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Alief ISSN Feb 1 slides

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ISSN 101 and School Design Session

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Alief ISSN Feb 1 slides

  1. 1. ISSN 101 and School Design Session An Introduction to the International Studies Schools Network Alief ISD February 1, 2018 8:00-12:00 and 1:00-3:00
  2. 2. Welcome and Introductions 2
  3. 3. ISSN 101: An Introduction to . . .  Asia Society and the Center for Global Education  The International Studies Schools Network  Global Competence  The ISSN Beliefs  The ISSN Graduate Profile  The Four Domains of Global Competence 3
  4. 4. ISSN 101: An Introduction to . . .  The Global School Design Model  The Graduation Performance System (GPS)  GPS Performance Outcomes and Rubrics  Globally Significant Issues (overviews)  Essential Questions  Performance Assessments (design shells)  SAGE  The Ning (online community of practice) 4
  5. 5. Asia Society at a Glance A Connector, Convener, and Catalyst Between the U.S. and Asia Arts Education Leadership Policy
  6. 6. Asia Society Center for Global Education Transforming Education for our Shared Future
  7. 7. Asia Society Center for Global Education Transforming Education for our Shared Future
  8. 8. Introduction to the International Studies Schools Network What does membership in the ISSN provide you? 9
  9. 9. The International Studies Schools Network 10
  10. 10. ISSN Summer Institute 11
  11. 11. Leaders Seminars 12
  12. 12. Professional Development
  13. 13. Online Resources 14
  14. 14. Group Norms •Be present. •Listen as an ally. •Balance advocacy with inquiry. •Stay open to many possible outcomes. 15
  15. 15. “the global is part of our everyday local lives” 17
  16. 16. Introduction to You Who are you? Where is your role? What’s one specific example of how the global is part of your local life? 18
  17. 17. Introduction to Global Competence What is global competence and why does it matter? 19
  18. 18. What will the world be like . . . 20 when the Class of 2030 graduates?
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  22. 22. Defining Global Competence Global competence: the capacity and disposition to understand and act on issues of global significance Global learning: the process by which students become globally competent 24
  23. 23. ISSN Beliefs ① Excellence and Equity ② Knowledge, skills and disposition to be globally competent ③ College and career ready ④ Students own their learning/adults foster each student’s success ⑤ School fosters inquiry, innovation, and reflection including the broader world beyond ⑥ Learning is an ongoing process 25
  24. 24. ISSN Graduate Profile  Ready for College  Knowledge Required in the Global Era  Skilled for Success in a Global Environment  Connected to the World 26
  25. 25. Evidence of Alignment With a partner, identify and highlight evidence of the ISSN Beliefs in the Graduate Profile. Be prepared to share your insights. 27
  26. 26. Introduction to the Four Domains of Global Competence 28
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  28. 28. Envisioning an ISSN School What would you expect to find in a school that is:  Grounded in the ISSN Beliefs?  Preparing students to fulfill the ISSN Graduate Profile? 30 See Hear Feel
  29. 29. Envisioning an ISSN Classroom What would you expect to find in a classroom where:  Students are engaged in global learning?  Learning experiences are designed around the four domains? 31 See Hear Feel
  30. 30. Deeper Learning Through a Global Lens As you watch the video . . . Look for evidence of:  the ISSN Graduate Profile  the Four Domains of Global Competence Be prepared to share your insights. 32
  31. 31. Deeper Learning Through a Global Lens 33
  32. 32. Break! 34
  33. 33. Introduction to the Global School Design Model 35
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  35. 35. Global School Design Model • Take a moment to skim the Global School Design At a Glance document. • How does the vision of the school and classrooms described here compare with your vision? • Which elements of the Global School Design model are already strengths in your district? • Which elements of the Global School Design model could be introduced in your district or are opportunities for improvement? • What can you do in your role to help make global competence a reality in the Alief ISSN school? 37
  36. 36. Introduction to the Global Leadership Performance Outcomes 38
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  39. 39. Global Leadership Jigsaw • Home group: count off #1-4 to form expert groups • Expert group: review one domain of Global Leadership: 1. Investigate the World 2. Recognize Perspectives 3. Communicate Ideas 4. Take Action • Individually, read the performance outcomes; identify important words and phrases. • Together, discuss what each performance outcome means; decide what is important to share with your home groups. • Jigsaw back into home groups; teach each other about the four domains. 41
  40. 40. Global Leadership Performance Outcomes What would you expect to find in a classroom where:  Students are working on the global leadership performance outcomes?  The teacher is facilitating this kind of work? 42 See Hear Feel
  41. 41. Introduction to the Performance Outcomes and Rubrics 43
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  43. 43. GPS Student Performance Outcomes 45
  44. 44. In your content area, how do students . . .  Investigate the World?  Recognize Perspectives?  Communicate Ideas?  Take Action? 46
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  46. 46. Introduction to the Graduation Performance System (GPS) 48
  47. 47. 49 Graduation Performance System
  48. 48. GPS Performance Outcomes and Rubrics Portfolio of Student Work College Ready and Globally Competent Graduate Module and Task Design Module and Task Implementation Assessment and Rating of Student Work Student Feedback and Teacher Reflection Graduation Performance System
  49. 49. Module/Project and Task Design Module/Project and Task Implementation Assessment and Rating of Student Work Student Feedback and Teacher Reflection Graduation Performance System
  50. 50. Module/Project and Task Design  Performance Outcomes and Rubrics  Globally Significant Issues (overviews)  Essential Questions  Instructional strategies/activities  Formative tasks/assessments  Summative performance assessment (design shells) 52
  51. 51. Globally Significant Issues • encourage deep engagement, • foster the capacity to connect local issues to global issues, • have visible global significance, and • are grounded in robust disciplinary and interdisciplinary knowledge. 53
  52. 52. Global Issues Overviews 54
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  54. 54. Enduring Understandings & Essential Questions 56
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  56. 56. Global Issues Overviews • Environment and Sustainability • Hunger and Poverty • Human Rights • Women and Girls in Education • Infectious Disease: Impact and Prevention • Clean Water: Access and Management 58
  57. 57. Global Issues Overviews • Human Population Growth: A Boon or a Boom? • Resource Conservation: The Future in Our Hands • Biodiversity: Nature in Balance • Clean Energy • Social Mobility and Income Inequality • Sustainable Economics 59
  58. 58. Performance Assessment Shells 60
  59. 59. Performance Assessment Shells • Digital Project: Using Technology to Address and Inform on Global Issues • Engineering: Working artfully to construct an object • Community Action or Public Service: Take Action for Social Change • Develop a Business Plan: Entrepreneurial Approaches for Global Issues • Position Paper: What's Your Perspective? • Infographics: Visual Representations to Understand the World 61
  60. 60. Performance Assessment Shells • Public Speaking: Communicate Ideas of Global Significance • Event Planning: Take Action for Social Change • Digital Stories: Integrating Knowledge and Skills through the Art of Storytelling • Civic Responsibility: Taking Action to Promote Peaceful, Just, and Inclusive Societies • Art Then and Now: Reflections on Society Through Time • Cost/Benefit Analysis: Evaluating Opportunities for Change 62
  61. 61. Using the Performance Assessment Shells and Global Issues Overviews in the Classroom Global Issue Overviews • Environment + Sustainability • Hunger + Poverty • Human Rights • Education for Women + Girls • Infectious Disease • Clean Water • Human Population Growth • Resource Conservation • Biodiversity • Clean Energy • Income Inequality • Sustainable Economies Performance Assessment Shells • Digital Project • Engineering • Community Action or Public Service • Develop a Business Plan • Position Paper • Infographics • Public Speaking • Event Planning • Digital Stories • Civic Responsibility • Art Then and Now • Cost/Benefit Analysis 63
  62. 62. Using the Performance Assessment Shells and Global Issues Overviews in the Classroom Global Issue: Clean Energy + Performance Assessment: Cost/Benefit Analysis + Subject Area Content and Skills = Module/Project with a Summative Task: Students will craft a cost benefit analysis comparing the use of fossil fuel to the use of clean energy. 64
  63. 63. Introduction to the ISSN Ning 65
  64. 64. ISSN Ning (online community): issnny.ning.com 66
  65. 65. Ning Scavenger Hunt •Performance Outcomes and Rubrics •Global Issues Overviews •Essential Questions •Instructional Strategies •Formative Assessments •Performance Assessment Shells 67
  66. 66. Introduction to SAGE 68
  67. 67. Quality Performance Assessments Include Student Choice Authentic Work Global Significance Exhibition to a Real Audience 69
  68. 68. SAGE: A Framework for Project-Based Learning 70
  69. 69. Introduction to SAGE •Thinking back to the video, what did you notice about the students and their work? •What did you notice about the teachers, how they interacted with the students, and what they had to say? 71
  70. 70. Final Reflection and Questions Please jot down: • 3 things you’ve learned today • 2 connections or applications to your practice • 1 question you still have 72
  71. 71. Questions? 73
  72. 72. Closing What ONE word captures what you are thinking/feeling now? 74
  73. 73. Lunch! 75

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