ISSN 101 Summer 2017
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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.
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ISSN 101 Summer 2017
- 1. ISSN 101 An Introduction to the International Studies Schools Network ISSN Summer Institute Portland, Oregon June 21, 2017 10:45-12:30 and 2:00-3:30
- 3. Roadmap for This Morning 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 The Global School Design Model 3
- 4. Roadmap for This Afternoon An Introduction to . . . 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) 4
- 5. Asia Society at a Glance A Connector, Convener, and Catalyst Between the U.S. and Asia Arts Education Leadership Policy
- 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
- 10. The International Studies Schools Network 10
- 15. Group Norms •Be present. •Listen as an ally. •Balance advocacy with inquiry. •Stay open to many possible outcomes. 15
- 16. “the global is part of our everyday local lives” 16
- 17. Introduction to You Who are you? Where do you teach? What’s one specific example of how the global is part of your local life? 17
- 18. Introduction to Global Competence What is global competence and why does it matter? 19
- 19. What will the world be like . . . 20 when the Class of 2030 graduates?
- 20. 21
- 21. 22
- 22. 23
- 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
- 27. Introduction to the Four Domains of Global Competence 28
- 28. 29
- 29. Vision 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. Vision 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. Introduction to the Global School Design Model 32
- 32. 33
- 33. Global School Design Model • Take a moment to skim the Global School Design At a Glance document – elementary or secondary edition. • 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 school and classrooms? • Which elements of the Global School Design model could be introduced in your school or are opportunities for improvement? • What can you do in your classroom to help make global competence a reality in your school? 34
- 34. 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. 35
- 35. Deeper Learning Through a Global Lens 36
- 36. 37
- 37. Introduction to the Global Leadership Performance Outcomes 38
- 38. 39
- 39. 40
- 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
- 42. Questions? 43
- 43. Lunch! 44
- 44. Roadmap for This Morning 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 The Global School Design Model 45
- 45. Roadmap for This Afternoon An Introduction to . . . 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) 46
- 46. Introduction to the Performance Outcomes and Rubrics 47
- 47. 48
- 48. 49
- 49. GPS Student Performance Outcomes 50
- 50. In your content area, how do students . . . Investigate the World? Recognize Perspectives? Communicate Ideas? Take Action? 51
- 51. Introduction to the Graduation Performance System (GPS) 52
- 53. 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
- 54. Module/Project and Task Design Module/Project and Task Implementation Assessment and Rating of Student Work Student Feedback and Teacher Reflection Graduation Performance System
- 55. Module/Project and Task Design Performance Outcomes and Rubrics Globally Significant Issues (overviews) Essential Questions Instructional strategies/activities Formative tasks/assessments Summative performance assessment (design shells) 56
- 56. 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. 57
- 58. 59
- 59. Enduring Understandings & Essential Questions 60
- 60. 61
- 61. 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 • Human Population Growth: A Boon or a Boom? • Resource Conservation: The Future in Our Hands 62
- 62. Global Issues Overviews - *NEW* • Biodiversity: Nature in Balance • Clean Energy • Social Mobility and Income Inequality •Sustainable Economics 63
- 64. 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 • Public Speaking: Communicate Ideas of Global Significance • Event Planning: Take Action for Social Change 65
- 65. Performance Assessment Shells - *NEW* • 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 66
- 66. 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 67
- 67. 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. 68
- 69. Quality Performance Assessments Include Student Choice Authentic Work Global Significance Exhibition to a Real Audience 70
- 70. SAGE: A Framework for Project-Based Learning 71
- 71. 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? 72
- 72. Introduction to the ISSN Ning 73
- 73. ISSN Ning (online community): issnny.ning.com 74
- 74. Ning Scavenger Hunt •Performance Outcomes and Rubrics •Global Issues Overviews •Essential Questions •Instructional Strategies •Formative Assessments •Performance Assessment Shells 75
- 75. Designing a Global Project for Students • Scan the Global Issue Overviews and the Performance Assessment Shells. • Identify ONE performance assessment and ONE global issue you could incorporate into your curriculum. What performance assessment best meets the needs of your learners? What global issue best supports the content of your curriculum? • What module/project might you design using the Performance Assessment Shell and Global Issue Overview? • How would you incorporate SAGE? • When would you use it – what course, topic and time of year? 76
- 76. Design Notes 77
- 77. 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 78
- 78. Closing What ONE word captures what you are thinking/feeling now? 79
Editor's Notes
- 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 Choice Are there options for students to make choices about content, process, and/or product within this task? Authentic Is this task asking students to do something adults do in the “real world”? Global How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? Public Exhibition of Learning How will students have the opportunity to present their learning to an authentic audience?