Global PBL for PLP

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Global PBL for PLP

  1. 1. Global PBL Honor MoormanAssociate Director, Professional Development and Curriculum Asia Society | Partnership for Global Learning @honormoorman honormoorman.me
  2. 2. Asia Society at a Glance  Museum Exhibitions  Cross-Cultural Dialogue  Performances  Asian Historical Heritage  Commissions Arts  Current Trends in Asia Leadership and Talent  Partnership for Global Corporate Conferences Learning Task Forces & Reports  Chinese Language Working Business Education initiatives Groups, Studies &  International Studies White Papers Schools Network  Global Cities Initiative  Track II Dialogues on Key Issues Policy  Afghanistan/Pakistan Region  Food Sustainability Strategic Studies  Water Security  Livability of Asian Cities
  3. 3. Working to make all studentsglobally competent and ready for the 21st century. “On the other side” CC by EmsiProduction via Flickr
  4. 4. What is globalcompetence? “not quite clear on the concept” CC by woodleywonderworks on Flickr
  5. 5. Why is globalcompetence essential?“Sometimes the world seems upside down” CC by jen_maiser via Flickr
  6. 6. How can project-based learning help students develop global competence? “42601677.10” CC by torres21 via Flickr
  7. 7. Why is educating for global competence so important in today’s world?
  8. 8. The global is part of our everyday local lives. “You Paris and Me” CC by Nina Matthews via Flickr
  9. 9. What are some of the ways you and your students experience globalization? • Socially through media and telecommunications • Culturally through movements of people • Economically through trade • Environmentally through sharing one planet • Politically through international relations and systems of regulation Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 2http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides
  10. 10. “Fargone” CC by iammikeb via FlickrA changing world demands changing skills.
  11. 11. The future is here. It’s multiethnic, multicultural, and multilingual. ~Vivien Stewart
  12. 12. Becoming Citizens of the WorldFour Trends• Economics• Science and technology• Health and security• Changing demographics Vivien Stewart, “Becoming Citizens of the World” Educational Leadership 64.7, April 2007, pp. 8-14 http://www.ascd.org/publications/educational- leadership/apr07/vol64/num07/Becoming-Citizens-of-the-World.aspx
  13. 13. “Tokyo1950” CC by tokyoform via FlickrGlobalization of the Economy
  14. 14. The future is already here – it’s just not evenly distributed. ~William Gibson
  15. 15. Global Competence is a 21st Century Imperative• Economies  more globally connected and interdependent• Society  more linguistically and culturally diverse• Global challenges  more complex• Global competence  academic achievement Global Competence is a 21st Century Imperative, an NEA Policy Brief, 2010 http://www.dc-cgel.org/node/145
  16. 16. “Pinteresting” CC by Dave77459 via FlickrGlobal Issues, Local Solutions
  17. 17. The future is here, and it is global. ~Mark Gerzon
  18. 18. Video: Global Citizen Journey http://youtu.be/uXoRd45cih4
  19. 19. Environment FoodGenes Possessions Economies Religions
  20. 20. We are all global citizens. We have the power to create a better world. ~Mark GerzonGlobal citizens: how our vision of the world is outdated, and what we can do about it http://books.google.com/books?id=e0ZDAQAAIAAJ
  21. 21. The Five Stages of Becoming a Global Citizen Worldview based on . . .• Citizen 1.0 one’s self (egocentric)
• Citizen 2.0 one’s group (ideocentric)
• Citizen 3.0 one’s nation (sociocentric)
• Citizen 4.0 multiple cultures (multicentric)
• Citizen 5.0 the whole Earth (geocentric)
  22. 22. Four Main Actions Required for Developing Global Citizenship• Witnessing – open our eyes• Learning – opening our minds• Connecting – opening our hearts• Geo-partnering – opening our hands
  23. 23. A Global Citizen is someone who: • is aware of the wider world and has a sense of their own role as a world citizen; • respects and values diversity; • is willing to act to make the world a more equitable and sustainable place; • takes responsibility for their actions. Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 3http://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship
  24. 24. What are global competencies?“21st century skills applied to the world”
  25. 25. enGauge: 21st Century Skills from Metiri Group
  26. 26. 21st Century Interdisciplinary Themes from the Partnership for 21st Century Skills • Global Awareness • Financial, Economic, Business, and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy
  27. 27. National Educational Technology Standards for Studentsfrom the International Society for Technology in EducationCommunication and CollaborationStudents developcultural understandingand global awarenessby engaging withlearners of othercultures.
  28. 28. National Educational Technology Standards for Teachersfrom the International Society for Technology in EducationModel Digital-Age Work and LearningTeachers exhibit knowledge,skills, and work processesrepresentative of aninnovative professionalin a global anddigital society.
  29. 29. National Educational Technology Standards for Teachersfrom the International Society for Technology in EducationPromote and Model DigitalCitizenship and ResponsibilityTeachers understand local &global societal issues &responsibilities in anevolving digitalculture & exhibitlegal & ethicalbehavior in theirprofessional practices.
  30. 30. “Global competence is the capacity and disposition tounderstand and act on issues of global significance.” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World, 2011 “Earth at Night” CC by cote via Flickr
  31. 31. What are the knowledge, skills, anddispositions students need to develop to be globally competent?
  32. 32. Educating for Global Competence Free!www.asiasociety.org/globalcom petence.pdf
  33. 33. How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions • Investigate the World • Recognize Perspectives • Communicate Ideas • Take Action
  34. 34. Four Domains of Global Competence• Investigate the World: Students investigate the world beyond their immediate environment.• Recognize Perspectives: Students recognize their own and others’ perspectives.• Communicate Ideas: Students communicate their ideas effectively with diverse audiences.• Take Action: Students translate their ideas into appropriate actions to improve conditions.
  35. 35. Global Competence Matrix
  36. 36. Global Competence Matrix
  37. 37. “Teaching students about theworld is not a subject in itself,separate from other content areas,but should be an integral part of allsubjects taught. We need to openglobal gateways and inspirestudents to explore beyond theirnational borders.” Vivien Stewart, “Becoming Citizens of the World,” Educational Leadership, April 2007 “Open Gate in La Paz” CC by jaytkendall via Flickr
  38. 38. Global Competence Matrices • Arts • English Language Arts • Mathematics • Science • Social Studies • World Languages
  39. 39. Investigatingthe World “not quite clear on the concept” CC by woodleywonderworks on Flickr
  40. 40. RecognizingPerspectives“Sometimes the world seems upside down” CC by jen_maiser via Flickr
  41. 41. Communicating Ideas “42601677.10” CC by torres21 via Flickr
  42. 42. Taking Action “On the other side” CC by EmsiProduction via Flickr
  43. 43. Which of the four domains of global competence would you like toemphasize more in your curriculum? • Investigating the world • Recognizing perspectives • Communicating ideas • Taking action
  44. 44. Global Approaches to Curriculum• Engaging students by addressing global challenges.• Globalizing the context for learning.• Connecting to universal themes.• Illuminating the global history of knowledge.• Learning through international collaboration.
  45. 45. S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
  46. 46. S.A.G.E.• Student choice: Are there options for students to make choices about content, process, and/or product?• Authentic work: Are students being asked to do something adults do in the “real world”?
  47. 47. S.A.G.E.• Global Significance: Are students being asked to investigate the world, recognize perspectives, communicate ideas, and/or take action?• Exhibition to audience: Will students have the opportunity to present their learning to an authentic audience?
  48. 48. Example Issues from EdSteps • Environmental sustainability • Population growth • Economic development • Global conflict and cooperation • Health and human development • Cultural identity and diversity • Human rightsEdSteps – Global Competencehttp://www.edsteps.org/ccsso/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx%20Crwfdw%20uF&AspxAutoDetectCookieSupport=1
  49. 49. Millennium Development Goals1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender equality and empower women4. Reduce child mortality5. Improve maternal health6. Combat HIV/AIDS, malaria, and other diseases7. Ensure environmental sustainability
  50. 50. High Noon: 20 Global Problems, 20 Years to Solve ThemSharing our Planet: issues involvingthe global commons• Global warming• Biodiversity and ecosystem losses• Fisheries depletion• Deforestation• Water deficits• Maritime safety and pollution
  51. 51. High Noon: 20 Global Problems, 20 Years to Solve ThemSharing our Humanity: issues requiringa global commitment• Massive step up in the fight against poverty• Peacekeeping, conflict prevention, combating terrorism• Education for all• Global infectious diseases• Digital divide• Natural disaster prevention and mitigation
  52. 52. High Noon: 20 Global Problems, 20 Years to Solve ThemSharing our Rulebook: issues needing aglobal regulatory approach• Reinventing taxation for the twenty-first century• Biotechnology rules• Global financial architecture• Illegal drugs• Trade, investment and competition rules• Intellectual property rights• E-commerce rules• International labour and migration rules
  53. 53. Example class project inspired by this book - Photojournalism: What Matters, http://www.slideshare.net/mwixsom/photojournalism-what-matters
  54. 54. S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
  55. 55. Find this and other Project-Based Learning materials at bie.org
  56. 56. Features of Transformative Global Education• More Internal/Immersive than External/Observational• Student-driven via global technologies• Problems- or Challenge-based (solution-driven)• Action-oriented and “Glocal”• Collaborative (beyond the classroom and/or across cultural lines)
  57. 57. “Glocal” Service Learning Connecting Local & Global• Who else around the world is affected by the issues, concerns, and trends that affect our community?• How does this global issue, concern, or trend affect our community?• What are some of the familiar aspects of all cultures, and how are they addressed similarly or differently in our community and in communities around the world? “Connect Local and Global,” Asia Society: Education and Learninghttp://asiasociety.org/education-learning/afterschool/connect-local-and-global
  58. 58. Qualities of a Good Project• Is the project driven by relevant driving/essential questions?• Does it take into account perspectives from beyond the United States? How?• Does it use primary sources from around the world, as appropriate?• Does it have real-world outcomes? “Simulations: Real-World Practice,” Asia Society: Education and Learning http://asiasociety.org/education-learning/resources-schools/partnership- ideas/simulations-real-world-practice
  59. 59. “Digigogy Images”CC by mikefisher 821 via Flickr
  60. 60. Tools are the Means, not the End• Don’t get distracted by fancy technology and gadgets• Focus on your students’ learning and the human beings involved• Focus on developing meaningful dialogue and authentic connections
  61. 61. A strong driving question in global learning should . . . Invite multiple answers Be un-Googleable Be more “kid friendly” than “teacher happy” Require an answer (in the global context) Be authentic and grounded in real-world problems (as unsimulated as possible) Give students a real-world role
  62. 62. What is a community?
  63. 63. What is a community? What can we learn about how to improve ourcommunity by exploring theway other people in the world think about theirs?
  64. 64. What is human trafficking and where is it happening?
  65. 65. What is human trafficking and where is it happening? How can we, as representatives of the various nations involved in and/or impacted by human trafficking, collaborate to end the practice?
  66. 66. What are the most serious challenges to the environment globally?
  67. 67. What are the most serious challenges to the environment globally? As young environmentalists, how can we help people in our community change their behavior to help solve our environmental challenges?
  68. 68. Project-Based Learning Resources Click the logos above to visit each organization’s website!
  69. 69. GLOBAL COLLABORATION PROJECTS
  70. 70. “stop collaborate listen t-shirt” CC by cambodia4kidsorg on Flickr
  71. 71. Are You Ready for a Connected Learning Year? tinyurl.com/connectedlearningyear
  72. 72. Connect All Schools
  73. 73. Connect All Schools
  74. 74. “Skype Jobs” CC by langwitches on Flickr
  75. 75. Global Collaboration Projects slideshare.net/hmoorman/global- collaboration-projects
  76. 76. What are you going to do next?• Read Educating for Global Competence• Use some of the resources provided today• Explore more on my own• Connect with other global educators online• Talk with colleagues at my school
  77. 77. Global PBL Honor MoormanAssociate Director, Professional Development and Curriculum Asia Society | Partnership for Global Learning @honormoorman honormoorman.me

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