Evaluation and reflection
Looking back at our three strands to develop a glocal mindset, we were
satisfied but also made recommendations in order to iterate and improve
in the future:
Strand 1 | Does the project broaden intercultural understanding?
We noticed that students communicated well when interacting during the
two projects but could further prepare by researching more accurately
about cultural aspects. This is linked to research, thinking skills and digital
Strand 2 | Does the project includes taking a role and responsibilities?
We were pleased to observe a lot of success and a true sense of ownership
through the projects which included decision-making because they helped
students’ agency. In preschool, the students took many decisions before the
teddy bear arrived as they planned its arrival (welcome ceremony, house-making) and departure (including a farewell picnic and photoshoot). All the
activities with the teddy were integrated in the routine of the students and
documented on their e-journal on Seesaw with prompts by teachers.
We could also observe that the Mystery Skypes, which included a structured
preparation locally and globally, was an excellent way to develop students’
leadership. After the experience, the oral and written reflections were
equally rich because the students reviewed their performance based on
the criteria that were decided collaboratively in advance (in class between
students with the guidance of the teacher and and between teachers in the
two locations). The students even wrote a detailed article (see annexure)
for our internal newsletter to share their experience with the entire school
Strand 3 |Does the project examine and explore local and global concepts/
ideas/problems with others?
In both the projects described, there were opportunities to explore issues