Introduction to Project Based Global Learning


Published on

Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Introduction to Project Based Global Learning

  1. 1. Introduction toProject-Based Global Learning
  2. 2. Introduction toProject-Based Global Learning
  3. 3. Presenters@honormoorman @jdeborahklein• Associate Director for • Professional Development and Professional Development and Outreach Curriculum, Asia Society Coordinator, TakingITGlobal Partnership for Global Learning • Founder and• Former educational CEO, PRINCIPLED Learning consultant, academic Strategies dean, internship and service learning coordinator, literacy • Professional Development specialist, university Director, World Leadership instructor, and high school School teacher
  4. 4.
  5. 5.
  6. 6. Recording, Slides, Transcript
  7. 7. Working to make all studentsglobally competent and ready for the 21st century.
  8. 8. What is global competence?
  9. 9. How can project-based learning helpstudents develop global competence?
  10. 10. “Tokyo1950” CC by tokyoform via FlickrGlobalization of the Economy
  11. 11. “Fargone” CC by iammikeb via FlickrA changing world demands changing skills.
  12. 12. Environment FoodGenes Possessions Economies Religions
  13. 13. Video: Global Citizen Journey
  14. 14. 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 ~Mark GerzonGlobal citizens: how our vision of the world is outdated, and what we can do about it
  15. 15. “Pinteresting” CC by Dave77459 via FlickrGlobal Issues, Local Solutions
  16. 16. The global is part of our everyday local lives. “You Paris and Me” CC by Nina Matthews via Flickr
  17. 17. Share your thoughts: What are the knowledge, skills, anddispositions students need to develop in order to be globally competent? Today’s Meet:
  18. 18. Educating for Global Competence Free! petence.pdf
  19. 19. “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
  20. 20. How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions • Investigate the World • Recognize Perspectives • Communicate Ideas • Take Action
  21. 21. • Identify an issue, generate • Recognize and express their own questions, 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.
  22. 22. Global Competence Matrix
  23. 23. “Teaching students about theworld is not a subject initself, separate from other contentareas, but should be an integralpart of all subjects taught. We needto open global gateways andinspire students to explore beyondtheir national borders.” Vivien Stewart, “Becoming Citizens of the World,” Educational Leadership, April 2007 “Open Gate in La Paz” CC by jaytkendall via Flickr
  24. 24. Global Competence Matrices  Arts  English Language Arts  Mathematics  Science  Social Studies  World Languages
  25. 25. Investigate the World “not quite clear on the concept” CC by woodleywonderworks on Flickr
  26. 26. Recognize Perspectives “Sometimes the world seems upside down” CC by jen_maiser via Flickr
  27. 27. Communicate Ideas “42601677.10” CC by torres21 via Flickr
  28. 28. Take Action “On the other side” CC by EmsiProduction via Flickr
  29. 29. Find this and other Project-Based Learning materials at
  30. 30. Driving Question: How can young people around the world have a constructive impact on deforestation in Borneo, improving the lives of animals and humans?
  31. 31. authentic virtual monitoring, action throughglobal collaboration
  32. 32. DeforestAction Eco-Warriors showing a five day old, processed satellite image to the Ensaid Panjang longhouse community
  33. 33. Student-initiated petitions to ensuretruth in labelling
  34. 34. Student Reflections onEarthwatchers Experience
  35. 35. PBL and theCommon Core “The high school standards call onstudents to practiceapplying… ways of thinking to real world issues and challenges”
  36. 36. 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)
  37. 37. 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
  38. 38. 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 and Learning
  39. 39. 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.
  40. 40. 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 and Learning ideas/simulations-real-world-practice
  41. 41. 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
  42. 42. What is a community?
  43. 43. What is a community? What can we learn about ? how to improve ourcommunity by exploring theway other people in the world think about theirs?
  44. 44. What is human trafficking and where is it happening?
  45. 45. 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?
  46. 46. What are the most serious challenges to the environment globally?
  47. 47. 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?
  48. 48. Key Components of High-QualityCurriculum, Instruction, Assessment Clear Expectations Authentic Learning Experiences Student-Centered Learning Multiple Opportunities for Mastery
  49. 49. S.A.G.E. Student choice Authentic work Global significance Exhibition to real-world audiences
  50. 50. Project-Based Learning Resources Click the logos above to visit each website!
  51. 51.
  52. 52. TIGed e-CoursesOct. 29 - Nov. 26 Project-Based Learning for Global CitizenshipNov. 13 - Dec. 11 Education for Environmental StewardshipNov. 15 - Dec. 13 Empowering Student Voice in Education
  53. 53. Read Free! petence.pdf
  54. 54. Browse
  55. 55. Attend
  56. 56. Global Learning for EducatorsOct. 23 Twitter chat: global PBL on #PBLchat9pm ETOct. 25 Webinar: Adventures in Project-Based5:30 ET Global LearningNov. 8 Future of Education Interview: Educating8pm ET for Global Competence: The Future of Education, Today
  57. 57. Connect
  58. 58. Connect@honormoorman @jdeborahklein
  59. 59. We hope you’ll join us again.