ONE HOUR< but best to make 45 minsFostering Global Citizenship in Our SchoolhousesAs the 21st Century presents an increasingly complex and interconnected world, human progress demands increasingly nuanced global knowledge and skills, particularly of our young leaders and innovators. New approaches to education such as global project-based learning allow teachers to foster students’ intercultural skills through collaborative projects in which students resolve global problems and communicate across cultural and geographic boundaries. With the support of e-technologies which bring the world into the classroom, global project-based learning allows global themes and perspectives to be integrated authentically and meaningfully across all grade levels and disciplines.These changes in education pose both challenges and opportunities, raising many important questions for administrators. What does global competency look like, and how do we measure student growth? How do we navigate the differences of time zone, school calendar, and language use in order to connect our classrooms to the world? How do we find global partners, and how do we develop local relationships which support global learning? What kinds of technologies and skills will our teachers need to be successful? And, most important of all, how do we create a culture of inquiry and authentic global engagement in our buildings? This keynote will explore the role of administrators in defining global citizenship, supporting the development needs of teachers, and creating a culture of flexibility and engagement.
From the creators of SNAFU… if nothing else, the US Military sure gets it right when it comes to acronyms
http://www.youtube.com/watch?v=0YGF5R9i53A3 mins—SHOW MOVIE
This comes from the CEA study on Canadian student engagement. June, 2011
To Say:Point out that this information comes from a 2012 World Savvy study of young people in North America, ages 18-24.
All groups emphasized that they want more opportunities and choices for learning languages and discovering the cultures in which these languages are used.They highlighted the disparities among their schools, that some offer instruction in as many as five languages, while others offer just one (Spanish). They see technology—online classes and connections—as a means to expand their access, particularly in smaller districts.They recognize that language and culture are intertwined, and made clear their desire to learn about both. They say that languages and cultures should be showcased beyond the classrooms—for instance, through language clubs and cultural events. They also called for more interaction between language students and native speakers.Language instruction, they emphasized, should begin much earlier—in elementary schools.One group noted: “If we start training for sports at a young age, why not languages? Can you imagine if a high school quarterback had to start freshman year? It doesn’t make sense.”Language classes shouldn’t be the only courses that present international perspectives, they added. They want global perspectives infused into other classes, from social studies, history and sciences to literature, art and music. And they want that to carry over into extra-curricular activities—for instance, through clubs that spotlight cultures, global connections, and, of course, languages.
These young summiteers value opportunities to engage on a personal level with people from different countries and cultures.Many come from schools that host international exchange students, often through AFS, Rotary and other programs. They talked about ways to ensure that international students are integrated into the school community and can share their cultures with their host schools.The summit participants want more (and affordable) options for American students to go abroad – especially short-term experiences, because many students don’t want to feel left out or left behind by being gone for a full year. Increasing scholarship support also would add to the appeal of becoming an exchange student.The students cited a need within their schools to raise awareness about exchange programs, for both hosting and sending. For example, they said students who return from exchanges could share their experiences through articles in their school newspapers, photo displays in prominent locations, and talks to classes.In addition to individual exchanges, the students encouraged more teacher-led group travel, from field trips to cultural events and attractions in the region to excursions abroad.
They also recommended using more non-travel means to connect, taking advantage of such online tools as Skype and e-Pals.“It’s so expensive to travel; technology is more convenient and efficient,” one group noted.In addition, they see the potential for developing more international relationships through sister cities and partner schools. Closer to home, they says that more community residents and others who come from or have experiences in other countries should be invited into their schools to speak and engage with students.International awareness and cultural diversity, both within their schools and in their communities, could be promoted by hosting a variety of special events. In addition to speakers, their ideas include holiday celebrations, dances, dinners, foreign films and international festivals that range from one-day event to a week-long festival.
In general, the students recognized the importance of fostering open minds, and promoting awareness and acceptance of different cultures, including those within our own communities.One group noted: “Intolerance and ignorance of other cultures must be minimized. Get rid of patriotic egotism.”The students acknowledged that they have role in spreading the enthusiasm about studying languages and becoming more internationally engaged.Their ideas include sharing this message with their peers, especially younger ones; devoting at least some of their service work to supporting international causes, such as UNICEF or Rotary projects; and generating interest in other languages and cultures by volunteering to read stories in other languages at the local public library.This engaged group of students made it clear that ideas for internationalizing schools and communities are plentiful. In fact, many schools and communities across Wisconsin have been putting at least some of these into practice. Still, the summiteers indicated that they want more.The summit participants – students, teachers and others – were encouraged to carry their enthusiasm and the discussions of the day back into their schools and communities, perhaps even holding their own mini-summits. As these conversations move forward, ultimate success will depend on translating talk into organized and innovative efforts that will guide more students on the path to becoming global citizens.– by Kerry G. Hill(Kerry G. Hill, Director of Public Affairs for UW–Madison’s Division of International Studies, was one of the lead organizers of the Wisconsin Global Youth Summit. He also serves on the board of Global Wisconsin, Inc.)
SHOW CGE FILM HERE!!!
I need to PREFACE this with some info on the basic idea of the project—FILM STARTS at Mohammad Yunis. 4 mins.
Talk about fostering a culture of creativity and innovation, as well as of ACTION.
Fostering Global Citizenship in our Schoolhouses
Fostering Global Citizenship in our
Jennifer D. Klein
Professional Development Director
World Leadership School
Blog at www.principledlearning.org
World Leadership School strives to empower young
leaders to find new and innovative solutions to the
world’s pressing problems.
“Educational exchange can turn nations into
people, contributing as no other form of communication
can to the humanizing of international relations.” --Senator
IT’S A VUCA WORLD
How can we help students to
navigate complexity and thrive in a
I think the world is becoming
a better place.
Source: BBDO GenWorld 2006
Only 12% of students feel they
received the instruction necessary to
understand the roots of global issues.
Source: World Savvy, 2012
is an asset
are curious about
Source: World Savvy, 2010
“What Students Want in their
from the Wisconsin Global Youth Summit, put on by the
University of Wisconsin-Madison’s Division of
International Studies, February 2013
1. Offer a diversity of world
languages, with opportunities for
2. Increase Direct Engagement through
Travel and Exchange
4. Foster Open-Mindedness,
Promote Awareness and Acceptance
What Else Might a 21st
Century Global Schoolhouse
“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
Vivien Stewart, “Becoming Citizens of
the World,” Educational
Leadership, April 2007
Opportunities for Students to Create
Knowledge, Not Just Consume
A Community which Values Creative Self