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Global Collaboration – United Beyond our Diversity Through the Global Teenager Project


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This presentation will highlight the use of digital learning circles and global collaboration on major world issues. Using a Wiki as a space to collaborate, students from around the world work in learning circles to, pose questions, investigate and publish answers at a global scale. The Global Teenager Project allows for highly engaging lessons that will link to the curriculum as well as the students own community. This session will provide examples of thematic learning circles grade 6- 12 and particularly highlight the journey a class of Senior students have taken. Participants will learn how to connect and start the program in their own class or school. The wiki will be shared, the research process and clips from web conferences made between a Toronto based school and a global partner from Kenya.

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Global Collaboration – United Beyond our Diversity Through the Global Teenager Project

  1. Global Teenager Project "Todays learners are Tomorrows leaders" ECOO 2012 Anita Townsend Coordinator GTP Brandon Zoras Teacher
  2. VISION OF THE 21ST CENTURY CLASSROOMConnected, collaborative, contribution, cooperative, creative, communication ……………… CHANGE Integrated and interdisciplinary Project-based & research driven Relevant, rigorous and real-world curriculum Student-centred Technologies & multimedia 21st Century skills
  3. Global Thinking What does a Global thinker do? What are your challenges to developing Global Thinkers?
  4. Structure of GTP The Round Table Foundation in the Netherlands owns and coordinates the project globally GTP Country Coordinators, support GTP schools and teachers in each country with organizational support GTP is a partner with iEARN, the International Education and Resource Network
  5. Goals of GTP To support the transformation of education to an environment which supports 21 Century competencies; and To promote intercultural awareness and sensitivity by opening up regular, lively classroom debates in a safe and structured environment
  6. How does GTP achieve its goals? Through the well-known and proven concept of Learning Circles. A Learning Circle is a teaching methodology that supports inquiry based learning and collaborative process that groups an average of 12 classes in thematic learning. Classes involved in Learning Circles sponsor a question and contribute to the project by doing research and answering questions of others
  7. Partners TC2 – Thinking Skills Consortium OISE / University of Toronto Garfield Gini-Newman 40+ Countries Toronto, York, Ottawa, Halton, Simcoe County, Grand Erie School Boards
  8. Examples of Learning Circles English Themes Age level: 9-12 Age level 15-18 Communication basedCommunication based  Education in our country Family Stories  Our Health Games and Sports Nature and World around us  Our Community History through Folklore and Myths  Teen life Cultures of the World (*)  Travelling Our Environment  Research-based Adventures  HIV/AIDSAge level 12-15  Gender EqualityCommunication based  Cultures of the World Education in our country  Environmental Sustainability Games and Sports  Migration History through Folklore& Myths  Poverty and Hunger Our Health  Politics in my Country Teenlife (*) Traveling  Cultures of the World > Wiki Learning Circle Life valuesResearch-based The themes marked with a “*” are conducted on a Environmental issues wiki Children Rights and Responsibilities CC should have those printed on paper or point at Life values them on the screen
  9. Specific Objectives of Learning CirclesThe objectives of the Learning Circles are for students to:• Search, analyze and evaluate information• Organize the information• Find collaborative solutions• Enhance their collaborative skills• Acquire self-confidence• Develop individual and collaborative responsibility skills• Effectively use of ICT in collaborative projects
  10. Learning Circle Overview After an introduction and preparation phase, every participating class: Sponsors a project idea and presents it to the other members of the circle. The learning circle participants research and answer every project proposed in the circle. This is followed by discussions amongst participants Participants compile and analyze responses received and produce a final online summary. The circle comes to an end and closes
  11. Cedarbrae C.I. TDSB Urban Diversity School Population ~ 1400 Diverse school 54% primary language other than English
  12. Benefits Engaging Fulfills the STSE (Science, Technology, Society and Environment) Component Nature of Science Inquiry ICT Standards Teachers Guide Support from GTP Coordinators
  13. Ontario Curriculum Relating Science to Technology, Society, and the Environment Cover multiple units over the 11 week Global Teenager Session
  14. Gr 11 Chemistry B1.1 analyse, on the basis of research, the properties of a commonly used but potentially harmful chemical substance (e.g., fertilizer, pesticide, a household cleaning product, materials used in electronics and batteries) and how that substance affects the environment, and propose ways to lessen the harmfulness of the substance (e.g., by reducing the amount used, by modifying one of its chemical components) or identify alternative substances
  15. Gr 11 Chemistry B1.2 evaluate the risks and benefits to human health of some commonly used chemical substances (e.g., chemical additives in foods; pharmaceuticals; cosmetics and perfumes; household cleaning products)
  16. Gr 11 Chemistry C1.1 analyse, on the basis of research, chemical reactions used in various industrial processes (e.g., pulp and paper production, mining, chemical manufacturing) that can have an impact on the health and safety of local populations [IP, PR, AI, C]
  17. Gr 11 Chemistry D1.2 assess, on the basis of research, the importance of quantitative accuracy in industrial chemical processes and the potential impact on the environment if quantitative accuracy is not observed
  18. Gr 11 Chemistry E1.1 analyse the origins and cumulative effects of pollutants that enter our water systems (e.g.,landfill leachates, agricultural run-off, industrial effluents, chemical spills), and explain how these pollutants affect water quality [AI, C]
  19. Gr 11 Chemistry E1.2 analyse economic, social, and environmental issues related to the distribution, purification, or use of drinking water (e.g., the impact on the environment of the use of bottled water)
  20. Gr 11 Chemistry F1.1 analyse the effects on air quality of some technologies and human activities (e.g., smelting; driving gas-powered vehicles), including their own activities, and propose actions to reduce their personal carbon footprint
  21. Gr 11 Biology B1.1 analyse some of the risks and benefits of human intervention (e.g., tree plantations; monoculture of livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems
  22. Gr 11 Biology B1.2 analyse the impact that climate change might have on the diversity of living things (e.g., rising temperatures can result in habitat loss or expansion; changing rainfall levels can cause drought or flooding of habitats) [AI, C]
  23. Gr 9 Science B1.1 assess, on the basis of research, the impact of a factor related to human activity (e.g., urban sprawl, introduction of invasive species, overhunting/overfishing) that threatens the sustainability of a terrestrial or aquatic ecosystem C1.2 assess social, environmental, and economic impacts of the use of common elements or compounds
  24. Gr 9 Science E1.3 produce a plan of action to reduce electrical energy consumption at home (e.g., using EnerGuide information when purchasing appliances), and outline the roles and responsibilities of various groups (e.g., government, business, family members) in this endeavour
  25. Gr 10 Science B1.3 describe public health strategies related to systems biology (e.g., cancer screening and prevention programs; AIDS education), and assess their impact on society C1.2 analyse how an understanding of the properties of chemical substances and their reactions can be applied to solve environmental challenges (e.g., renewing the Great Lakes, neutralizing acid spills, scrubbing smokestack emissions)
  26. Gr 10 Science D1.2 assess, on the basis of research, the effectiveness of some current individual, regional, national, or international initiatives that address the issue of climate change (e.g. …carbon offset programs, community tree- planting programs, municipal recycling programs, Intergovernmental Panel on Climate Change [IPCC]), and propose a further course of action related to one of these initiatives
  27. Africentric Program Leonard Braithwaite Program Global Teenager Program written into the science curriculum Connections to the world Collaboration with Kenya and Ghana
  28. Social Justice TDSB Social Justice Action Plan “Social justice is a specific habit of justice that is based on concepts of human rights, equity, fairness, and economic egalitarianism …the movement towards a more socially just world through the actions of a group of individuals working together to achieve its goals.”
  29. Process Introductions Questioning Research Answering Summary Closing
  30. PB Works Collaboration https://gtpenvironmentalsustainabilityfeb2012
  31. Social Media Integration
  32. Skype Session Example
  33. ConnectAnita Townsend@at1411anita@globalteenager.orgBrandon