TIG PD: "Take Your Classroom Global"

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This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.

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  • Give basics of my “Why I’m Here” story, clarifying that this is something we do on trips.
  • Point out—”globalizing” also means pluralizing in every sense—diversifying the perspectives explored. Subtle choices make a particular difference for kids from different cultures—make the connection between global ed and improving diversity/dialogue in schools.
  • Shared VISION!
  • LIVELY LEARNING COMMUNITIES
  • “ If you want to succeed – Double your failure rate” – Thomas Watson, founder of IBM
  • http://www.linktv.org/onenation2007/films/view/238 (They’ll have to click PLAY)
  • Mention Real World Math in particular (www.realworldmath.org), emphasize economics and non-humanities applications.
  • Development Focus
  • “Homemade” global projects—all it takes is an idea. Building your own collaborations with TIG.
  • http://www.playingforchange.com/episodes/3/One_Love (THEY will have to click PLAY)
  • http://www.youtube.com/watch?v=42E2fAWM6rA (YOUTUBE—Will start to play automatically)
  • TIG PD: "Take Your Classroom Global"

    1. 1. Take Your Classroom Global Jennifer D. Klein & Kate Lang <ul><li>The webinar will begin shortly. In the meantime, please configure your microphone and speakers to ensure they function. Go to: </li></ul><ul><li>Tools  Audio  Audio Setup Wizard </li></ul><ul><li>Please feel free to share something about yourself in the chat box, so we can start introductions while we’re waiting to begin. </li></ul>
    2. 2. “ Real change requires not just the absence of destruction, but the presence of construction.” ~ Oscar Arias Nobel Prize Winner Peace Jam 2006
    3. 3. Global Awareness and Citizenship Why is it important to be globally aware, and what does global citizenship look like?
    4. 4. Morley Safer Quotation “ As diverse as America has become, it remains remarkably inward-looking. Without an educational and media establishment that takes on the responsibility of teaching and informing and respecting the riches of foreign cultures, this country could become a paranoid and parochial suburb of a vital global village.” ~ Morley Safer CBS News Correspondent
    5. 5. “ Even before September 11 shattered any notion of American isolation, it ought to have been abundantly clear that American students know far too little about the rest of the world. In June 2001, the National Commission on Asia in the Schools…released a report that said that young Americans are ‘dangerously uninformed about international matters’… —Asia Society, from “Citizenship in the Global Age”
    6. 6. Harvard Education Letter “ Although definitions vary, most lists of 21 st century skills include those needed to make the best use of rapidly changing technologies; the so-called ‘soft skills’ that computers can’t provide, like creativity; and those considered vital to working and living in an increasingly complex, rapidly changing global society.” ~ Harvard Education Letter
    7. 7. BENCHMARKS & SKILLS IMPROVED BY A GLOBAL CURRICULUM Source: Harvard Education Letter’s list of “Skills for the 21 st Century”
    8. 8. PEDAGOGICAL APPROACHES: How to Globalize the Curriculum <ul><li>“ Outsider” Perspectives </li></ul><ul><ul><li>Foreign correspondents </li></ul></ul><ul><ul><li>Peace Corps and other volunteers </li></ul></ul><ul><ul><li>Literature by non-native authors </li></ul></ul><ul><ul><li>“ Observational” more than immersive </li></ul></ul>
    9. 9. AUTHENTIC & TRANSFORMATIVE EXPLORATIONS <ul><li>“ Insider” Perspectives </li></ul><ul><li>Student and teacher travel </li></ul><ul><li>Literature by native authors and journalists </li></ul><ul><li>Native speakers and content providers </li></ul><ul><li>Direct dialogue and exchanges with youth in different regions via technology </li></ul><ul><li>More “homestay” than “tourbus” methodology </li></ul>
    10. 10. SUBTLE CHOICES MAKE A DIFFERENCE
    11. 11. Roderick Paige “ Ours is a world of 24-hour news cycles, global markets, and high-speed Internet. We need to look no further than our morning paper to see that our future, and the future of our children, is inextricably linked to the complex challenges of the global community. And for our children to be prepared to take their place in that world and rise to those challenges, they must first understand it.” ~ U.S. Secretary of Education Roderick Paige
    12. 12. Pedagogy of the Oppressed , Paolo Freire (Brazil) “ Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”
    13. 13. Project-/Problems-/Challenge-/Inquiry-Based Global Partnerships <ul><li>Solutions Driven </li></ul><ul><li>Collaborative </li></ul><ul><li>Innovative </li></ul><ul><li>Action Driven </li></ul><ul><li>Enriching for all educational communities involved </li></ul>
    14. 14. Approaches to Global Integration <ul><li>Using a GP to enrich a current unit or develop a new one </li></ul><ul><li>Thematic approaches (i.e. Millenium Development Goals or 20 Global Problems) </li></ul><ul><li>Exchange approaches </li></ul><ul><li>Comparative approaches </li></ul><ul><li>Interdisciplinary projects (modeling collaboration) </li></ul><ul><li>The right combination of synchronous and asynchronous technologies </li></ul>
    15. 15. Comparative Approaches = Increased Pluralism <ul><li>Comparative Media Projects </li></ul><ul><li>Comparative Cultural Exchanges </li></ul><ul><li>Comparative World View/Mapping Projects </li></ul>
    16. 16. Traditional World Map (National Geographic)
    17. 17. America-Centered Maps
    18. 18. Pacific-Centered World Map (Chinese)
    19. 19. “ South Up” Map (Australian)
    20. 20. How can e-technologies help to humanize and improve the study of global issues?
    21. 21. ONLINE LEARNING PLATFORMS <ul><li>Asynchronous online learning </li></ul><ul><ul><li>TakingITGlobal and TIGed </li></ul></ul><ul><ul><li>Ning and Grou.ps </li></ul></ul><ul><ul><li>Google Earth </li></ul></ul><ul><ul><li>ePals, WikiSpaces, etc. </li></ul></ul><ul><ul><li>Facebook, MySpace, etc. </li></ul></ul><ul><li>Synchronous online learning </li></ul><ul><ul><li>TIGed Video Chat, Skype, Google Video, etc. </li></ul></ul><ul><ul><li>Elluminate </li></ul></ul><ul><ul><li>Full Video Conferencing, including multi-point </li></ul></ul>
    22. 22. The Challenges of Global Education The Problem The Solution Differences in Time Zones, Class Times and School Year More Asynchronous than Synchronous Tech Platforms, Opportunities Built around Vacations Limitations on Foreign End (Technology, Follow Through, Finances) Build Lower-Tech Opportunities and a Plan B into All Projects Teachers’ Work Load Develop an Interdisciplinary Team to Share the Load Accusation that Global Education is “Fluff,” not Core Tie Global Units to Core Benchmarks, Assess Using ISTE’s NETS and Asia Society’s Global Competencies Matrix
    23. 23. TakingITGlobal Overview Facilitating Youth Voice in Decision-Making Developing Youth Leadership & 21 st Century Skills Leveraging Social Networks for Civic Engagement TakingITGlobal
    24. 24. Shared Vision Young people everywhere are actively engaged and connected in shaping a more inclusive, peaceful, and sustainable world Shared V ision
    25. 25. Leveraging Social Networks Leveraging Social Networks for Civic Engagement
    26. 26. An informal learning community Community Action Tools Resources Youth Media Global Issues
    27. 27. Lively Learning Communities
    28. 28. TIGed’s Best Practices Guide
    29. 29. THEMATIC CLASSROOMS
    30. 30. Partnership Quotation on 21 st Century Skills Today's education system faces irrelevance unless we bridge the gap between how students live and how they learn – The Partnership for 21 st Century Skills ” “
    31. 31. <ul><li>Multipoint Videoconferencing with the Centre for Global Education and TakingITGlobal </li></ul>
    32. 32. Essential Questions for Department Teams: What does global citizenship look like in y our particular discipline? Essential Question for Teachers of Global Education
    33. 33. <ul><ul><li>Identify global problems in a local context </li></ul></ul><ul><ul><ul><ul><li>Recognizing failure to fulfill the Milennium Development Goals or Rischard’s 20 Global Problems at home </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Exploring local issues that connect to global issues studied </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Increasing students’ sense of interdependence and connectedness </li></ul></ul></ul></ul><ul><ul><li>Act on global problems in a local context </li></ul></ul><ul><ul><ul><ul><li>Community service </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Student initiatives </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Fundraising events </li></ul></ul></ul></ul><ul><ul><li>Explore global cultures in a local context </li></ul></ul><ul><ul><ul><ul><li>Visiting a variety of local religious and/or cultural sites </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Seeing speakers who live locally but grew up outside your country </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Participating in cultural events and activities in the local community </li></ul></ul></ul></ul><ul><ul><li>MAKING LEARNING “GLOCAL” </li></ul></ul>
    34. 34. Experiential, Student-Driven Projects <ul><li>Break Down Taboos and Stereotypes </li></ul><ul><li>Improve Diversity/Tolerance on Campus </li></ul><ul><li>Develop Technology Skills </li></ul>
    35. 35. Best Practices—Elementary School Examples of Global Projects <ul><li>Using global learning to develop early global skills </li></ul><ul><ul><li>Flower projects (growing plants together in different countries, comparing growth </li></ul></ul><ul><ul><li>Teddy bear projects/exchanges </li></ul></ul><ul><ul><li>Comparative experiences (i.e. Greens Farms Academy’s S.E.E.D. Program, in which students compare food systems in the U.S. and outside, looking at consumption, packaging, transport and preparation in order to understand how their personal choices impact global food systems) </li></ul></ul>
    36. 36. Greens Farms Academy: S.E.E.D. Project with Linda Vista, Costa Rica
    37. 37. <ul><li>Using global learning to develop cross-cultural communication skills </li></ul><ul><ul><li>Pop culture exchanges (music, magazines, etc.) </li></ul></ul><ul><ul><li>A “day in the life” podcast exchange </li></ul></ul><ul><ul><li>Care packages for school children (i.e. Berkeley Carroll School’s Middle School French classes send a package with toys, school supplies and letters [in French] to the small rural community of LaFonde, Haiti) </li></ul></ul>Best Practices—Middle School Examples of Global Projects
    38. 38. Berkeley Carroll School: Care Package for LaFonde, Haiti
    39. 39. <ul><li>Using global learning to enrich academic content </li></ul><ul><ul><li>Google Earth Tours, science experiments </li></ul></ul><ul><ul><li>Poetry and photography exchanges </li></ul></ul><ul><ul><li>Digital storytelling exchange </li></ul></ul><ul><ul><li>Humanizing economics, global conflicts, etc. </li></ul></ul><ul><ul><li>Collaborative development (i.e. Lake Forest School partners with Patacancha weaving village, Peru—students create questionaires in Spanish which are given in the village, to determine the following year’s service project focus) </li></ul></ul>Best Practices—High School Examples of Global Projects
    40. 40. Lake Forest School: Community Development with Awamaki Weaving Cooperative, Patacancha, Perú (HS)
    41. 41. Berkeley Carroll School: Student-Driven United Nations Initiative Convention on the Rights of the Child Students fundraise to bring four students to NYC from Sierra Leone, to present before the United Nations
    42. 42. Berkeley Carroll School: Transit of Venus Global Collaboration Project (MS & HS) Students measure the trajectory of Venus in front of the sun from all over the planet. In Partnership with TakingITGlobal and the Centre for Global Education
    43. 43. Global Organizations as Partners: Inspiring Collaboration and Constructive Change
    44. 44. <ul><li>How does your curriculum currently reflect global learning? Where have you held back, and where do you most want to increase global enrichment? </li></ul>Essential Question for Teachers of Global Education
    45. 45. I wonder…

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