Ambition and altruism: Meeting the individual and collective needs of ourMeeting the individual and collective needs of our

students through the MYP

• It is not always easy to ensure that the educational experiences of students will equip them with a desire to p q pbuild a better world.

• At North London International School we face numerous challenges but we will illustrate how we try to overcomechallenges, but we will illustrate how we try to overcome these challenges and foster a desire in our students not only to achieve their own personal goals but also to achieve wider goals for the greater communityachieve wider goals for the greater community.

• Participants will be encouraged to share their own experiences with the group.

AgendaAgenda

• Where are we coming from?• Where are we coming from?

• Integrating ambition and lt i i MYP h laltruism in an MYP school

• What are we doing at NLIS?

Where are we coming from?Where are we coming from?

“Th t t“The greatest challenge facing our ti i th ttime is ……that we are raising a

ti fgeneration of passive bystanders”

The Dalai Lama

The World Needs Your KidThe World Needs Your KidAuthors: Craig Kielburger, g g

Marc Kielburger and Shelley Page

Inspired by a conversation between Craig & Marc Kielburger and the DalaiKielburger and the Dalai Lama, this book illustrates simple, everyday actions toeveryday actions to strengthen your child's motivation to do more in the worldthe world.

“The most influential people are notpeople are not politicians and CEOs TheCEOs, The most powerful influences are people’s p pparents and teachers.”teachers.

IntegratingIntegratingambitionambition

and altruism

in an MYP school

(part of ) The IB Mission(part of …) The IB MissionThe International

Baccalaureate aims to develop inquiring, knowledgeable andknowledgeable and caring young people who help to create a pbetter and more peaceful world through interculturalthrough intercultural understanding and respect.

KOHLBERG’S STAGES OF MORAL DEVELOPMENTDEVELOPMENT

• According to "Post Conventional", when i di id l di fAccording to

Kohlberg, children usually

individuals discover for themselves the "higher morality“y

develop through stages 1 & 2 and

ttl i t 3 & 4

• Fifth stage: The Social Contract. There is a genuine interest in the welfare of others settle into 3 & 4.

A minority of adults pass into

and the concepts of justice and altruism

adults pass into the higher stages 5 & 6

• Sixth stage: Recognition of Universal Principles. Most behaviors are for the benefit of others5 & 6. others

When do we achieve each level?

PremisePremise

A t i f b th lA nurturing of both personal ambition and wider altruisticambition and wider altruistic intents will help students to

hi th i b t d iachieve their best and gain a desire to build a better anddesire to build a better and more peaceful world

However:However:

An effective integration of theAn effective integration of the two

(altruism and ambition)(altruism and ambition)

is not easy to achieve

“Finding a New Balance in a New World:Finding a New Balance in a New World:Combining Ambition and Altruism”

Dr. Ralph Shrader

Chairman, CEO and President of Booz Allen Hamilton Inc., the leading strategy and technology consulting firm (annual revenue of approximately $5approximately $5 billion; more than 22,000 staff)

ambition and altruism can and should be… ambition and altruism … can and should be mutually reinforcing, and not opposing, forces.

A balance (between the two) is possible when:

ambition drives us to altruism is the subordination of

our singular self-interest to excel and do better (rather than a desire to "beat" someone

our community's interest (rather than a nice-to-do add-on for occasions whento beat someone

else)add on for occasions when we have extra time or money).

Conflicting or complementing?Conflicting or complementing?

Altruism

TheAltruism AmbitionAltruismAltruism Ambition

Zone

Zipora Magen - Tel Aviv UniversityZipora Magen Tel Aviv University

“About two-thirds of teens expressed pcompletely self-centered desires, more or less corroborating the assertion that gadolescents can and do tend toward egocentricity”

“However, one-third of teens manifested the ability d lf d i h dto transcend self and give to others, and many

expressed aspirations of contributing to the betterment of humanity and social causes”betterment of humanity and social causes

self-fulfillment and commitment to th f lfill t f th tthe fulfillment of others are not

opposites, but rather inseparableopposites, but rather inseparable and interrelated aspects of the

f lfill d d h lth hfulfilled and healthy human personalitypersonality

“A Non-Dualistic Approach to Al i d E i ”Altruism and Egoism”

Stephen G. Post

Founder and Director of the Center for Medical

HumanitiesHumanities, Compassionate Care,

and Bioethics at Stony Brook University

Adolescents are:Adolescents are:

usually characterized as being:

BUT:

There is a strong• preoccupied with peer

acceptance, self-image, and immediate needs

There is a strong relationship betweenand immediate needs

• immersed in an in-group and hostile to the

between adolescent fulfillment and increasedand hostile to the

outsiders or the "uncool." increased openness to a common humanityy

Tim Kasser -Tim Kasser Professor of Psychology at Knox College, Illinois

He found that:He found that:

Frugal students: Those who spent moreFrugal students:

• Engaged in positive

Those who spent more on themselves:

Engaged in positive environmental behaviours

• Had lower self-esteem

• Donated to charity• Were happier

• Suffered greater anxietye e app e

• Did not engage in risk-taking activities

• Were less likely to recycleg

The Portland Press Herald 27th May 2010

UC Berkeley social psychologist Robb Willer: y p y gthe more generous we are, the more respect and influence we wield. "anyone who acts only in his or her narrow self-yinterest will be shunned, disrespected, even hated. But those who behave generously with others are held in high g y gesteem by their peers and thus rise in status.“

Ambition is not a bad thing, but when it is always linked to the acquisition of things and power over others we diminish ourand power over others, we diminish our souls.

Short ActivityShort Activity

606040402020

NLISNLIS

SoSo ………..How can we encourage g

students to balance these (apparently conflicting) desires:

• To fulfill an ambition to gain relevant qualificationse e a t qua cat o s

• To embrace a desire to build a better world

How can we make these aims mutually reinforcing?

Answer:Answer:The Middle Years

Programme

Through the programme, we seek to:

encourage the pursuit of personal ambition

As well as

develop a desire to givedevelop a desire to give as well as to take

MYP – A Basis For PracticeMYP A Basis For PracticeThe programme aims to enable students to:p g

• build upon their spirit of discovery to develop an understanding and enjoyment of the process of learning independently and in cooperation with othersof the process of learning, independently and in cooperation with others

• acquire knowledge and understanding and prepare for further learning

• recognize the extent to which knowledge is interrelated• learn to communicate effectively in a variety of ways

• develop a sense of personal and cultural identity and a respect for de e op a se se o pe so a a d cu u a de y a d a espect othemselves and for others

• acquire insights into local and global concerns affecting health, the community and the

environment and develop a sense of individual and collectiveenvironment, and develop a sense of individual and collective responsibility and citizenship.

Challenges that we faceChallenges that we face

• Fostering altruisticFostering altruistic behaviour in an urban schoolschool

St d t h• Students who are unwilling to contribute to th ll b i f ththe well-being of others

What do our families want us to do?What do our families want us to do?

• develop international-mindedness, and a concern for the well-being of the people in g p pour communities

oror• To support their essentially economic

aspirations and provide a globallyaspirations and provide a globally marketed consumer product?

Both of course!Both of course!

So how do we get themSo how do we get them to mutually reinforce

each other?

• The school curriculum

• The school ethose sc oo et os

• Goal settingGoal setting

1 The School Curriculum1. The School Curriculum

We do not encourage:We do not encourage:

• Examinations to driveExaminations to drive teaching

• An over-dependence onAn over dependence on technique and knowledge

• An exclusively subject-e c us e y subjectbased curriculum

• An unbalanced curriculum

We encourage:We encourage:

A curriculum that stresses:A curriculum that stresses:

• Inter-cultural awarenessInter-cultural awareness• Interdependence of natural

and human systemsand human systems • Environmental awareness

and sustainabilitya d susta ab ty• Community and service• Individual approach toIndividual approach to

learning

How do we (try) to do it?How do we (try) to do it?

• Student Learning Expectations• Unit planners (unit questions)p ( q )• Partnerships• Co-curricular activities

Unit PlannersUnit PlannersArea of Interaction Subject Concept

focus Differences between underdeveloped, developing and

developed countriesAwareness of global citizenshipCommunity and Service:

Do different communities face similar issues?

Awareness of global citizenship and the responsibilities that

entails

Unit QuestionWhat responsibilities (if any) do we have

for the citizens of other countries?

Unit questionsUnit questionsYr 3 Humanities - What responsibility, if any, do we have for the citizens of other countries?other countries?

Yr 1 English B - How do we relate to the world around?

Yr 3 Spanish B - Why do we travel and how does travelling change our perceptions of the world and of ourselves?

Yr 3 Technology - How can I use technology to raise awareness for an endangered species?

Yr 5 Mathematics - What effect does poverty have on health and social issues?

Y 1 M th ti Wh t d l l d ld t h i ?Yr 1 Mathematics - What do local and world poverty have in common?

PartnershipsPartnershipsDEA (Development Education Association)

We work to ensure that people in the UK learn about globalin the UK learn about global issues such as poverty and climate change and develop an open minded global

O i i i f ll iti t d t d th

an open-minded, global outlook.

Our vision is for all citizens to understand the global challenges we face and develop the capabilities to create a more just andcapabilities to create a more just and sustainable world.

Global Learning CharterGlobal Learning CharterIn the House of Commons with the Rt. Hon

Malcolm Bruce MP at the launchMalcolm Bruce MP at the launch

Signatory organisationsSignatory organisations include schools from the UK and around the world as well as NGOsworld as well as NGOs such as Amnesty International, British Red Cross UNICEFRed Cross, UNICEF UK, Oxfam, Royal Geographical Society, Eden Project andEden Project and WWF.

Co-curricular activities:P k d O SParks and Open Spaces

PaulPaul

ThomasThomas

2 The School Ethos2. The School Ethos

The Three Pillars of Dwight Global:The Three Pillars of Dwight Global:

I t ti l i d d• International-mindedness• Uncovering the Spark

of Genius• Student leadershipStudent leadership

Our (NLIS) Mission:Our (NLIS) Mission:

• To develop lifelong learnersT bl t hi th i f ll• To enable everyone to achieve their full potential

• To provide a safe, happy and friendly environment

• To promote intercultural understanding

A better mission?A better mission?Confucius, BC 551-479,

• “To put the world in order, we p ,must first put the nation in order; to put the nation in order, we must put the family in order; tomust put the family in order; to put the family in order, we must cultivate our personal life; and to cultivate our personal life, we must first set our hearts straight.”

ExamplesExamples

• Open access (“the spark of• Open access ( the spark of genius”)

• Assemblies, displays, trips, visitsvisits …..

• IB Learner Profile • Supporting causes

AlexAlex

3 Goal Setting3. Goal Setting

We have to work with our students to createWe have to work with our students to create

P l l f biti• Personal goals for ambition• Personal goals for altruism

An advisory programme is planned toAn advisory programme is planned, to nurture and track every student

With what outcome?With what outcome?

What SMART targets can we set?What SMART targets can we set?Results Indicators Measures Targets SMART oriented goal goals

Personal Ambition – to

hi

Subject specific

t

•Assessments•ReflectionsR lt

To achieve (number) of l l ( b )

By the end of the year to h i dachieve

improved academic success

assessment criteria

•Results level (number) by end of grading period

have raised achievement levels by …..

success

Altruism – to demonstrate meaningful

Community and Service rubric

•Actions•Involvements•Plans

To play key role in (number) of

By the end of the year to have recordedmeaningful

altruistic attitudes

rubric

Learner profile

Plans•Record sheet

(number) of projects during the grading period

have recorded involvement in (number) projects

attributes

Goal Setting TemplateStudent name: Teacher name:

S h l Y 2010 2011 D t S t b 20th 2010School Year: 2010‐2011 Date: September 20th 2010

Results Oriented Goal

Indicators Measures Targets SMART goals

(Ultimate improvement we want to se in student skills, 

t i d

Standards and objectives Tools we will use to determine where students are now and whether they are improving

The attainable level we would like to see

Strategic/specific, measureable, attainable, results‐based and 

ti b dcompetencies and performance)

time‐bound

GOAL 1 (Academic):Academic improvement in mathematics and 

Summative assessment levels to be measured against previous levels of achievement and 

Evidence of achievement in maths and science to be recorded in student file –both numerically and through written feedback. The evidence will be reviewed 

To raise levels of achievement in these subjects by at least one level

By the end of the grading period, levels of achievement in both subjects will mathematics and

scienceof achievement andsubject specific descriptors 

feedback. The evidence will be reviewedon a three weekly basis by the relevant subject leaders

at least one level both subjects willhave risen by at least one level

GOAL 2 (Altruistic):Active involvement 

Involvement to be measured against the 

Involvement in activities will be recorded by the student on a two 

To increase involvement and 

Honest reflections, backed up by adults, 

in the NLIS Community and Service programme

gCommunity and Service rubric

yweekly basis in the Community and Service log, including clear and detailed reflective statements. The log will be reviewed by the tutor at the end of every week, to ensure that accurate and 

by able to reflect upon it in a meaningful way

p y ,that show that the student perceives to have benefitted from their involvement in a range of activities

verifiable entries have been made

GOAL 3 (Other):Behaviour in all classes to improve, 

Behaviour to meet norms in the school 

Form tutor will monitor behaviour, by collecting weekly feedback from all subject teachers

Positive feedback from staff as regards 

By the end of each term, no complaints will have been passed 

to raise level of attention

behaviour in class to form tutor as regards poor behaviour

What do we discover ?What do we discover ?

• Can we track one set of date against ganother?

• Have those who have grown academicallyHave those who have grown academically also grown altruistically?

Juan

But we still have challengesBut we still have challenges• Enrolment – who are weEnrolment who are we

getting v who do we want? • Student aspirations – theyStudent aspirations they

are not as curious or altruistic as we would hope

• Reputation • Facility and resourcesy• Recruitment – cost of living

in London

ConclusionConclusion

Neither academic success or the desire to build a better world exclusively underpinbuild a better world exclusively underpin what we stand for

They are not mutually exclusive and we are seeking ways to ensure that they are mutually reinforcing

ActivityActivity

Set up groups of 3Set up groups of 3• One member offers a ‘thought’ about this

presentationpresentation• A second member paraphrases the

thought and asks a question – no yes orthought and asks a question no yes or no answers!

• The third member passes a reflectiveThe third member passes a reflective comment upon the dialogue

• Then the next one does the same ......Then the next one does the same ......

Maria Jalasvirta - strategy analyst The merging of egoism and altruism

Traditionally, altruism and egoism are atTraditionally, altruism and egoism are at odds with each other.

• the key to future success will be to develop products and services that allow both to coexistboth to coexist.

• Whirlpool’s new Green Kitchen Concept, set to retail in 2012 does exactly that Allset to retail in 2012, does exactly that. All the parts of the kitchen work together as an ecosystem to recycle, adapt, and reduce energy and resources.

Green Kitchen – an integrated system

Giuseppe Perucchetti Senior ViceGiuseppe Perucchetti, Senior Vice President, Market Operations, Whirlpool Europe.p p

• "The innovation comes from the creative way of using technology to think differently about how the appliancesabout how the appliances interact in an integrated system."