Intro to Global PBL - GEC 2012


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Intro to Global PBL - GEC 2012

  1. 1. Introduction toProject-Based Global Learning
  2. 2. Presenters@honormoorman @jdeborahklein• Associate Director for • Professional Development and Professional Development and Outreach Coordinator, Curriculum, Asia Society TakingITGlobal Partnership for Global Learning • Founder and CEO,• Former educational consultant, PRINCIPLED Learning academic dean, internship and Strategies service learning coordinator, literacy specialist, university • Professional Development instructor, and high school Director, World Leadership teacher School
  3. 3. Mission: To present ideas, examples, andprojects related to connecting educatorsand classrooms with a strong emphasison promoting global awareness, fosteringglobal competence, and inspiring actiontowards solving real–world problems.
  4. 4. Working to make all studentsglobally competent& ready for the 21st century.
  5. 5. What is global competence?
  6. 6. How can project-based learning helpstudents develop global competence?
  7. 7. Globalization of the Economy
  8. 8. A changing world demands changing skills.
  9. 9. Global Issues, Local Solutions
  10. 10. The global is part of our everyday local lives.
  11. 11. Environment FoodGenes Possessions Economies Religions
  12. 12. We are all global citizens.We have the power to create a better world. ~Mark Gerzon
  13. 13. “Global competence is the capacityand disposition to understand and acton issues of global significance.”
  14. 14. Share your thoughts: What are the knowledge, skills, anddispositions students need to develop in order to be globally competent?
  15. 15. How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions • Investigate the World • Recognize Perspectives • Communicate Ideas • Take Action
  16. 16. ReadFree book!
  17. 17. • Identify an issue, generate questions, • Recognize and express their own and explain its significance. perspective and identify influences on• Use variety of languages, sources and that perspective. media to identify and weigh relevant • Examine others’ perspectives and evidence. identify what influenced them.• Analyze, integrate, and synthesize • Explain the impact of cultural evidence to construct coherent interactions. responses. • Articulate how differential access to• Develop argument based on compelling knowledge, technology, and resources evidence and draws defensible affects quality of life and perspectives . conclusions. Investigate the World Recognize Perspectives Students investigate the world Students recognize their own beyond their immediate and others’ perspectives. environment. Understand the World through Disciplinary and Interdisciplinary Study Take Action Communicate Ideas Students translate their ideas Students communicate their into appropriate actions to ideas effectively with diverse improve conditions. audiences. • Recognize and express how diverse• Identify and create opportunities for audiences perceive meaning and how personal or collaborative action to that affects communication. improve conditions. • Listen to and communicate effectively• Assess options and plan actions based on with diverse people. evidence and potential for impact. • Select and use appropriate technology• Act, personally or collaboratively, in and media to communicate with diverse creative and ethical ways to contribute to audiences. improvement, and assess impact of • Reflect on how effective communication actions taken. affects understanding and collaboration• Reflect on capacity to advocate for and in an interdependent world. contribute to improvement.
  18. 18. Global Competence Matrix
  19. 19. “Teaching students about theworld is not a subject in itself,separate from other contentareas, but should be an integralpart of all subjects taught. Weneed to open global gatewaysand inspire students to explorebeyond their national borders.”Vivien Stewart, “Becoming Citizens of theWorld,” Educational Leadership, April 2007
  20. 20. Global Competence Matrices  Arts  English Language Arts  Mathematics  Science  Social Studies  World Languages
  21. 21. Investigate the World
  22. 22. Recognize Perspectives
  23. 23. Communicate Ideas
  24. 24. Take Action
  25. 25. Find this and other Project-Based Learning materials at
  26. 26. Driving Question: How can young people around the world have a constructive impact on deforestation in Borneo, improving the lives of animals and humans?
  27. 27. authentic virtual monitoring, action throughglobal collaboration
  28. 28. DeforestAction Eco-Warriors showing a five day old, processed satellite image to the Ensaid Panjang longhouse community
  29. 29. Student-initiated petitions to ensuretruth in labelling
  30. 30. PBL and theCommon Core “The high school standards call onstudents to practiceapplying… ways of thinking to real world issues and challenges”
  31. 31. 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)
  32. 32. 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 Story at connections
  33. 33. Connecting Local and 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
  34. 34. 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.
  35. 35. Qualities of a Good Project Is the project guided by relevant driving 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
  36. 36. 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
  37. 37. What is a community?
  38. 38. What is a community? What can we learn about ? how to improve ourcommunity by exploring theway other people in the world think about theirs?
  39. 39. What is human trafficking and where is it happening?
  40. 40. What is human trafficking and where is it happening?How can we, as?representativesof the various nations involvedin and/or impacted by humantrafficking, collaborate to end the practice?
  41. 41. What are the most serious challenges to the environment globally?
  42. 42. 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?
  43. 43. S.A.G.E. Student choice Authentic work Global significance Exhibition to real-world audiences
  44. 44. Resources Asia Society Education: Taking IT Global: TIGed: Buck Institute for Education: Edutopia: learning
  45. 45.
  46. 46. ReadFree book!
  47. 47. Browse
  48. 48. Participate
  49. 49. Global Learning for EducatorsDec. 13 Connecting Teacher Prep Programs to Global1pm ET CompetenceJan. 10 Adventures in Project-Based Global Learning5:30 ETJan. 24 China and Globalization8pm ETFeb. 28 Students as Linguists and Diplomats: Eight Principles8pm ET for Creative World Language TeachingMarch 14 Expanded Learning8pm ET
  50. 50. Connect@honormoorman @jdeborahklein
  51. 51. Image Credits – CC on Flickr• “Tokyo1950” by tokyoform• “Fargone” by iammikeb• “Alegria” by ruurmo• “Wind farm and greenhouse gas” by kevin dooley• “Sushi! (again)” by Kyoto Song• “Imogen” by Edo Bertran• “Nexus One Blackberry iPod Touch” by Katsushiro• “I-con” by Lightmash
  52. 52. Image Credits – CC on Flickr• “Pinteresting” by Dave77459• “You Paris and Me” by Nina Matthews Photography• “Earth at Night” by cote• “Open Gate in La Paz” by jaytkendall• “not quite clear on the concept” by woodleywonderworks• “Sometimes the world seems upside down” by jen_maiser• “42601677.10” by torres21• “On the other side” by EmsiProduction