Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
A strategic, competitive programme to nurture highly motivated and talented students to develop them into potential future leaders and thinkers with global mindset. A special programme by Universiti Sains Malaysia.
Building Effective Policies and Practices at Community Colleges with CCCOERUna Daly
A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.
Panelists:
Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.
Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.
Regina Gong, OER Project Manager, Lansing Community College
Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College
Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.
Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:
Develop Relationships and Build Trust
Learn and Develop Practice
Carry Out Tasks and Projects
Create New Knowledge
Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
Open Ed 2016: The Village People: Creating Infrastructure for OER Degree Alisa Cooper
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.
This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.
The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:
Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community College
Lisa Worthy, Psychology Faculty, Glendale Community College
Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
Achieving the Dream's OER Degree College Panel Una Daly
Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states. The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.
Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees
Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.
Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
A strategic, competitive programme to nurture highly motivated and talented students to develop them into potential future leaders and thinkers with global mindset. A special programme by Universiti Sains Malaysia.
Building Effective Policies and Practices at Community Colleges with CCCOERUna Daly
A key component in many successful community college adoption campaigns has been participating in communities of practice (CoP). Members of the CCCOER community of practice from across the US and Canada will share how participating in and leveraging the community activities supports their design of effective open educational practices and policies at their college.
Panelists:
Quill West, Open Education Project Manager, Pierce College District, CCCOER Advisory board president.
Sue Tasjian, Jody Carson, Northern Essex Community College, co-leaders of the Massachusetts Community College Go Open project.
Regina Gong, OER Project Manager, Lansing Community College
Jason Pickavance, Director of Educational Initiatives at Salt Lake Community College
Alisa Cooper, Glendale Community College Faculty, co-chair of the Maricopa Millions OER project.
Educause’s definitive Communities of Practice Design Guide: A Step-by-Step Guide for Designing & Cultivating Communities of Practice in Higher Education (Cambridge, Kaplan, Suter, 2005) identified 4 key activities that support the identified purposes of a CoP:
Develop Relationships and Build Trust
Learn and Develop Practice
Carry Out Tasks and Projects
Create New Knowledge
Each college will share their unique story of promoting the adoption of open educational resources and the benefits and challenges for students and faculty. The Community College Consortium for OER (CCCOER) is a community of practice focused on promoting OER adoption to expand access to education while enhancing teaching practices and learning outcomes. Through members sharing successful practices and policies in online and open forums such as our monthly webinars and at conferences across the country, best practices can easily be understood and adopted by newcomers. Hear from our member colleges who have designed effective open educational practices and policies and who walk the talk by sharing them with other colleges.
Open Ed 2016: The Village People: Creating Infrastructure for OER Degree Alisa Cooper
In order to develop an infrastructure to support OER degrees at a large multi-college system, a number of roles have been identified to support the identification and provision of OER courses towards degrees. The roles include a mix of District-level personnel, college administrators, management, faculty, librarians, instructional designers, student services personnel and more.
This panel discussion will provide an opportunity for participants to learn about the roles, responsibilities, successes and lessons learned and how these roles have affected scaling of OER.
The panel will include several people in these roles who will also be able to share their reasons for joining the project and their experiences:
Alisa Cooper, Co-chair Maricopa Millions Project and English Faculty Glendale Community College
Tracey Haynie, Math Faculty, Scottsdale Community College
Hazel Davis, Library Faculty, Rio Salado College
George Gregg, Chemistry Faculty, Glendale Community College
Lisa Worthy, Psychology Faculty, Glendale Community College
Additionally, the members of the audience will be asked to share their models and roles for scaling their OER projects.
Presentation on the relationship of the Certification of Teaching Capacity (CTC) form and the NC Educator Evaluation System for UNCP Spring 2013 Student Interns.
Achieving the Dream's OER Degree College Panel Una Daly
Last June, Achieving the Dream (ATD) announced the largest initiative of its kind to develop degree programs using high quality open educational resources (OER) at 38 community colleges in 13 states. The program is designed to help remove financial roadblocks that can derail students’ progress and to spur other changes in teaching and learning and course design that will increase the likelihood of degree and certificate completion.
Grantee colleges have been busy this summer and fall developing OER courses and planning the delivery of their OER Degree programs with cross-functional teams of stakeholders including faculty, librarians, administrators, and other staff.
Grant partners Lumen Learning, the Community College Consortium for Open Educational Resources (CCCOER), and SRI International are providing technical assistance, community of practice, and research support to grantees
Come and hear from a panel of four college leaders on their early successes, lesson learned, and challenges ahead in rolling out OER Degree programs to students over the next few years. Topics include fostering faculty and administrator engagement, effective professional development, creating awareness among students, measuring outcomes, and creating sustainable policies.
Panelists:
• Clea Andreadis, Vice-Provost, Bunker Hill College, MA
• Mark Johnson, North Campus Language Arts Department Chair, San Jacinto College, TX
• Cynthia Lofaso, Psychology Professor, Central Virginia Community College, VA
• Carlos Lopez, Vice-President of Academic Affairs, Santa Ana College,
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
What do others think is the point of D&T? PATT29Alison Hardy
What do others think is the point of design and technology education?
As a result of a national curriculum review in England (Department for Education [DfE], 2011), a new curriculum for design and technology (D&T) is being taught in secondary schools from September 2014 (Department of Education [DoE], 2013a). This curriculum is compulsory for a decreasing number of schools; two potential consequences are the nature of D&T in secondary schools changing to reflect local perceptions of the subject and maybe D&T being removed from the curriculum completely. The pressure on D&T’s curriculum content is likely to come from different stakeholders such as senior school leaders, D&T teachers, and pupils. D&T school departments could respond to this pressure by adapting the curriculum to popularise the subject or produce high exam results with a consequence that much of the subject’s value is lost.
This paper reports on a small research project conducted in two secondary schools where stakeholder representatives were interviewed to identify their values of D&T. These different stakeholders were interviewed using the active interview method (Holstein & Gubrium, 1995), coded following Aurebach and Silverstein’s method (2003) and their values compared to Hardy’s values framework (Hardy, 2013b). Analysis shows most stakeholders believe a key value of D&T is to provide ‘practical life skills’ (Hardy, p.226), whilst only one recognizes that learning in D&T involves ‘identifying problems to be solved’.
The outcomes from the research are being used to support critically reflective conversations within both D&T departments (Zwozdiak-Myers, 2012) framing their evaluation of their local curriculum and making changes to their curriculum.
This paper is being presented at PATT29 on Friday 19th April 2015
Learning-Centred OEP@OUSL - Presentation made at the Panel Discussion "Region in Focus: Open Education in Asia" at Open Education for a Better World (OE4BW) EDUSCOPE on 02 July 2020
"Towards digital thinking and practices: Experiences of Sri Lankan teachers and students" - Presentation made at the ICDE Virtual Global Conference Week 2021 - 28.10.2021
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
DREAM 2017 | Faculty as Drivers of College Reform EffortsAchieving the Dream
Three of Achieving the Dream’s funded learning initiatives – the Open Education Resources Degree Initiative, Engaging Adjunct Faculty Initiative, and InSpark Network-- are creating faculty led teams to drive curriculum and pedagogy reform and to engage a wider swath of faculty – both full and part time, in institution wide reform efforts.
During this workshop, participants:
* Learned about strategies these colleges are using to give faculty greater ownership of the completion agenda.
* Completed a readiness survey to assess their college’s current policies and practices for engaging faculty in institution-wide reform work
* Developed a draft plan for engaging more faculty in reform efforts at their campuses
Diving Deep: Growing the Field of Civic Engagement Practitioner-ScholarsIowa Campus Compact
This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
Common-Sense Approaches to Math Curriculum and Assessment SuccessDreamBox Learning
Learn how to equip educators and students for success at a time when schools are being asked to do more with less—while meeting new math standards. Practical considerations and strategies will be addressed by our panel of math experts, who will discuss important topics in mathematics education and field audience questions throughout the session. They'll share insights about current trends and issues in mathematics education related to curriculum, assessment, and instruction that are applicable in all states and schools. Join the conversation as they take a bird's eye view while also sharing on-the-ground classroom strategies and ideas for supporting increased achievement for all students. Key discussion topics include:
• Current trends and issues in math curriculum and instruction
• Formative and Summative Assessments
• Strategies to support achievement for all student populations
Presenters:
Joanna Bannon, assistant coordinator of K-12 Instructional Services, West Allis-West Milwaukee School District, Wis.
Francis (Skip) Fennell, past president of NCTM and professor at McDaniel College
Moderator:
Tim Hudson, senior director of curriculum design, DreamBox Learning
Deeper Learning through Global CollaborationHonor Moorman
Global Collaboration Projects can be an authentic and meaningful way to engage students in deeper learning. By working collaboratively with peers around the world, students are challenged to think critically and communicate effectively while drawing on multiple perspectives to solve complex problems and addressing real-world issues. Join us to participate in a simulation of a global collaboration project designed to help you experience and understand how they contribute to deeper learning.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
3. ISSN 101: An Introduction to . . .
Asia Society and the Center for Global Education
The International Studies Schools Network
Global Competence
The ISSN Beliefs
The ISSN Graduate Profile
The Four Domains of Global Competence
3
4. ISSN 101: An Introduction to . . .
The Global School Design Model
The Graduation Performance System (GPS)
GPS Performance Outcomes and Rubrics
Globally Significant Issues (overviews)
Essential Questions
Performance Assessments (design shells)
SAGE
The Ning (online community of practice)
4
5. Asia Society at a Glance
A Connector, Convener, and Catalyst Between the U.S. and Asia
Arts
Education Leadership
Policy
6.
7. Asia Society Center for Global Education
Transforming Education for our Shared Future
8. Asia Society Center for Global Education
Transforming Education for our Shared Future
9. Introduction to the International
Studies Schools Network
What does membership in the ISSN provide you?
9
23. Defining Global Competence
Global competence:
the capacity and disposition to understand and act
on issues of global significance
Global learning:
the process by which students become globally
competent
24
24. ISSN Beliefs
① Excellence and Equity
② Knowledge, skills and disposition to be globally competent
③ College and career ready
④ Students own their learning/adults foster each student’s
success
⑤ School fosters inquiry, innovation, and reflection including
the broader world beyond
⑥ Learning is an ongoing process
25
25. ISSN Graduate Profile
Ready for College
Knowledge Required in the Global Era
Skilled for Success in a Global Environment
Connected to the World
26
26. Evidence of Alignment
With a partner, identify and highlight evidence of
the ISSN Beliefs in the Graduate Profile.
Be prepared to share your insights.
27
29. Envisioning an ISSN School
What would you expect to find in a school that is:
Grounded in the ISSN Beliefs?
Preparing students to fulfill the ISSN Graduate Profile?
30
See Hear Feel
30. Envisioning an ISSN Classroom
What would you expect to find in a classroom where:
Students are engaged in global learning?
Learning experiences are designed around the four domains?
31
See Hear Feel
31. Deeper Learning Through a Global Lens
As you watch the video . . .
Look for evidence of:
the ISSN Graduate Profile
the Four Domains of Global Competence
Be prepared to share your insights.
32
36. Global School Design Model
• Take a moment to skim the Global School Design At a Glance
document.
• How does the vision of the school and classrooms described
here compare with your vision?
• Which elements of the Global School Design model are
already strengths in your district?
• Which elements of the Global School Design model could be
introduced in your district or are opportunities for
improvement?
• What can you do in your role to help make global
competence a reality in the Alief ISSN school?
37
40. Global Leadership Jigsaw
• Home group: count off #1-4 to form expert groups
• Expert group: review one domain of Global Leadership:
1. Investigate the World
2. Recognize Perspectives
3. Communicate Ideas
4. Take Action
• Individually, read the performance outcomes; identify
important words and phrases.
• Together, discuss what each performance outcome means;
decide what is important to share with your home groups.
• Jigsaw back into home groups; teach each other about the
four domains.
41
41. Global Leadership Performance Outcomes
What would you expect to find in a classroom where:
Students are working on the global leadership performance
outcomes?
The teacher is facilitating this kind of work?
42
See Hear Feel
49. GPS Performance Outcomes and Rubrics
Portfolio of Student Work
College Ready and Globally Competent Graduate
Module and
Task Design
Module and Task
Implementation
Assessment and Rating
of Student Work
Student Feedback and
Teacher Reflection
Graduation Performance System
52. Globally Significant Issues
• encourage deep engagement,
• foster the capacity to connect local issues to global issues,
• have visible global significance, and
• are grounded in robust disciplinary and interdisciplinary
knowledge.
53
57. Global Issues Overviews
• Environment and Sustainability
• Hunger and Poverty
• Human Rights
• Women and Girls in Education
• Infectious Disease: Impact and Prevention
• Clean Water: Access and Management
58
58. Global Issues Overviews
• Human Population Growth: A Boon or a Boom?
• Resource Conservation: The Future in Our Hands
• Biodiversity: Nature in Balance
• Clean Energy
• Social Mobility and Income Inequality
• Sustainable Economics
59
60. Performance Assessment Shells
• Digital Project: Using Technology to Address and Inform on
Global Issues
• Engineering: Working artfully to construct an object
• Community Action or Public Service: Take Action for Social
Change
• Develop a Business Plan: Entrepreneurial Approaches for
Global Issues
• Position Paper: What's Your Perspective?
• Infographics: Visual Representations to Understand the
World
61
61. Performance Assessment Shells
• Public Speaking: Communicate Ideas of Global Significance
• Event Planning: Take Action for Social Change
• Digital Stories: Integrating Knowledge and Skills through the
Art of Storytelling
• Civic Responsibility: Taking Action to Promote Peaceful, Just,
and Inclusive Societies
• Art Then and Now: Reflections on Society Through Time
• Cost/Benefit Analysis: Evaluating Opportunities for Change
62
62. Using the Performance Assessment Shells
and Global Issues Overviews in the Classroom
Global Issue Overviews
• Environment + Sustainability
• Hunger + Poverty
• Human Rights
• Education for Women + Girls
• Infectious Disease
• Clean Water
• Human Population Growth
• Resource Conservation
• Biodiversity
• Clean Energy
• Income Inequality
• Sustainable Economies
Performance Assessment Shells
• Digital Project
• Engineering
• Community Action or Public Service
• Develop a Business Plan
• Position Paper
• Infographics
• Public Speaking
• Event Planning
• Digital Stories
• Civic Responsibility
• Art Then and Now
• Cost/Benefit Analysis
63
63. Using the Performance Assessment Shells
and Global Issues Overviews in the Classroom
Global Issue: Clean Energy
+
Performance Assessment: Cost/Benefit Analysis
+
Subject Area Content and Skills
=
Module/Project with a Summative Task:
Students will craft a cost benefit analysis comparing the use of
fossil fuel to the use of clean energy.
64
70. Introduction to SAGE
•Thinking back to the video, what did you notice
about the students and their work?
•What did you notice about the teachers, how they
interacted with the students, and what they had to
say?
71
71. Final Reflection and Questions
Please jot down:
• 3 things you’ve learned today
• 2 connections or applications to your practice
• 1 question you still have
72
Asia Society is the leading global and pan-Asian organization working to strengthen relationships and promote understanding among the people, leaders, and institutions of the United States and Asia.
We seek to increase knowledge and enhance dialogue, encourage creative expression, and generate new ideas across the fields of arts and culture, policy and business, and education.
School development organization
Began in 2003
34 schools in seven states
Mission: to develop college-ready, globally competent high school graduates
Today, more than ever before, the global is part of our everyday local lives. We are linked to others on every continent:
Socially through the media and telecommunications
Culturally through movements of people
Economically through trade
Environmentally through sharing one planet
Politically through international relations systems of regulation
~Oxfam’s Education for Global Citizenship: A Guide for Schools
Globalization of the economy
Cultural diversity and the need for global citizens
Issues of global significance
Almost all our challenges have an international dimension: health, global warming, energy/water, immigration, terrorism
Our security is intertwined with our understanding of other cultures
World languages and cultural knowledge are essential
Schools need to prepare students to
To deal with more rapid change than ever before
For jobs that have not yet been created
To use technologies that have not yet been invented
To solve economic and social challenges that we do not yet know will arise
~Angel Gurria, OECD Secretary General, “Foreward” PISA 2009 Results
Investigate the World: Students investigate the world beyond their immediate environment
Recognize Perspectives: Students recognize their own and others’ perspectives
Communicate Ideas: Students communicate their ideas effectively with diverse audiences
Take Action: Students translate their ideas into appropriate actions to improve conditions
A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in:
6 Core Subject Areas
Interdisciplinary Coursework
Aligned with Common Core & State Standards
How the GPS Works
As you can see from the Graduation Performance System Overview (resource), GPS implementation happens within the academic disciplines, aligned with Common Core State Standards and the Keys of College/Career Readiness, and it can be applied in interdisciplinary ways too.
The GPS performance outcomes and rubrics are the foundation, providing a definition of “what success looks like” by delineating the knowledge, skills, and dispositions students need to be college-ready and globally competent. There are seven sets of GPS performance outcomes in the six core disciplines and one set of cross-cutting performance outcomes in global leadership. All GPS performance outcomes are organized using the four domains of global competence: Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action.
The GPS performance cycle (in the middle) is at the heart of the GPS,
[CLICK TO ANIMATE] providing a research-based curriculum design,
[CLICK TO ANIMATE] implementation,
[CLICK TO ANIMATE] and assessment cycle focused on explicit and intentional planning for effective learning for all students. The GPS performance cycle is a series of continuous processes that repeat across the curriculum, and the cycle happens during in-school and out-of-school time through afterschool and summer programs.
[CLICK TO ANIMATE] The GPS portfolio (grey box) contains the student work that results from multiple performance cycles across all courses and learning experiences, which can certify that the student is both college-ready and globally competent by graduation (final orange box).
Implementing the GPS across the curriculum and across grade levels results in student portfolios that demonstrate mastery of both college and career readiness and global competence by graduation. Thus, the GPS provides an opportunity to not only chart student growth and proficiency in relation to individual performance outcomes, but also in relation to the full set of performance outcomes that define global competence overall.
[7 of 7 slides]
[Whole graphic in motion]. I hope you can now see why we consider the GPS Performance Cycle to be the heart of the GPS. It pairs the concept of scaffolded instruction with the concept of multiple opportunities to succeed at a summative assessment that opens the door to more learning, rather than closing the door on a subject.
Student ChoiceAre there options for students to make choices about content, process, and/or product within this task?
AuthenticIs this task asking students to do something adults do in the “real world”?
GlobalHow are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?
Public Exhibition of LearningHow will students have the opportunity to present their learning to an authentic audience?