Instruction becomes the culmination of the backwards planning within an IBE curriculum. And, this step truly embodies the pragmatism within IBE. This is the space where educators plan their lessons according to the Global Learning objectives, standards, and assessments that they want to use in their curriculum. There are three checkpoints within an IBE curriculum. See the chart below for each checkpoint.
Focusing on identity discussion
Establishing safe and secure environment for students
Focusing on identity discussion via a transaction with an IBE text
Focusing on students taking their learning and making it their own
However, within an IBE curriculum, there are a few considerations that must be made. For example, in the beginning of the unit, the most immediate demand is establishing an environment that is conducive to conversations revolving around identity and social justice. So, as educators must be willing to be vulnerable in this environment, establishing a classroom setting that welcomes growth, mistakes, and vulnerability is of the highest concern. Without this environment, there is no depth to the conversations revolving around identity or global skills and understandings in the classroom. Download the document below for an example of an IBE Beginning Lesson.
The middle lesson should include some incorporation of text and transaction. In the middle of a curriculum, educators should be using the text to foster the skills and understandings that they are striving towards as a class. This is assisted by text, which is why the middle lesson should revolve around text, transaction, and skill/understandings being taught. Ultimately, this is with the intent of fostering discourse and conversation around identity and experience of self and others at much more depth than at the beginning lesson.
The final lesson should be based around identity dissemination, where students share their experience with the class. This is designed to be a space for students to be agents of their own learning, that, hopefully, is not only to understand the identities of others and themselves better, but have established essential ELA skills alongside this.
So, if we take these checkpoints and put them in the IBE curriculum outline, it would look something like this:
At this point, there is only one more step in the planning of an IBE curriculum: choosing a text. Ideally, a text within an IBE curriculum is not pre-chosen, which is why it is the last step. This is done last because there is not benefit to choosing a mentor text that is not with regard to the student identities present. So, one an educator has the curriculum outline complete, they can head over to texts to choose which identity-based text may suit their classroom environment and demographic the best.