Putting The World Into World Class Education


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Putting The World Into World Class Education

  1. 1. J 9–11, 2 0 uly 09 C ri Quinla C o ina r he n, o rd to W rld La ua e , Inte tio l Ed a n o ng g s rna na uc tio & Gifte a Ta nte d nd le d Ne J rs y De a e o Ed a n we e p rtm nt f uc tio C ri.q he uinla d e ta .nj.us n@ o .s te
  2. 2. Think, Write, Pair, Share…. New Jersey: A State’ s Perspective
  3. 3. C ula P g s Ind a ns um tive ro re s ic tio  Kno le g w de  Skills  P s e o a Ed a n o ts c nd ry uc tio  W rkp c o la e
  4. 4. Inte ra 21st Century Knowledge and Skills ( g te http://www.21stcenturyskills.org/) Technology Integration Interdisciplinary Connections Global Perspectives
  5. 5. 2 st c ntury the e 1 e ms Glo a Aw re s ; bl a ne s Fina ia Ec no ic Bus s a Entre re uria nc l, o m , ine s nd p ne l Lite c ra y; C ivicLite c a ra y; nd He lth Lite c a ra y Skills C nte p ra o m o ry Re l-w rld s tio a o itua ns
  6. 6. “ e a “ e s ” o nt Tim ly” nd tim le s c nte Up ra ein s g d kills In-d p le rninga hig r le ls e th a t he ve P p res e fo s c s in ag b l re a tud nts r uc e s lo a enviro e nm nt
  7. 7. Provide the foundation for the development of curriculum to promote the use of innovative learning strategies Integrate supportive technologies Include inquiry- and problem-based approaches Incorporate higher order thinking skills
  8. 8. Classroom Application Documents Provide guidance and resources for teachers Sample assessment tasks Natural links to integrated content, global perspectives and technology
  9. 9. 2009 standards website NJEA Convention Search capacity Grade level Content area Strand Word search Essential questions Enduring understandings
  10. 10. Revisions to The Comprehensive Health and Physical Education Standards reflect an emphasis on: Health literacy Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes, and behaviors in other countries
  11. 11. Character building 2.2.4.C.2 Explain why core is influenced by ethical values (such many factors both as respect, positive and empathy, civic negative, such as mindedness, and acceptance, good citizenship) discrimination, are important in the bullying, abuse, local and world sportsmanship, community. support, disrespect, and violence.
  12. 12. The 2.1.8.C. Evaluate emerging methods to prevention 1 diagnose and treat diseases and control and health conditions that are of diseases common in young adults in the and health United States and other conditions countries, including hepatitis, are affected sexually transmitted infections, by many HIV/AIDS, breast cancer, HPV, factors. and testicular cancer. 2.1.8.C. Analyze local, state, national, 2 and international public health efforts to prevent and control diseases and health conditions.
  13. 13. Applying basic 2.1.12.B.2 Compare and nutritional and contrast the dietary fitness concepts to trends and eating lifestyle behaviors habits of impacts wellness. adolescents and young adults in the United States and other countries.
  14. 14. Instructional Focus: Establishing an advocacy plan that inspires self and others to make positive health choices that will impact the real world environment Using information literacy skills to investigate a contemporary global health problem Educating and influencing others about global health issues. Global Perspective Visit the Collaborative Learning Center ( www.globalschoolnet.org/gsncenter/) website to engage in dialogue about the need for increased organ/tissue donation with peers across the globe.
  15. 15. Mission: 21st century life and career skills enable students to make informed life and career decisions that prepare them to engage as active citizens in a dynamic global society and to successfully meet the challenges and opportunities of the global workplace. Vision: Thes te a inte ra n o 2 t c ntury lifea c re r s ys m tic g tio f 1s e nd a e killsa ro stheK-12 c s curriculuma in c re r a te hnic l e uc tio p g m fo te ap p tio tha nd a e nd c a d a n ro ra s s rs o ula n t: P s e s sc a thinkinga p b m o o s s e ritic l nd ro le -s lvingskillsto m kere s ne d c io a a a o d e is ns t ho e in thew rkp c a a a info e g b l c ns m, o la e nd s n rm d lo a itize ;  Us se c e ffe tivec m unic tio c m unic tio te hno g a c lla o tio s o m a n, o m a n c lo y nd o b ra n kills to inte c w c ra t ith ultura s ns l e itivity in d rs c m unitie a to w rk in c s -c ive e o m s nd o ro s ultural te m in them a s ultina na w rkp c ; a tio l o la e nd P s e s sc m unity, b ine sa p litic l le d rstha re c c ree a va s os se o m us s nd o a a e t fle t o thic l lue a theva so d m c c a fre e rp ed nd lue f e o ra y nd e nte ris uringinte c nsw theg b l ra tio ith lo a c m unity. o m
  16. 16. 9.2 PERSONAL FINANCIAL LITERACY: ALL STUDENTS WILL DEVELOP SKILLS AND STRATEGIES THAT PROMOTE PERSONAL AND FINANCIAL RESPONSIBILITY RELATED TO FINANCIAL PLANNING, SAVINGS, INVESTMENT, AND CHARITABLE GIVING IN THE GLOBAL ECONOMY. Philanthropic, 9.2.8.F.5 Determine charitable and opportunities for micro entrepreneurial financing global organizations play charities and causes. distinctly different but vitally important roles in supporting the interests of the local and global community.
  17. 17. The reality and 9.2.12.F.1 Demonstrate an understanding of the potential for interrelationships among attitudes, building and assumptions, and patterns of behavior using personal regarding money, saving, investing, wealth includes and work across cultures. responsibility to the broader community and 9.2.12.F.3 Assess the impact of emerging global an understanding economic events on financial planning. of legal rights and Analyze how citizen decisions and responsibilities of 9.2.12.F.4 being a good actions can influence the use of citizen. economic resources to achieve societal and individual services.
  18. 18. Insurance is designed 9.2.12.G.7 Compare sources of to protect the health and disability consumer against coverage, including unintended losses. employee benefit plans to options in another country.
  20. 20. C. Interdependence: All animals and most plants depend on both other organisms and their environment to meet their basic needs. 6 Various human 5.3.6.C.1 Explain the activities have impact of changed the capacity meeting human of the environment to needs and support some life wants on local forms. and global environments.
  21. 21. C. Properties of Earth Materials: Earth’s composition is unique, is related to the origin of our solar system, and provides us with the raw resources needed to sustain life. 12 The chemical 5.4.12.C.2 Analyze the and physical vertical structure properties of of Earth’s the vertical atmosphere, and structure of the account for the atmosphere global, regional, support life on and local Earth. variations of these characteristics and their impact on life.
  22. 22. 6.1.4.D.21 Explain how the United Nations is designed to address global concerns and issues that affect members of the world community. 6.1.4.D.22 Summarize an issue of local, national or global concern from multiple perspectives and explain how public policy is created to address issues. 6.1.4.D.19 Explain how and why it is important that people from diverse cultures collaborate to find solutions to local, national and global challenges. 6.1.4.D.14 Compare and contrast various forms of civic action and determine how they can be used to affect change in the local, national and global community.
  23. 23. US History: America in the World Contemporary Global Issues In a global world, nations’ political, social and economic systems are interconnected. Changes in population growth, migratory patterns and the development, distribution and use of natural resources have a worldwide impact. A. Government 6.2.12.A.15.e. Evaluate the effectiveness of and Society: governments and The Search for international organizations Fairness, to maintain peace and Justice and promote human rights on a Equality global level.
  24. 24. US History: America in the World Contemporary Global Issues In a global world, nations’ political, social and economic systems are interconnected. Changes in population growth, migratory patterns and the development, distribution and use of natural resources have a worldwide impact. A. Government 6.2.12.A.15.e. Evaluate the effectiveness of and Society: governments and The Search for international organizations Fairness, to maintain peace and Justice and promote human rights on a Equality global level.
  25. 25. Social Studies DRAFT – 6.3 Active Citizenship in the 21st Century A. Government and 6.3.A.4.1.a. Develop and implement a group action plan to Society: The Search for inform school and /or community members about a Fairness Justice and current local, national or global challenge. Equality B. Geography: People and 6.3.B.8.1.a Use inquiry methods to acquire knowledge and data the Environment to plan and implement a sustainable development initiative at the local, regional or national level. D. Citizenship: Global, 6.3.D.8.1.a. Collaborate with international students to National, and Local identify examples of how conflicts over core Challenges, Cultures and Values lead people to differ on resolutions Connections to a public policy issue. C. Economics: Impact on 6.3.C.12.1.a. Generate and evaluate alternative resolutions to a Society and Technology public issue related to poverty and analyze various Innovation perspectives (causes, consequences, positive and negative impact) on the issue.
  26. 26. Technological advancements create societal concerns regarding the practice of safe, legal, and ethical behaviors. 8.1.12.D.3 Compare and contrast international government policies on filters for censorship. To assist in meeting this CPI, students may: Research the Iranian government’s control of media/Internet during the aftermath of the presidential election in June 2009.  What happened and could this happen elsewhere?
  27. 27. Global Perspective Share aesthetic evaluations (peer to peer aesthetic critiques) of the student generated work comprising the “virtual art gallery” with partnering groups of students in another country or another part of the U.S. Using this foundation as a preliminary basis for discussions centered on peer to peer cultural understanding, expand and/or modify the work in the gallery. Engage in discussions about ethnic violence and conflict resolution and the potential role of artists and art in society.
  28. 28. Novice-Mid Content Statement: Maps, graphs, and other graphic organizers facilitate understanding of information on a wide range of topics related to the world and global issues. They make more complex concepts accessible to second language learners with limited proficiency in the language.
  29. 29. Novice-High – Intermediate Mid Content Statement: The study of another language and culture deepens the understanding of where and how people live and why events occur.
  30. 30. Intermediate-High to Advanced-Low Content Statement: Collecting, sharing, and analyzing data related to global issues, problems, and challenges lead to an understanding of the role cultural perspectives play in how these issues are perceived and how they are addressed.
  31. 31. Instructional Focus: Examining authentic video/audio clips and reports from Kyoto summit and using that information to examine cultural perspectives Performance Assessment Task: Create a position paper and campaign platform on climate change for a national political candidate to share with members of the target language culture in the United States. Global Perspectives: The Kyoto Protocol is available in Arabic, Chinese, French, Russian, and Spanish by clicking on http://unfccc.int/kyoto_ protocol/items/2830.php. Additional information about the Kyoto Protocol in other languages may be available by clicking on http:// maindb.unfccc.int/public/country.pl?group=kyoto and following links to specific countries.
  32. 32. Forty-Nine States and Territories Join Common Core State Standards Initiative Language Arts Literacy Math
  33. 33. Financial Literacy Sample – K-5 Global Awareness Sample – 6-8 Health Literacy – 9-12
  34. 34. Exa p so “ e t p c e ” m le f b s ra tic s Stra g sfo inte ra te ie r g tings ie e te hno g e ine ringa m th c nc , c lo y, ng e nd a P rfo a eBa e e rm nc sd K-12 HS: De ig s ningas la c o r fo ad ve p na n o r o ke r e lo ing tio MS: Exa iningd tare te to fis m a la d hings te ie tra g s ES: Buildingw turb s ind ine
  35. 35. Authentic Learning Experience: Conservation International (CI) has asked for student assistance to develop site-specific conservation plans for biodiversity hotspots worldwide. Œ Select one of CI’s identified hotspots. Œ Research key species, landscape and culture. Œ Identify stakeholders. Œ Identify region’s threats to conservation. Œ Develop a plan to conserve the biodiversity. Œ Use mathematical projections to identify how the plan will impact the population numbers of the key species of the region.
  36. 36. Global Perspectives: Consider the cultural context of the region Civic Literacy: Bear in mind the government and political structure of the local community of the target region. Integration of Technology : Students connect with students in the target culture, scientists in the field of conservation, and scientists in the target culture to conduct research and share ideas using digital tools: Epals.com, Think.com, Voicethread.com and other websites offer opportunities for collaboration.
  37. 37. P s 1: Aw re s a Fa ilia tio ha e a ne s nd m riza n Ala No m e n ve b r Ia J s n uke No rn, C ntra So rthe e l, uthern P ip ls Te c rs P re , rinc a , a he , a nts Sup rinte e , IT e nd nts
  38. 38. P s 2 C a Tra fo a n ha e : ritic l ns rm tio C nte Are s o nt a Re va eto s e ’ s le nc tud nts live Of inte s to s e re t tud nts Und rs nd a us re e s nd rd to e ta ing nd ing vis d ta a s g ec uid urric uluma ins tio nd truc n
  39. 39. P s 2 C a Tra fo a n ha e : ritic l ns rm tio Ins tio l Stra g s truc na te ie Multip a fle lea p a he le nd xib p ro c s Rig ro c nte a s o us o nt nd kills Hig e e ta nsfo a h xp c tio r ll P b m a e le rning ro le -b s d a Stud nt a te c r e a e e e nd a he ng g m nt Be t p c e s ra tic s
  40. 40. P s 2 C a Tra fo a n ha e : ritic l ns rm tio Le rningEnviro e /Ne Te hno g s a nm nts w c lo ie / C ng Te c r Ro s ha ing a he le As e s Le rning s s ing a Le d rs a e hip P fe s na Le rningC m unitie ro s io l a o m s
  41. 41. Phase 3: Sustaining the Change Continue to build the infrastructure Provide time during school day and summer for teacher dialogues Recognize Models of School Success Require technology component in PLP