Incorporating IB Global Contexts in Lesson Plans: Resources and Strategies
One of the hallmarks of an International Baccalaureate (IB) education is that the curriculum is challenging, engaging, significant and relevant. There are six approaches that all IB programmes use to achieve this goal and one of those is teaching in local and global contexts. Teaching using global contexts means that curriculum is designed with real-life settings or circumstances combined with an inquiry and constructivist approach to learning to support students in making connections to their own lives and the world.
In this blog post, we will explore the IB’s six global contexts also called transdisciplinary themes in the Primary Years Programme (PYP). The benefits of teaching with global contexts will be presented as well as strategies for how to integrate them into the curriculum.
What are the IB Global Contexts?
Global contexts provide authentic settings, events, or circumstances for the exploration of conceptual ideas through inquiry that have the potential to nurture the capabilities and knowledge to create a better world. The PYP uses “transdisciplinary themes” as a lens to organize the unit around global contexts and the Middle Years Programme (MYP) builds upon those themes using the same descriptors. In the MYP, the themes are literally called global contexts. The Diploma Programme (DP) uses global contexts in the disciplines. The Career-related Programme (CP) emphasizes opportunities for global engagement, multilingualism and intercultural understanding as global contexts in addition to the explorations in the DP courses that students are taking. Each programme explores multilingualism, human commonality, diversity, interconnection, environment, development, rights, peace and conflict, and cooperation and governance locally and globally.
Since the MYP and PYP have six distinct global contexts that are used specifically to organize the units of instruction, we will use those contexts as a guide to define how they operate in an IB education.
Identities and Relationships
The first global context that we will discuss is called Identities and Relationships in the MYP and Who We Are in the PYP. The inquiry exploration is about what it means to be human and explores the questions, Who am I? or Who are we? The units might inquire into self, beliefs, values, communities, cultures, families, rights and responsibilities, or personal, physical, mental, social, and spiritual health. Students can research, appreciate, and share their identities while gaining intercultural knowledge and respect for the identities of others through this context.
Orientation in Space and Time
The second global context that we will discuss is called Orientation in Space in Time in the MYP and Where We Are Place and Time in the PYP. The explorations in this context help learners develop a deeper understanding of historical events and cultural perspectives. They revolve around the question, What is the meaning of “where” and “when”? The units might inquire into concepts such as discoveries, explorations and migration of humankind, interconnectedness and relationships between individuals and civilizations, and varied perspectives.
Personal and Cultural Expression
The third global context that we will discuss is called Personal and Cultural Expression in the MYP and We Express Ourselves in the PYP. The inquiry exploration stems from this question, What is the nature and purpose of creative expression? The units set in this global context will spark inquiries into ideas expression, feelings, nature, culture, beliefs and values. The ways in which humanity reflects on, extends and enjoys our creativity as well as our appreciation of the aesthetic are the lens that this context brings to life. Authentic links to art, literature and other forms of cultural expression are the connections that learners will inevitably discover with this lens.
Scientific and Technical Innovation
The fourth global context that we will discuss is called Scientific and Technical Innovation in the MYP and How the World Works in the PYP. The exploration invites reflections about the question, How do we understand the world in which we live? The units facilitate inquiries into laws of nature, how humans interact with and adapt to nature, scientific principles, and the impact of scientific and technological advances on communities and environments. Science, technology, engineering, and mathematic (STEM) learning experiences are often shaped within this global context.
Globalization and Sustainability
The fifth global context that we will discuss is called Globalization and Sustainability in the MYP and How We Organize Ourselves and Time in the PYP. With this context, wonderings shaped by pondering, How is everything connected?, lead students to inquiries about interconnectedness of human-made systems and communities, the relationship between local and global processes, and the impact of decision-making on humankind and the environment. They will have the chance to think critically about complex global issues so they are more equipped to make a difference for a better world.
Fairness and Development
The sixth global context that we will discuss is called Fairness and Development in the MYP and Sharing the Planet in the PYP. The learning journeys of this context lead students to explore the question, What are the consequences of our common humanity? Opportunities to shape inquiries around rights and responsibilities, community relationships, sharing finite resources, access to equal opportunities, peace and conflict resolution within this context help students develop global citizenship.
Why Teach with IB Global Contexts?
Each global context provides a meaningful, unique inspiration for looking deeper into our common humanity and shared guardianship of people and the planet. By providing contexts in which learning occurs, the opportunities for across subject areas, real world applications, authentic connections to content, and local and global perspectives arise. These hallmarks of an international education are joined with the other key elements of an IB education help to create caring, inquiring and knowledgeable learners, three traits of the IB learner profile and part of the IB mission. They support the development of additional IB learner profile traits by promoting student engagement as thinkers, inquirers, and communicators, as well as to be reflective, principled, open-minded people. The global contexts also incorporate the IB’s inquiry-based and conceptual understanding approaches to teaching because students are exploring concepts in their usage.
Integrating IB Global Contexts into Your Teaching Approach
There are a few practical steps to take to determine the global context for a unit of study. Keep in mind that it will serve as the lens that overlays the learning to provide a cohesive exploration of the content as the selection is being made. It will answer the ‘Why are we learning this?’ and ‘Why does this matter?’ questions for learners.
Reading over the global contexts’ key questions and descriptors while thinking about the central question that is desired for students to explore and that will be assessed is next in the selection process. The various global contexts offer different perspectives, so choosing the one that fits the unit goals will shape the thinking and discussions that result in the manner that you would like.
Enhance Your Teaching with IB Global Contexts and CASIE Online
Global contexts make learning meaningful, significant, engaging and relevant. These four enhancements to teaching and learning are essential to an IB education throughout the IB continuum. We invite you to learn more about teaching with global contexts by attending CASIE IB Workshops to expand and deepen your knowledge in using them in the classroom. Also, visit our We Recommend tab on our website and go to ‘Global Context Information’ to acquire more information.
