Your SlideShare is downloading. ×
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
ISSN 101 for NYC
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

ISSN 101 for NYC


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide


  • 1.  
  • 2.
      • Purpose: To familiarize everyone with the foundational beliefs and structures of an ISSN school.
      • Driving Questions:
        • What are the foundational beliefs of an ISSN school?
        • What ISSN structures make those beliefs a reality in the school?
    ISSN 101
  • 3.
    • Welcome & Introductions
    • Intro to Asia Society & ISSN
    • ISSN Beliefs
    • Global Competency
    • Graduate Profile
    • Design Matrix
    • Graduation Portfolio System (GPS)
    • Performance Outcomes
    • S.A.G.E.
    • ISSN Ning and Asia Society Resources Online
  • 4. “ the global is part of our everyday local lives”
    • Who are you?
    • W h ere do you teach?
    • What ’ s one specific example of how the global is part of your local life?
    from Oxfam ’ s Education for Global Citizenship: A Guide for Schools
  • 5.
      • What are the gifts you bring to your role(s) in your school?
      • What is your greatest challenge in your job right now?
  • 6.  
  • 7.
        • School development organization
        • Began in 2003
        • 34 schools in seven states
        • Mission: To develop college-ready, globally competent high school graduates
    International Studies Schools Network
  • 8.  
  • 9.
        • Globalization of the economy
        • Cultural diversity and the need for global citizens
        • Issues of global significance
    Why focus on global competence?
  • 10.
        • Globalization is driving demand for an internationally competent workforce
          • One in five jobs is tied to international trade
          • High cost of missed opportunities
          • To be globally competitive, educated Americans must be globally competent
    Globalization of the Economy
  • 11. If the world were 100 people
    • There would be:
    • 61 from Asia
        • 21 from China
        • 17 from India
    • 13 from Africa
    • 12 from Europe
    • 8 from Latin America
    • 5 from the U.S.
    • 1 from Oceania
  • 12.
        • Almost all our challenges have an international dimension: health, global warming, energy/water, immigration, terrorism
        • Our security is intertwined with our understanding of other cultures
        • World languages and cultural knowledge are essential
    Global Issues, Local Solutions
  • 13. “ Global competence is the capacity and disposition to understand 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 on Flickr
  • 14.
        • Read the ISSN “belief statement”
        • On the back of the card, list the attributes of a school that operates from these beliefs.
        • Include everything you can think of that relates to this belief: structures, classroom behaviors, student experiences, etc.
    ISSN Beliefs
  • 15.
        • Find the others who have the same belief card as you do
        • Share the attributes you listed and continue to brainstorm together
        • Become an “expert group” on this belief and make sure everyone is ready to teach others
    ISSN Beliefs
  • 16.
        • Find a partner who has a different belief card; share your beliefs and attributes with each other.
        • Merge with another team with two other beliefs, and share again.
        • Finally, merge into a group of six so that all of the beliefs are represented.
    ISSN Beliefs
  • 17. “ Expand your Global Connections ” CC by langwitches on Flickr
  • 18.  
  • 19. Global Leadership Performance Outcomes
    • 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
  • 20. Global Leadership Performance Outcomes
  • 21.
    • Where do you see the ISSN Beliefs manifested in these two documents?
    • What, if anything, was missing?
    ISSN Graduate Profile & Global Leadership Performance Outcomes
  • 22. “ Global awareness instruction . . . ” CC by Scott McLeod on Flickr
  • 23.  
  • 24. ISSN Design Model
  • 25.
        • Choose one.
        • Write on the back . . .
            • How does this relate to you on a personal level?
            • How does this relate to you on a professional level?
        • Share at your table.
        • Listeners respond to the quote and/or the connections shared.
    Global Perspectives Quotes
  • 26.
    • Group 1: Vision, Mission, Culture; Academics; Globally focused curriculum
    • Group 2: Project based learning; World language; Out of school opportunities
    • Group 3: AP/College; Multiple Forms Assessment; Engaging Instructional Strategies
    • Group 4: Multi-tiered interventions; Technology & new media; Service learning; Internships
    • Group 5: Diverse faculty & staff; Professional learning; Family & student involvement; Use of data
    • Group 6: Travel opportunities; Partnerships (local); Partnerships (national/international)
  • 27.
        • Please create a T-chart for each of the areas you are assigned:
          • What are we doing in this area already? (put school abbreviations next to specific examples)
          • What are the possibilities?
        • Post your charts for the gallery walk
    The ISSN Design Matrix
  • 28.
        • Read what’s there
        • Add your comments
        • Contribute additional examples
        • Rotate when you’re ready
        • Take a break when you’ve finished
        • Sit with your content area colleagues
    ISSN Matrix Gallery Walk
  • 29. “ Teaching students about the world is not a subject in itself, separate from other content areas, but should be an integral part of all subjects taught. We need to open global gateways and inspire students to explore beyond their national borders. ” Vivien Stewart, “ Becoming Citizens of the World, ” Educational Leadership , April 2007 “ Open Gate in La Paz ” CC by jaytkendall on Flickr
  • 30.  
  • 31.
        • A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in:
          • 6 Core Subject Areas
          • Interdisciplinary Coursework
          • Aligned with Common Core & State Standards
    What is the Graduation Portfolio System?
  • 32.  
  • 33. Investigate the World Recognize Perspectives Take Action Communicate Ideas In your content area, how do students . . . ?
  • 34.
        • S tudent Choice Are there options for students to make choices about content, process, and/or product within this task?
        • A uthentic Is this task asking students to do something adults do in the “real world”?
        • G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?
        • Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience?
    S.A.G.E. The Elements of Quality Task Design
  • 35. Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online
  • 36. old idea s new ideas ideas to discuss everyday ideas with my school/colleagues What ideas stood out to you today?
  • 37. Campus Conversations