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From Schoolhouse to Statehouse - Massachusetts

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From Schoolhouse to Statehouse - Massachusetts

  1. 1. Global Classrooms Michael Kozuch, M. Ed Newton South High School, Newton, MA
  2. 2. Context: Newton Public Schools <ul><li>City of 85,000 outside of Boston </li></ul><ul><li>Two high schools, Newton South & North </li></ul><ul><ul><li>About 1,800 students each </li></ul></ul><ul><li>Newton - Jingshan Exchange since 1985 </li></ul><ul><li>Chinese language in some elementary schools </li></ul><ul><li>http://www. nsglobaleducation .org </li></ul>
  3. 3. Leveraging financial and technical expertise <ul><li>Support from: </li></ul><ul><ul><li>U.S. Department of Education </li></ul></ul><ul><ul><li>Goldman Sachs Foundation </li></ul></ul><ul><ul><li>Newton Schools Foundation (parent donations) </li></ul></ul><ul><ul><li>Newton Teachers Association (affiliate of the NEA) </li></ul></ul><ul><li>Links with: </li></ul><ul><ul><li>Primary Source </li></ul></ul><ul><ul><li>Harvard’s Project Zero </li></ul></ul><ul><ul><li>China Exchange Initiative </li></ul></ul>
  4. 4. Experience of students in “Global” Program <ul><li>Interdisciplinary (English, History, & Science) </li></ul><ul><li>Differentiated (AP, Regular & Special Education/ELL) </li></ul><ul><li>10-12 Grades, focus on global themes </li></ul>
  5. 5. 10th - 12th Modern Global Communities World History & Literature, & Biology American History & Literature Shakespeare in the World (English Elective) + WISE (Action Based) Sustaining Global Communities (Social Science Elective)
  6. 6. Nuturing Global Consciousness <ul><li>Self </li></ul><ul><li>- </li></ul><ul><li>Perceiving oneself as </li></ul><ul><li>a participant in </li></ul><ul><li>world events. </li></ul><ul><li>Understanding </li></ul><ul><li>- </li></ul><ul><li>capacity to think </li></ul><ul><li>about global issues </li></ul><ul><li>in multiple ways </li></ul>Sensitivity -- connecting local experiences with global issues <ul><ul><li>Boix-Mansilla & Gardner </li></ul></ul>
  7. 7. What do you think these quotations say about: <ul><li>Understanding about global issues? </li></ul><ul><li>Sensitivity towards others? </li></ul><ul><li>Student’s sense of belonging to a community (global or local)? </li></ul>
  8. 8. Findings <ul><li>Students in the Global program report they have a higher degree of respect for one another. </li></ul><ul><li>Students in the Global program feel better about classroom rules. </li></ul><ul><li>Students in the Global program feel that individuals can play a part in protecting others from human rights abuses. </li></ul><ul><li>Students in the Global program believe most strongly that global warming is a threat. </li></ul><ul><li>More students in the Global program believe that American pop culture is shaping attitudes around the world than in the other programs. </li></ul><ul><li>More students in the Global program believe that scientists have a consensus that global warming is occurring. </li></ul>
  9. 9. Pre & Post Survey <ul><li>Fall (126 participants) </li></ul><ul><li>80% have traveled overseas </li></ul><ul><li>Overall, no sign. differences in demographics across program. </li></ul><ul><li>Spring (113 participants) </li></ul><ul><li>14% born outside US </li></ul><ul><li>35% of students their parents are foreign born </li></ul>
  10. 10. Engaging students <ul><li>Students are consumers (identity is often linked to products) </li></ul><ul><ul><li>Ipods, sneakers, cell phones, fender guitars. </li></ul></ul><ul><ul><li>Makes GDP matter </li></ul></ul><ul><li>Performance assessment - Citizens, Corporations, NGO’s </li></ul><ul><li>Areas that are relevant </li></ul><ul><ul><li>Mexico, India, China </li></ul></ul>
  11. 11. <ul><li>“ Part of understanding globalization that really hit me was the poor working conditions of the factories —somehow I felt that I could empathize for the people affected by such miserable working conditions.” -- Jake </li></ul>