and value diverse

learning communities. Teachers will then have the opportunity implement lessons in

their classrooms that dually value local communities and value participating in a global

community.

Dear Gina and Arayna,

You have anchored your thinking to well selected references from our course readings

and have also included others. I encourage you to continue to build on your thinking and

work toward ongoing research with teachers on the incorporation of IM in their K-12

classrooms. Your implications might suggest additional areas for consideration –

research in the development of IM in both teachers and students might be a logical next

step for you. This is a solid first piece – I congratulate you for your ability to build on

your conference proposal, wrestle with how to put it to paper, and identify multiple

important areas for building your research in the international context.

Project grade: A Congratulations!

Comment [246]: As mentioned to Gina, I also applaud you for the careful connections to our 853

literature and to other salient readings.

Comment [247]: Indeed, it does!!

Comment [248]: Super, Arayna. You have done

a most excellent job of jointly working on and

finalizing this project. I will look forward to

ongoing communication with you all about it and

your research!!

PROMOTING IM 25

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PROMOTING IM 26

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PROMOTING IM 27

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Canada: Fernwood Publishing. Comment [249]: A strong representation of our literature. I also commend you for bring together

some of our multicultural research as you address IM

and develop the concept in this paper. That will also

help teachers to see the connections in the two areas.