Bringing International Learning to Life with Films


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  • Bringing International Learning to Life with Films

    1. 1. International Education for High School Students . . . through film Putting the World into World-Class Education: Asia Society’s Forum for Policymakers and Practitioners Washington DC July 10-12, 2008
    2. 2. Quoting the late Betty Bullard . . . <ul><li>“the years spent in elementary and secondary education have to enable the student to gain a global frame of mind .” </li></ul><ul><li>Ms. Bullard called for international education beginning “the day the students enter school and continually building throughout their school life .” Bullard stated that “each grade level should be permeated by opportunities, both formal and informal, to expand the students’ views of the world . . .” </li></ul>Betty M. Bullard (1930-2008) Director of Education, the Asia Society, 1980
    3. 3. We share a common goal . . . “ As never before, American education must prepare students for a world where the challenges and opportunities for success require the ability to compete and cooperate on a global scale . . .”
    4. 4. We share a common goal . . . <ul><li>. . . and a huge challenge! </li></ul><ul><li>tight budgets </li></ul><ul><li>overcrowded lesson plans </li></ul><ul><li>International = unfamiliar – sometimes controversial topics </li></ul><ul><li>“ back to basics” curriculum – reading, math, writing and science </li></ul>
    5. 5. <ul><li>Effective K-12 strategies and resources for integrating international content across the curriculum </li></ul><ul><li>Professional development opportunities and resources for teachers to expand their international knowledge </li></ul><ul><li>Successful approaches to creating K-12 world language programs </li></ul>“ Putting the World into World-Class Education” Composite image from satellite data, Moderate Resolution Imaging Spectroradiometer (MODIS) from Terra satellite. Image courtesy of NASA.
    6. 6. <ul><li>Effective K-12 strategies and resources for integrating international content across the curriculum </li></ul><ul><li>Professional development opportunities and resources for teachers to expand their international knowledge </li></ul><ul><li>Successful approaches to creating K-12 world language programs </li></ul>What does it look like? And how do we do it? Core competencies State-of the-art learning strategies High school
    7. 7. Pre-Assessment: Where are we now? <ul><li>What can International Education teach your students? </li></ul><ul><li>What questions can be answered by International Education lessons? </li></ul><ul><li>What techniques do you use to teach International Education in your classes now? </li></ul><ul><li>How often do you include these lessons? </li></ul><ul><li>How do you regard these lessons compared with other course materials? </li></ul><ul><li>What questions / issues / concerns would you like to see addressed in this session? </li></ul>Take 10 minutes to complete the pre-assessment 10 minutes – sharing in groups | 10 minutes – group summary reports
    8. 8. <ul><li>- I don’t have time to learn how to run it! </li></ul><ul><li>– what if it costs hundreds of dollars in licensing fees? </li></ul><ul><li>– the sky will grow dark with email from angry parents! </li></ul><ul><li>– my kids need to learn serious skills and time is a scarce resource. </li></ul>Teaching with FILM?? ( check all that apply ) Bad surprise Controversy “Activity” Technology-heavy program    
    9. 9. If it’s going to work, it must: <ul><li>Be adaptable and easy to use </li></ul><ul><li>Be inexpensive – and legal! </li></ul><ul><li>Challenge my students to develop and stretch essential learning skills </li></ul><ul><li>Open their eyes to a world they otherwise might not know </li></ul>- films / clips on DVD - “Education Exemption” - core competencies - “inhabit” unfamiliar cultural settings through the accessible medium of cinema “ The Blue Marble”, photograph taken by the crew of Apollo 17, showing the south polar ice cap and most of the coastline of Africa. Image courtesy of NASA.
    10. 10. Let’s try it: How well do we know our world? <ul><li>Page 5 in the Participant Guide </li></ul><ul><li>Feature film DVD running on WinDVD (PC-based Windows) </li></ul><ul><li>Use the “Bookmark” feature to start the DVD at the beginning of the clip </li></ul><ul><ul><li>This is the distributor’s DVD – acquired on the distributor’s terms </li></ul></ul><ul><ul><li>No need to “compile clips” </li></ul></ul><ul><ul><li>“ Bookmarks” in WinDVD allow you to start, stop, re-play, extend, as appropriate </li></ul></ul>
    11. 11. The Classroom as a Learning Community . . . <ul><li>Students as “Subject-matter experts”: </li></ul><ul><ul><li>Have been there, were born there, have family / friends who live there </li></ul></ul><ul><ul><li>Speak the language </li></ul></ul><ul><ul><li>Have personal experience to contribute </li></ul></ul><ul><li>Teacher as facilitator and collaborator: </li></ul><ul><ul><li>Pre-assess student interests and readiness </li></ul></ul><ul><ul><li>Guide lessons through “Essential Questions” toward “Big Ideas” </li></ul></ul><ul><ul><li>Guide student activities through formative assessment </li></ul></ul>
    12. 12. Learning strategies . . . <ul><li>“ Results-focused design ”: lessons driven by “ essential questions ” toward “ big ideas ” </li></ul><ul><li>Learning begins when students “ begin making personal sense out of information, ideas and skills . . . ” </li></ul><ul><li>Explain Give Examples See Connections Apply </li></ul>
    13. 13. Building core competencies . . . <ul><li>Analysis skills </li></ul><ul><ul><li>Using visual / audio clues to “place” the cultural setting </li></ul></ul><ul><ul><li>Explaining character motivation and story sequence </li></ul></ul><ul><ul><li>Connecting characters and stories to current issues and news </li></ul></ul><ul><li>Research skills </li></ul><ul><ul><li>Selecting resources through web-based search </li></ul></ul><ul><ul><li>Identifying key facts and information from various formats </li></ul></ul><ul><ul><li>Discerning “point of view”, understanding how it affects content </li></ul></ul><ul><li>Collaboration and presentation skills </li></ul><ul><ul><li>Role-playing to understand character motivation </li></ul></ul><ul><ul><li>Team-based research assignments </li></ul></ul><ul><ul><li>Team-based presentation of findings </li></ul></ul><ul><li>Writing skills </li></ul><ul><ul><li>Individual and team-based writing assignments </li></ul></ul><ul><ul><li>Interest-based formats, including screenwriting, narrative, analysis </li></ul></ul>
    14. 14. The Educational Exemption <ul><li>The Educational Exemption, also called the &quot; face-to-face teaching </li></ul><ul><li>exemption ,&quot; is a precise activity which allows the legal use of </li></ul><ul><li>movies in certain types of teaching. In order for a movie to be </li></ul><ul><li>considered an &quot;Educational Exemption,&quot; all criteria must be met : </li></ul><ul><li>A teacher or instructor is present . </li></ul><ul><li>The showing takes place in a classroom setting with only the enrolled students attending. </li></ul><ul><li>The movie is used as an essential part of the core, current curriculum being taught . (The instructor should be able to show how the use of the motion picture contributes to the overall course study and syllabus.) </li></ul><ul><li>The movie being used is a legitimate copy , not taped from a legitimate copy or taped from TV. </li></ul><ul><li> </li></ul>
    15. 15. <ul><li>. . . our instruction in history and geography and our social studies in general should be intellectually more honest, they should bring students into gradual contact with the actual realities of contemporary life and not leave them to make acquaintance with these things in that surprised way which even college students coming from some of the educational institutions in this country may run across them today. We need the schools to bring about recognition of the problems which are common problems, things which the American people have got to work out together in a spirit of unity and cooperation if they are ever to be worked out at all. </li></ul><ul><li>- John Dewey, Philosopher and Education Reformer, 1923 </li></ul>International Education for High School Students . . . through film “ Earthlights” composite from more than 400 satellite images. Courtesy of NASA.
    16. 16. Film is a highly - accessible medium . . .  Film clips (from web - based downloads, DVDs)  Like news items – brief, with visual / audio clues that encourage intuitive understanding of setting and story  Wide range of lesson options – geography/history, story and character analysis, foreign language/subtitles, cultural studies , visual/dramatic arts, creative writing  Lessons as brief as 30 minutes , as long as several class sessions  Feature films (DVDs, VHS)  First - hand, direct encounters with characters and stories from Africa, Asia, the Middle East, Latin America  Students “ see the world through different eyes ” – what is it like to “ be ” Chinese? Algerian? Vietnamese? Iranian?  “ What if this story happened here? ” – how are people ’ s lives shaped by family, school, community, country?
    17. 17. <ul><li>Linear storytelling, few “special effects” </li></ul><ul><li>Foreign language dialogue with subtitles </li></ul><ul><ul><li>Excellent for language studies! </li></ul></ul><ul><ul><li>ESL students can be “subject experts” – do the subtitles reflect the actual dialogue? </li></ul></ul><ul><li>Encourage students to “observe differently”: </li></ul><ul><ul><li>In words and actions – how do characters view their world? </li></ul></ul><ul><ul><li>Story elements identify/explain cultural differences </li></ul></ul><ul><ul><li>We are “bystanders” in an unfamiliar setting – what do we see? Hear? What surprises us about the setting? About the characters? About events as they unfold? </li></ul></ul>Foreign-language films don’t look like “Hollywood” . . .
    18. 18. . . . Raising essential questions <ul><li>The relationship between the individual and society: </li></ul><ul><ul><li>Living with shame </li></ul></ul><ul><ul><li>Overcoming social stigma (poverty, disability) </li></ul></ul><ul><ul><li>Challenging authority </li></ul></ul><ul><li>Nations in conflict: </li></ul><ul><ul><li>What is it like to live in “occupied territory”? </li></ul></ul><ul><ul><li>Do countries need nuclear weapons in order to survive? </li></ul></ul><ul><ul><li>What happens to individuals when religious conflict turns into civil war? </li></ul></ul><ul><li>Religion in daily life: </li></ul><ul><ul><li>What is it like to be a single mom – in Iran? </li></ul></ul>
    19. 19. A worthy challenge – for sixty years! “ I do not know how it is in other countries, but in a recent public opinion poll two-thirds of the American people said that they thought they could do nothing to help prevent another war. As teachers cannot we band together to replace apathy by interest, ignorance by insight, and dull resignation by determined resolution? Can teachers help to lead the peoples of the world to exercise a generous and intelligent judgment on international questions? If so, the chances of avoiding war are excellent. If, on the other hand, the judgment of the people on these great issues is paralyzed by inertia, blurred by ignorance, and twisted by prejudice, then the decisions made will not lead to peace. They will lead to war and we shall all reap the bitter fruits of stupidity and apathy.” (William G. Carr, Secretary of the Educational Policies Commission, UNESCO, speaking to a seminar of American teachers in 1947)
    20. 20. If it doesn’t . . . <ul><li>Adapt well to existing schedules </li></ul><ul><li>Meet ongoing goals and objectives </li></ul><ul><li>Work easily with minimal set-up </li></ul><ul><li>Provide obvious benefits </li></ul>