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    teaching without borders teaching without borders Presentation Transcript

    • Preparing Teachers for the Global Age Teaching without Borders Kate Woodward, Ph.D. Datta Kaur Khalsa, Ph.D.
    • Teachers: Models of Global Citizenship
    • Outline of Session • Where we came from • What we are and are not • What we were thinking • Where we are now • Where we are going
    • U.S. and Other Countries • Learn about other countries U.S. Other Countries • Learn from other countries U.S. Other Countries
    • Khalsa Research Trust in… Organization International Students Pedagogy Collaboration Technology Teamwork Self-efficacy Support Skills Skills
    • Outline of Session • Where we came from • What we are and are not • What we were thinking • Where we are now • Where we are going
    • Teachers: Models of Global Citizenship
    • Purpose of a Global Strand What? Preparation of 21st century educators Globally-skilled teachers beyond a one-course program requirement. Why? Need to progressively acquire global, interactive knowledge, skills and dispositions with technology integration.
    • Outline of Session • Where we came from • What we are and are not • What we were thinking • Where we are now • Where we are going
    • Global Strand: Categories, Rounds 3 Categories Knowledge, skills & dispositions 3 Rounds Round 1, 2, 3 __________________________________
    • Rounds: Sequencing of Global Thread Round 3   Culminates in global course Advanced (Program continues) Knowledge Skills and Dispositions GlobalTechnology Round 2  Developing Knowledge Skills and Dispositions Global Technology Round 1  Beginning Knowledge, Skills and Dispositions
    • Global Strand: Categories, Rounds, Constructs 3 Categories Knowledge, skills & dispositions 3 Rounds Round 1, 2, 3 ____________________________ 5 Constructs  •Definitions Definitions  •Rationale Rationale  •Standards Standards  Collaboration  Project-based learning __________________________________
    • Global Conundrum “The thing is, through all of my classes, no one ever explained exactly why we must do this „noble deed.‟ I think it was supposed to be assumed” (Anonymous student).
    • Definitions Global dimensions of content, citizenship, languages, & relation to diversity Beginning Knowledge Expand digital information literacy skills and search for sources of online learning communities Beginning Skills Self awareness and learning from others Beginning Dispositions
    • Round 1 in the Program Definitions • Beginning Knowledge - Global dimensions of content, citizenship, language, and relation to diversity • Beginning Skills – Expand digital information literacy skills and search sources of online learning communities • Beginning Dispositions – Self awareness and learning from others Rationale & Standards • Beginning Knowledge - Rationale for global perspective as related to curricular content & 21st century skills • Beginning Skills - Compare and contrast varied perspectives • Beginning Dispositions- Appreciation for development of social capital and/or social resources
    • Global Strand: Constructs, Categories, Rounds 5 Constructs  •Definitions Definitions  •Rationale Rationale  •Standards Standards  Collaboration •Collaboration  •Project-based learning Project-based learning __________________________________ 3 Categories Knowledge, skills & dispositions 3 Rounds Beginning, developing, advanced __________________________________
    • CONSTRUCTS •Definitions Categories •Rationale •Standards •Collaboration Advanced Knowledge •Project-based learning Skills and Dispositions Categories GlobalTechnology Developing Knowledge Skills and Dispositions Categories Global Technology Beginning Knowledge, Skills and Dispositions
    • Outline of Session • Where we came from • What we are and are not • What we were thinking • Where we are now • Where we are going
    • Exiting Graduate Student Criteria Communication: Multicultural global participant Leadership: Leader in creating global communities Research: Digital global context Multiple literacies: Global integration Project-based planning: Global voices
    • Curriculum: Sequencing of Global Framework Round 3: Next 21-27 credits   Culminates in global course Advanced (Program continues) Knowledge Skills and Dispositions GlobalTechnology Round 2: Next 12-18 credits  Developing Knowledge Skills and Dispositions Global Technology Round 1:First 3-9 credits  Beginning Knowledge, Skills and Dispositions
    • Outline of Session • Where we came from • What we are and are not • What we were thinking • Where we are now • Where we are going
    • “One can’t believe impossible things.” “I daresay you haven’t had much practice,” said the Queen. “When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.” Lewis Carroll http://www.logoi.com/pastimages/alice_in_wonderland.html
    • Thinking about Global Thread: Categories, Rounds, and Constructs CONSTRUCTS Categories •Definitions •Rationale •Standards Round 3, Advanced (Culminates in •Collaboration Knowledge Global Course, •Project-based learning Skills and Program Dispositions Continues) Categories GlobalTechnology Round 2 Developing Knowledge Skills and Dispositions Categories Global Technology Round 1 Beginning Knowledge, Skills and Dispositions