Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

From Schoolhouse to Statehouse - Massachusetts

596 views

Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

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>

×