Andree Jordan - Ravensbourne School


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The benefits that learners gain through working on international project work

Andree Jordan
Ravensbourne School

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  • Put them on the wall in countries
  • Corsica, Tunisia, The Lebanon, Greece, Spain, France, Andorra, Germany, Italy, Belgium, Denmark, Poland, Sweden, South Africa, Egypt, Switzerland, Holland, Czech Republic, Romania, Russia, Turkey, USA, India, Mongolia, China, Taiwan
  • Show 3 min DVD Whacky Races 2007
  • Show e.g. of work
  • Andree Jordan - Ravensbourne School

    1. 1. Speaker: Andree Jordan Ravensbourne School, U.K.
    2. 2. Mrs Andrée Jordan B.Sc, M.A. (Ed), Snr Fellow MirandaNet Global Citizen, Londoner, wife and mother of two now grown up children. Born and raised in Bromley, near London, UK.  Began my career as a teacher of Science, specialising in Biology, then diversified into ICT, Psychology,  Childcare and Health and Social Care.
    3. 3. This led to my first international project “Health and Social Care in Europe” with 5 other schools. Since then my journey as a global citizen has taken me to South Africa to kick start the use of ICT as a tool in the classroom in the ELapa project, to Prague on a Youth Arts Project, to Romania to work with Drama students, and to China as a school partner.
    4. 4. I have developed a website called “The Peace Room”   where children can nominate those they think have made a positive difference to the world. I presently coordinate integration of the global dimension and international activities at The Ravensbourne School. My vision is to broaden the view of students to prepare them for a global future.
    5. 5. The Benefits That Learners Gain Through Working On International Project Work Andrée Jordan B.Sc, M.A. (Ed) Snr Fellow MirandaNet International Coordinator
    6. 6. Andr é e Jordan <ul><li>M.A., B.Sc., Senior Fellow MirandaNet </li></ul><ul><li>International Co-ordinator </li></ul><ul><li>Head of Faculty, Social Sciences </li></ul><ul><ul><li>Health and Social Care </li></ul></ul><ul><ul><li>Childcare </li></ul></ul><ul><ul><li>Business </li></ul></ul><ul><ul><li>Psychology </li></ul></ul><ul><ul><li>NVQs for Support Staff </li></ul></ul>
    7. 7. The Ravensbourne School <ul><li>Fully comprehensive secondary school </li></ul><ul><li>1400 pupils </li></ul><ul><li>International Schools Award </li></ul><ul><li>Excellent – Ofsted </li></ul><ul><li>20% Free School Meals </li></ul><ul><li>48 Languages spoken + Jedi! </li></ul><ul><li>24 Nationalities </li></ul>
    8. 8. Aims <ul><li>To know what benefits you want your students to gain from doing international projects </li></ul><ul><li>To have an idea of how you can help achieve these benefits </li></ul><ul><li>To have an idea of how you can show that the students have benefited from international projects </li></ul>
    9. 9. How do you think your students will benefit from working on international projects? <ul><li>On your own, note down your thoughts: </li></ul><ul><li>What do you want them to gain? </li></ul><ul><li>How do you think they will gain? </li></ul><ul><li>What do you want to gain? </li></ul><ul><li>Keep them/pin a set on the wall </li></ul><ul><li>We will use them later on </li></ul>
    10. 10. Icebreaker <ul><li>I feel …. </li></ul>
    11. 11. Andrée Jordan – who am I? <ul><li>Global Citizen </li></ul><ul><li>Qualifications: B.Sc.; M.A. (Ed); Snr Fellow MirandaNet </li></ul><ul><li>Teacher/Educator/Facilitator </li></ul><ul><li>Wife </li></ul><ul><li>Mother </li></ul><ul><li>Londoner </li></ul><ul><li>World traveller: 26 countries so far! </li></ul>
    12. 12. My Journey as a Global Educator <ul><li>1999: Comenius Project – Health Care in Europe </li></ul><ul><li>Variety of opportunities leading to </li></ul><ul><li>2007: International Schools Award </li></ul><ul><li>International Coordinator role </li></ul><ul><li>East Asian Connecting Classrooms Cluster Coordinator </li></ul>
    13. 13. International Projects <ul><li>Health and Social Care in Europe; Comenius: Finland, Germany, Italy, Czech Republic, Romania </li></ul><ul><li>Youth Drama Project; Youth in Action: Romania </li></ul><ul><li>Youth Arts Project; Youth in Action: Czech Republic </li></ul><ul><li>eLapa Project; MirandaNet: South Africa </li></ul><ul><li>Qingdao, China ; School Linking Visit </li></ul><ul><li>Global Schools Partnership; DFID: South Africa </li></ul><ul><li>Building Bridges to a Multicultural Europe; Comenius: Turkey, Poland, Sweden </li></ul><ul><li>East Asian Connecting Classrooms </li></ul><ul><li>Kenya: Village school Naivasha – personal link </li></ul>
    14. 14. How are we the same? <ul><li>In groups – tables about 5 people in a group </li></ul><ul><li>How are we the same – discuss. Create mind map. </li></ul><ul><li>Share similarities with another group – how many still stand? </li></ul><ul><li>Share with the room – what do we all have in common? </li></ul><ul><li>Put the mind maps up on the wall </li></ul>
    15. 15. Benefit 1 <ul><li>Discovering Similarities </li></ul><ul><li>Clip 1 – Ali in South Africa </li></ul>
    16. 16. What’s important for you and for others? <ul><li>Do this worksheet on your own. </li></ul><ul><li>First, rate yourself on each of the lines. Use a blue cross. </li></ul><ul><li>Then rate what you think most families of students at your school would put themselves. Use a green cross. </li></ul><ul><li>Compare your answers with people from at least two other countries. </li></ul><ul><li>What is similar? What is different? Does anything surprise you? </li></ul>
    17. 17. Benefit 2 <ul><li>Shared experiences </li></ul><ul><ul><li>Poland – Auschwitz </li></ul></ul><ul><ul><li>South Africa - Statistics </li></ul></ul>
    18. 18. Compare and contrast <ul><li>Foot length and height of pupils at TRS (U.K.) and RHS (S.A.) </li></ul><ul><li>Questionnaire devised by TRS shared with both schools </li></ul><ul><li>CensusAtSchool data </li></ul>
    19. 20. 12 – 13 Year olds Height to Foot Length Compared RHS TRS
    20. 22. CensusAtSchool: At Home
    21. 23. Goals of this project <ul><li>International aspect in every year in statistics, written into SoW. </li></ul><ul><li>Students of all years questioning WHY? </li></ul><ul><li>Looking for commonalities as well as differences </li></ul>
    22. 24. Benefit 3 <ul><li>Reduces stereotyping, and xenophobia </li></ul><ul><li>Examples: Romania project </li></ul><ul><li>– at the start </li></ul><ul><ul><ul><li>Poor </li></ul></ul></ul><ul><ul><ul><li>Orphanages </li></ul></ul></ul><ul><ul><ul><li>People trafficking </li></ul></ul></ul><ul><ul><ul><li>Gypsies </li></ul></ul></ul><ul><li>– by the end </li></ul><ul><ul><ul><li>Friendly </li></ul></ul></ul><ul><ul><ul><li>Generous </li></ul></ul></ul><ul><ul><ul><li>Hard working </li></ul></ul></ul><ul><ul><ul><li>Innovative </li></ul></ul></ul><ul><ul><li>Zuhal </li></ul></ul>
    23. 25. What do you want them to gain? <ul><li>Look at your lists from the start of the workshop </li></ul>
    24. 26. Changing Hearts and Minds <ul><li>All children need to experience the wider world – they will be growing up in one world, in a global marketplace. </li></ul><ul><li>“ Goal 1: Equipping our children, young people and adults for life in a global society and work in a global economy” </li></ul><ul><li>“ To instil a strong global dimension into the learning experience of all children and young people.” (Putting the World into World-Class Education, DfES 2004) </li></ul>
    25. 27. Solving Conflicts <ul><li>Many global issues need addressing. </li></ul><ul><li>“ Today we face issues that can only be addressed internationally: sustainable development, climate change, the changing world economy, security, and the widening gap across the world between those that have and those that do not.” </li></ul><ul><li>(Putting the World into World-Class Education, DfES 2004) </li></ul>
    26. 28. Ubuntu <ul><li>“ We live in one world. What we do affects others, and what others do affects us, as never before. To recognise that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric, but modern economic and social reality.” (Putting the World into World-Class Education, DfES 2004) </li></ul><ul><li>Giving children an international perspective in their school life brings the world to them, changes their outlook, develops their understanding, their tolerance, and enriches their experience. </li></ul>
    27. 29. How you can help achieve these benefits? <ul><li>Choose your projects carefully </li></ul>
    28. 30. The Peace Room <ul><li>Level – Key Stage 2 – Post 16 </li></ul><ul><li>Encourages debating skills </li></ul><ul><li>Exposure to the viewpoints of others </li></ul><ul><li>Platform for developing their own ideas </li></ul>
    29. 31. Peace Room.ppt
    30. 34. Using the Peace Room with other Schools <ul><li>Each school needs an introductory lesson, using the Peace Room presentation to stimulate ideas. </li></ul><ul><li>Pupils read and prepare their own nominee </li></ul><ul><li>Video conference to share a debate on selected pupils nominees </li></ul><ul><li>Upload nominations onto the website, and vote for other nominations already there. </li></ul>
    31. 36. Whacky Races <ul><li>One day off timetable </li></ul><ul><li>Challenge – to design, and make (keeping within budget) a machine that goes the furthest/fastest with the most creative design. </li></ul><ul><li>Videoconferenced for the whole day. </li></ul>
    32. 37. Develops your own professionalism <ul><li>Barbara – Design and Technology </li></ul>
    33. 38. How you can show that the students benefit from international projects
    34. 39. Student work <ul><li>Look at the Before and After work which was done on Africa. </li></ul><ul><li>What does it show that the children learnt about Africa? </li></ul>
    35. 40. What do you like best about coming to England? <ul><li>The fact that you live in luxury </li></ul><ul><li>You have tarmac roads </li></ul><ul><li>You can get water out of a tap </li></ul><ul><li>You turn a switch and get light </li></ul><ul><li>The children in my village have never seen any of these. </li></ul>
    36. 41. Tourism - Eamon <ul><li>Aim: working together to create tourism guides to be put on the internet for both countries. </li></ul><ul><li>Students of each school give videos, pictures and other useful information to be able to create these with </li></ul><ul><li>Students look at products of each others school, seeing their own country in a new light </li></ul><ul><li>Results? </li></ul>
    37. 42. Cruncharama <ul><li>Video conferenced with </li></ul><ul><ul><li>U.K., </li></ul></ul><ul><ul><li>South Africa, </li></ul></ul><ul><ul><li>Prague </li></ul></ul><ul><ul><li>China </li></ul></ul><ul><ul><li>Australia </li></ul></ul><ul><ul><li>Results? </li></ul></ul>
    38. 43. Benefits <ul><li>Raises attainment </li></ul><ul><li>Raises awareness of global issues </li></ul><ul><li>Gets pupils talking </li></ul><ul><li>Creates global citizens who will make a difference to the world </li></ul><ul><li>“ If they are talking as children, they will be less likely to point guns at each other when they are older” Lindiwe Mabuza 13 th June 2007 (South African High Commissioner) </li></ul>
    39. 44. Student comments <ul><li>Berlin – altered travel perspectives </li></ul><ul><li>Romania – want it buy it/want it make it </li></ul><ul><li>South Africa – they are listening to the same number one hit “in the middle of nowhere!” </li></ul><ul><li>Turkey “I’ve made some really bad life decisions already in my life. I am going to change now, I didn’t realise. I took so much for granted” </li></ul><ul><li>Environment Day – Disaffected pupil “that was really wicked, I enjoyed that!” </li></ul>
    40. 45. Business International <ul><li>Sharing Festivals: </li></ul><ul><ul><li>Exchanging cards for your partner countries festival </li></ul></ul><ul><li>Sharing games: </li></ul><ul><ul><li>Exchanging traditional games with our partner schools </li></ul></ul><ul><li>Sharing Business ideas: </li></ul><ul><ul><li>Swapping ideas of what would sell well in each others country </li></ul></ul><ul><li>Benefits – students learn about the culture of their partner school, not on their own. </li></ul>
    41. 46. Student Voices
    42. 47. Questions <ul><li>What benefits do you want your students to gain from doing international projects? </li></ul><ul><li>How can you help achieve these benefits? </li></ul><ul><li>How can you show that the students have benefited from international projects? </li></ul>
    43. 48. Thank you for listening <ul><li>The End </li></ul>