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Integration of Asia Society Global Competencies Matrix in Portfolio Based Learning
 

Integration of Asia Society Global Competencies Matrix in Portfolio Based Learning

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This is the story of KM Global Charter School and the integration of the Asia Society Global Competency Matrix in Inquiry Based Learning

This is the story of KM Global Charter School and the integration of the Asia Society Global Competency Matrix in Inquiry Based Learning

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    Integration of Asia Society Global Competencies Matrix in Portfolio Based Learning Integration of Asia Society Global Competencies Matrix in Portfolio Based Learning Presentation Transcript

    • KM Global High School for Global Leadership and Innovation Integration of Global Competencies Matrices
      • Presented by KM Global Design Team
        • Mary Ann Kahl
        • Michele Koper
        • Karen Nipko
        • Valerie Schmitz
        • http://www.kmglobalcharter.com
    • School Overview KM Global
      • KM Global Mission:
      • To cultivate a global perspective through academic excellence, active engagement, and development of leadership identity.
      • KM Global Vision
        • Learning without boundaries
          • Partnerships with local and international organizations
          • Small school inquiry based
          • Community collaboration
      • School Overview
        • Built around learner directed questions
        • Learning coach guides portfolio work
        • Content specialists support academic standards
        • ASIA Society Global Matrix
        • Leadership Standards – National School Business Association
        • Know
          • Attainment of specific learning outcomes guided by rigorous core content standards
        • Do
          • Participation in learning through projects; internships; travel; and other relevant experiences
        • Be
          • Development of dispositions that will foster responsibility for personal leadership
      • Who are our students?
        • Self Directed
        • Passionate about a particular area of study
        • Traditional school isn’t a fit
      • Curriculum
        • Global Perspective
        • Leadership
        • Field Experience
        • Interconnected Standards Based Learning
      • How do the four pillars “show up” at KM Global?
        • Global Perspective
          • All portfolio work must address at least 2 Global Competencies
          • Seminar (both face to face and online) incorporate topics of global perspective
      • How do the four pillars “show up” at KM Global?
        • Leadership
          • All portfolios must address at least 2 leadership standards
          • Seminar work (both face to face and online) incorporates leadership exercises and discussion
      • How do the four pillars “show up” at KM Global?
        • Field Experience
          • Governance work in establishing a field experience network
          • Each student has a field experience profile
            • Extensive student interviews for placement
          • Preparation Semester 1 for placement Semester 2
      • How do the four pillars “show up” at KM Global?
        • Interconnected Standards Based Learning
          • Inquiries identify standards and credits granted based on review with learning coach and content specialist. Work consists of online and face to face meetings as well as online portfolio management.
          • Sample inquiries:
            • "How Have the Images and Legacies of Che Guevara and Mao Zedong Been Used and Changed Throughout History"
            • “ How were the Mayans Intelligent based on the Multiple Intelligence Theory?”
      • What does teaching and learning “look like” in KM Global?
        • Face to Face Seminars
        • Learning Coaches and Small Group
        • Traditional Courses (face to face and blended)
        • Developmental Internships
      • Global Competencies
      • Investigate the World
        • Students investigate the world beyond their immediate environment.
      • Recognize Perspectives
        • Students recognize their own and others perspective.
      • Communicate Ideas
        • Students communicate their ideas effectively with diverse audiences.
      • Take Action
        • Students translate their ideas and findings into appropriate actions to improve conditions.
        • (http://www.edsteps.org/ccsso/SampleWorks/GC_Subject_Matrices.pdf)
      • Integration of Global Competencies
        • Portfolio Based Integration
          • Generate and explain a locally, regionally, or globally focused researchable question
          • Identify, collect and analyze using a variety of international sources
      • Integration of Global Competencies
        • Content area identified and integrated into inquiry
          • Arts
          • English Language Arts
          • Math
          • Science
          • Social Studies
          • World Language
      • Integration of Global Competencies
      • Examples:
        • Art
          • Recognize and express artistic perspectives and sensibilities and determine how those are influenced by background and experience in the world.
            • Sabrina’s Project: “What are the stories of artists that have suffered a mental illness, an put the illness into art.”
      • Integration of Global Competencies
      • Examples:
        • English Language Arts
          • Recognize and express their own perspectives on situations, events, issues, or phenomena, and determine how that perspective has developed or changed based on exposure to a variety of texts.
            • Manning’s Project – “Genetically Altered Babies : A Future Reality?”
      • Integration of Global Competencies
      • Examples:
        • Math
          • Recognize and express their own perspective and understanding of the world, and determine how mathematics and statistics influence and enhance that perspective and understanding.
            • Charlie’s Project: “How can cities be designed with efficiency and the environment in mind?”
      • Integration of Global Competencies
      • Examples:
        • Science
          • Recognize and express their own perspective on situations, events, issues, or phenomena and determine how that perspective along with their entire understanding of the world is influenced by science.
            • Brianna’s Project: “How does NuGenesis Farm produce foods with cancer preventing properties?”
      • Integration of Global Competencies
      • Examples:
        • Social Studies
          • Recognize and express their own perspective on situations, events, issues, or phenomena, and identify the cultural, social, economical, political, geographical, and historical influences that inform the perspective.
            • Sydney’s Project: How does a Peace Education teacher prepare to enter an area where a school has been built years after conflict?
      • Integration of Global Competencies
      • Examples:
        • World Languages
          • Recognize and express their own perspective and understandings of the world, and determine how language and culture inform and shape those perspectives and understandings.
            • Teddy’s Project: “How do different cultures view the female body, and how does that impact the women of that culture?”
      • Successes!
        • Students are happy and engaged
        • Learning space is utilized actively
        • Portfolio Inquiries are of high quality
        • Evidence of success for students who were not successful in traditional environments
        • Strong sense of community and responsibility among all students
        • International interest