Global Classrooms Michael Kozuch, M. Ed Newton South High School, Newton, MA

Context: Newton Public Schools City of 85,000 outside of Boston Two high schools, Newton South & North About 1,800 students each Newton - Jingshan Exchange since 1985 Chinese language in some elementary schools http://www. nsglobaleducation .org

City of 85,000 outside of Boston

Two high schools, Newton South & North

About 1,800 students each

Newton - Jingshan Exchange since 1985

Chinese language in some elementary schools

http://www. nsglobaleducation .org

Leveraging financial and technical expertise Support from: U.S. Department of Education Goldman Sachs Foundation Newton Schools Foundation (parent donations) Newton Teachers Association (affiliate of the NEA) Links with: Primary Source Harvard’s Project Zero China Exchange Initiative

Support from:

U.S. Department of Education

Goldman Sachs Foundation

Newton Schools Foundation (parent donations)

Newton Teachers Association (affiliate of the NEA)

Links with:

Primary Source

Harvard’s Project Zero

China Exchange Initiative

Experience of students in “Global” Program Interdisciplinary (English, History, & Science) Differentiated (AP, Regular & Special Education/ELL) 10-12 Grades, focus on global themes

Interdisciplinary (English, History, & Science)

Differentiated (AP, Regular & Special Education/ELL)

10-12 Grades, focus on global themes

10th - 12th Modern Global Communities World History & Literature, & Biology American History & Literature Shakespeare in the World (English Elective) + WISE (Action Based) Sustaining Global Communities (Social Science Elective)

Nuturing Global Consciousness Self - Perceiving oneself as a participant in world events. Understanding - capacity to think about global issues in multiple ways Sensitivity -- connecting local experiences with global issues Boix-Mansilla & Gardner

Self

-

Perceiving oneself as

a participant in

world events.

Understanding

-

capacity to think

about global issues

in multiple ways

Boix-Mansilla & Gardner

What do you think these quotations say about: Understanding about global issues? Sensitivity towards others? Student’s sense of belonging to a community (global or local)?

Understanding about global issues?

Sensitivity towards others?

Student’s sense of belonging to a community (global or local)?

Findings Students in the Global program report they have a higher degree of respect for one another. Students in the Global program feel better about classroom rules. Students in the Global program feel that individuals can play a part in protecting others from human rights abuses. Students in the Global program believe most strongly that global warming is a threat. More students in the Global program believe that American pop culture is shaping attitudes around the world than in the other programs. More students in the Global program believe that scientists have a consensus that global warming is occurring.

Students in the Global program report they have a higher degree of respect for one another.

Students in the Global program feel better about classroom rules.

Students in the Global program feel that individuals can play a part in protecting others from human rights abuses.

Students in the Global program believe most strongly that global warming is a threat.

More students in the Global program believe that American pop culture is shaping attitudes around the world than in the other programs.

More students in the Global program believe that scientists have a consensus that global warming is occurring.

Pre & Post Survey Fall (126 participants) 80% have traveled overseas Overall, no sign. differences in demographics across program. Spring (113 participants) 14% born outside US 35% of students their parents are foreign born

Fall (126 participants)

80% have traveled overseas

Overall, no sign. differences in demographics across program.

Spring (113 participants)

14% born outside US

35% of students their parents are foreign born

Engaging students Students are consumers (identity is often linked to products) Ipods, sneakers, cell phones, fender guitars. Makes GDP matter Performance assessment - Citizens, Corporations, NGO’s Areas that are relevant Mexico, India, China

Students are consumers (identity is often linked to products)

Ipods, sneakers, cell phones, fender guitars.

Makes GDP matter

Performance assessment - Citizens, Corporations, NGO’s

Areas that are relevant

Mexico, India, China

“ Part of understanding globalization that really hit me was the poor working conditions of the factories —somehow I felt that I could empathize for the people affected by such miserable working conditions.” -- Jake

“ Part of understanding globalization that really hit me was the poor working conditions of the factories —somehow I felt that I could empathize for the people affected by such miserable working conditions.” -- Jake