June 2022

Cultivating Global Thinking Dispositions in International Studies Ms Cathy Lu, Director of International Studies

‘Language is the centre of human life … through language we plan our lives and remember our past; we exchange ideas and experiences; we form our social and individual identities.’ Cook (2001, p. 1) The COVID pandemic, lockdowns, isolation, and remote learning have certainly provided us with renewed perspectives on Professor Geoffrey Blainey’s classic book, The Tyranny of Distance . Through the lens of distance, Professor Blainey shared timeless insights on Australia’s heritage, the diverse aspects of Australia’s culture, as well as the ever-changing nature of our world. Reflecting on Australia’s global connections from a unique perspective of distance, many questions remain on the minds of today’s languages educators: how do we prepare our students to be globally competent and thrive in a future where inexorable economic, cultural and political forces are affecting every individual and making us increasingly interdependent? How do we continue to foster a global mindset while navigating in a time of uncertainty and change? How do we make ‘thinking visible’ while promoting curiosity, empathy, open-mindedness, and intercultural perspective taking? Since embarking on a journey to foster Cultures of Thinking while leading the International Studies Faculty at the School, I have been fascinated by the deep connection between Cultures of Thinking and global thinking dispositions. As languages teachers, we are inherently drawn to the beauty of communication and divergent thinking, as well as the rich tapestry of cultures from all over the world. As a passionate language teacher, I often reflect on the legacy of some of the most enduring characteristics of a quality languages education beyond rote learning and language conventions. Global competence and global thinking dispositions come to mind. Global competence is the capacity and disposition to understand and act on issues of global significance (Boix Mansilla & Jackson, 2011). In 2018, the Organisation for Economic Co-operation and Development (OECD), through its Programme for International Student Assessment (PISA) provided the following definition for global competence: Global competence is the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective wellbeing and sustainable development.

As students enter International Studies classrooms they are surrounded by a carefully curated learning environment that provokes curiosity and celebrates cultural diversity. Beautiful displays including colourful posters of world-famous landmarks, traditional costumes, and artefacts all spark their sense of wonder. Butchers paper from group learning activities capture their collaborative efforts to document their thinking and learning about content in languages. Discussions in the classroom are guided by thinking routines and protocols. Students are also encouraged to challenge stereotypes and biases as they explore different languages and cultures. Academic games and friendly debates transform our classrooms into dynamic spaces with different languages and multiple viewpoints, where our similarities are shared, and our differences are celebrated. Students are also guided to utilise the many opportunities in languages to investigate the world, appreciate different perspectives and engage in open and effective communication with their peers. For example, the Affiliate School Pen Pal Project with our sister School in Shanghai, China, empowers girls to connect with their buddies through meaningful interactions in an authentic context. Students are learning to be culturally sensitive as they communicate and exchange ideas on topics of mutual interest. They develop empathy and gain new perspectives while utilising their knowledge and skills in languages. This builds a strong foundation for future success when they test their knowledge in real-world situations, as more local and global opportunities arise. When we attend to the eight cultural forces that Harvard Project Zero has identified as being present in every group learning situation—and foster classroom environments where global thinking dispositions are visibly valued and practiced—we are helping our students develop their global competence. Through documentation, questioning, listening, and global thinking routines such as ‘Circles of Action’, ‘Step in, Step out, Step back’, or ‘Beauty and Truth’, we are building students’ capacity to enquire about the world, and appreciate the perspectives and world views of others. Through meaningful engagement and instructional approaches such as structured debates, classroom discussions on current events, collaborative group work, project-based learning, and service learning, we are promoting a culture that values independent thinking, cultural diversity, and empathy. Learning in the current educational landscape is multifaceted and there are no ‘magic solutions’ or ‘quick fixes’. This is a lifelong process. With ongoing efforts, we will continue to cultivate global thinking dispositions to help Grammar girls venture confidently into the world with wisdom, curiosity, and a global mindset. Sources Asia Society/OECD (2018), Teaching for Global Competence in a Rapidly Changing World, OECD Publishing, Paris/Asia Society, New York, https://doi.org/10.1787/9789264289024-en. Boix Mansilla, V. & Jackson A. (2011). Educating for Global Competence: Preparing our Youth to Engage the World. CCSSO-Asia Society. Available at: http://www.pz.harvard.edu/sites/default/files/book globalcompetence.pdf Cook, V. (2001). Second language learning and teaching. (3rd Ed.) London: Arnold Publishers. OECD (2018). Preparing Our Youth for an Inclusive and Sustainable World: The OECD PISA Global Competence Framework. http://www.oecd. org/pisa/Handbook-PISA-2018-Global-Competence.pdf Ritchhart, R. Church M. Morrison K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass & Pfeiffer Imprints, Wiley. Ritchhart, R. (2015). Creating Cultures of Thinking: the 8 forces we must master to truly transform our schools. Jossey-Bass.

School Wide Pedagogy Newsletter June Edition 2022

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