Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
3. Presenters
@honormoorman @jdeborahklein
• Associate Director for • Professional Development and
Professional Development and Outreach
Curriculum, Asia Society Coordinator, TakingITGlobal
Partnership for Global Learning
• Founder and
• Former educational CEO, PRINCIPLED Learning
consultant, academic Strategies
dean, internship and service
learning coordinator, literacy • Professional Development
specialist, university Director, World Leadership
instructor, and high school School
teacher
14. We are all global citizens.
We have the power to create a
better world.
~Mark Gerzon
Global citizens: how our vision of the world is outdated, and what we can do about it
http://books.google.com/books?id=e0ZDAQAAIAAJ
16. The global is part of our
everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr
17. Share your thoughts:
What are the knowledge, skills, and
dispositions students need to develop
in order to be globally competent?
Today’s Meet:
todaysmeet.com/globalpbl
19. “Global competence is the
capacity and disposition to
understand and act on issues of
global significance.”
Veronica Boix Mansilla and Anthony Jackson,
Educating for Global Competence:
Preparing Our Youth to Engage the World, 2011
“Earth at Night” CC by cote via Flickr
20. How do we define global competence?
Content Knowledge Matters
Global Knowledge, Skills, & Dispositions
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action
21. • Identify an issue, generate • Recognize and express their own
questions, and explain its significance. perspective and identify influences on
• Use variety of languages, sources and that perspective.
media to identify and weigh relevant • Examine others’ perspectives and
evidence. identify what influenced them.
• Analyze, integrate, and synthesize • Explain the impact of cultural
evidence to construct coherent interactions.
responses. • Articulate how differential access to
• Develop argument based on compelling knowledge, technology, and resources
evidence and draws defensible affects quality of life and perspectives .
conclusions.
Investigate the World Recognize Perspectives
Students investigate the world Students recognize their own
beyond their immediate and others’ perspectives.
environment.
Understand the World through
Disciplinary and Interdisciplinary Study
Take Action Communicate Ideas
Students translate their ideas Students communicate their
into appropriate actions to ideas effectively with diverse
improve conditions. audiences.
• Recognize and express how diverse
• Identify and create opportunities for audiences perceive meaning and how
personal or collaborative action to that affects communication.
improve conditions. • Listen to and communicate effectively
• Assess options and plan actions based on with diverse people.
evidence and potential for impact. • Select and use appropriate technology
• Act, personally or collaboratively, in and media to communicate with diverse
creative and ethical ways to contribute to audiences.
improvement, and assess impact of • Reflect on how effective communication
actions taken. affects understanding and collaboration
• Reflect on capacity to advocate for and in an interdependent world.
contribute to improvement.
24. “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 borders.”
Vivien Stewart, “Becoming Citizens of the World,”
Educational Leadership, April 2007
“Open Gate in La Paz”
CC by jaytkendall via Flickr
25. Global Competence Matrices
Arts
English Language Arts
Mathematics
Science
Social Studies
World Languages
26. Investigate the World
“not quite clear on the concept”
CC by woodleywonderworks on Flickr
27. Recognize Perspectives
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
29. Take Action
“On the other side”
CC by EmsiProduction via Flickr
30. Find this and other Project-Based Learning materials at bie.org
31. Driving Question: How can young people around the world
have a constructive impact on deforestation in
Borneo, improving the lives of animals and humans?
37. PBL and the
Common Core
“The high school
standards call on
students to practice
applying… ways of
thinking to real
world issues and
challenges”
38. Features of Transformative
Global Education
More Internal/Immersive than
External/Observational
Student-driven via global technologies
Problems- or Challenge-based (solution-driven)
Action-oriented and “Glocal”
Collaborative (beyond the classroom and/or across
cultural lines)
39. Tools are the Means, not the End
Don’t get
distracted by
fancy
technology and
gadgets
Focus on your
students’
learning and
the human
beings involved
Focus on
developing
meaningful
dialogue and
authentic Story at www.najah.edu/node/16449
connections
40. Connecting Local and Global
Who else around the world is affected by the
issues, concerns, and trends that affect our
community?
How does this global issue, concern, or trend affect
our community?
What are some of the familiar aspects of all
cultures, and how are they addressed similarly or
differently in our community and in communities
around the world?
“Connect Local and Global,” Asia Society: Education and Learning
http://asiasociety.org/education-learning/afterschool/connect-local-and-global
41. Global Approaches to Curriculum
Engaging students by addressing global challenges.
Globalizing the context for learning.
Connecting to universal themes.
Illuminating the global history of knowledge.
Learning through international collaboration.
42. Qualities of a Good Project
Is the project guided by relevant driving questions?
Does it take into account perspectives from beyond
the United States? How?
Does it use primary sources from around the
world, as appropriate?
Does it have real-world outcomes?
“Simulations: Real-World Practice,” Asia Society: Education and Learning
http://asiasociety.org/education-learning/resources-schools/partnership-
ideas/simulations-real-world-practice
43. A strong driving question in global
learning should . . .
Invite multiple answers
Be un-Googleable
Be more “kid friendly” than “teacher happy”
Require an answer (in the global context)
Be authentic and grounded in real-world problems
(as unsimulated as possible)
Give students a real-world role
45. What is a community?
What can we learn about
?
how to improve our
community by exploring the
way other people in the world
think about theirs?
46. What is human trafficking and
where is it happening?
47. What is human trafficking and
where is it happening?
How can we, as?representatives
of the various nations involved
in and/or impacted by human
trafficking, collaborate to end
the practice?
48. What are the most serious challenges
to the environment globally?
49. What are the most serious challenges
to the environment globally?
As young
?
environmentalists, how can
we help people in our
community change their
behavior to help solve our
environmental challenges?
58. Global Learning for Educators
Oct. 23 Twitter chat: global PBL on #PBLchat
9pm ET
Oct. 25 Webinar: Adventures in Project-Based
5:30 ET Global Learning
Nov. 8 Future of Education Interview: Educating
8pm ET for Global Competence: The Future of
Education, Today