ISSN 101 Summer 2017

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

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

Roadmap for This Afternoon
 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

Asia Society at a Glance
A Connector, Convener, and Catalyst Between the U.S. and Asia
Arts
Education Leadership
Policy

Asia Society Center for Global Education
Transforming Education for our Shared Future

Introduction to the International
Studies Schools Network
What does membership in the ISSN provide you?
9

The International Studies Schools Network
10

Group Norms
•Be present.
•Listen as an ally.
•Balance advocacy with inquiry.
•Stay open to many possible outcomes.
15

“the global is part of our everyday local lives”
16

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

Introduction to Global Competence
What is global competence and why does it matter?
19

What will the world be like . . .
20
when the Class of 2030 graduates?

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

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

ISSN Graduate Profile
 Ready for College
 Knowledge Required in the Global Era
 Skilled for Success in a Global Environment
 Connected to the World
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

Introduction to the Four Domains
of Global Competence
28

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

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

Introduction to the
Global School Design Model
32

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

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

Deeper Learning Through a Global Lens
36

Introduction to the Global
Leadership Performance Outcomes
38

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

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

Roadmap for This Morning
 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

Roadmap for This Afternoon
 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

Introduction to the Performance
Outcomes and Rubrics
47

GPS Student Performance Outcomes
50

In your content area, how do students . . .
 Investigate the World?
 Recognize Perspectives?
 Communicate Ideas?
 Take Action?
51

Introduction to the Graduation
Performance System (GPS)
52

53
Graduation Performance System

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

Module/Project and
Task Design
Module/Project
and Task
Implementation
Assessment and
Rating of
Student Work
Student Feedback
and Teacher
Reflection

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

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

Enduring Understandings & Essential Questions
60

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

Global Issues Overviews - *NEW*
• Biodiversity: Nature in Balance
• Clean Energy
• Social Mobility and Income Inequality
•Sustainable Economics
63

Performance Assessment Shells
64

• 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

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

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
• 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

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

Quality Performance Assessments Include
Student Choice
Authentic Work
Global Significance
Exhibition to a Real Audience
70

SAGE: A Framework for Project-Based Learning
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

Introduction to the ISSN Ning
73

ISSN Ning (online community): issnny.ning.com
74

Ning Scavenger Hunt
•Performance Outcomes and Rubrics
•Global Issues Overviews
•Essential Questions
•Instructional Strategies
•Formative Assessments
•Performance Assessment Shells
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

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

Closing
What ONE word captures what you are
thinking/feeling now?
79

ISSN 101 Summer 2017

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