Uea Pgce Global 08
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The document provides information and ideas for teaching global issues as part of the curriculum, including: - Why it is important to teach global issues and enhance the curriculum with a global dimension - Examples of curriculum opportunities to teach about global themes like human rights, conflict resolution, and sustainability - Suggestions for global learning activities like researching global topics, creating products for real audiences, and participating in events like Peace Day - Websites that provide resources for teaching global issues
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The quest to shape global citizens is a noble one, rooted in the belief that education holds the power to transform individuals, communities, and nations. The journey towards nurturing students as global citizens is a multifaceted and evolving process, with educators and institutions playing a pivotal role in guiding students toward a deeper understanding of the world and their place in it. This article explores the significance of shaping global citizens and the ways in which education, at every level, contributes to this vital endeavour.
Social Justice and the Ontario Social Studies Curriculum
The document discusses the evolution of Ontario's social studies curriculum from the early 1990s to present day. It focuses on how the curriculum has incorporated or removed concepts like social justice, citizenship, and environmental awareness over time in response to political influences. It proposes analyzing the curriculum through a social justice and environmental lens and modifying it to make these concepts more clear and central.
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This document discusses culturally responsive teaching and provides examples of how to incorporate culturally responsive practices into an urban planning unit for 6th grade students. It proposes using cross-curricular lessons across subjects like math, science, literacy, and more to teach about urban planning. Examples of lessons include estimating land use, sustainable water sources, cultural demographics, and more. The document also provides guidance on ensuring instruction is culturally responsive through practices like content menus, oral history interviews, and considering multiple cultural perspectives.
Advocacy Poster group 4-1
This document discusses culturally responsive teaching and presents an example of a 6-week cross-curricular unit on urban planning that incorporates these principles. The unit involves lessons in multiple subjects like math, science, social studies, literacy, photography, and music. It aims to educate students about diverse cultural perspectives and validate different cultural experiences. Oral history interviews and analyzing communication styles help promote cross-cultural understanding. Ensuring all students feel included through approaches like differentiated instruction and heterogeneous grouping is also discussed.
Migration and Contemporary Education
This document discusses migration, globalization, and contemporary education. It provides definitions and concepts related to migration, including that migration can be permanent, temporary, or seasonal, and may be due to economic, social, political, or environmental factors. Migrants often leave their home country to improve their productive skills. Migration can indirectly impact education through remittances funding education or success stories creating incentives for further education. Globalization is defined as the increasing interaction and integration between people, companies, and governments globally. Global education aims to help students see themselves as global citizens and participants in a single global system. It emphasizes understanding other cultures, history, geography, and global issues. Comparative examples discuss international education policies and initiatives in countries like the
Global education
The document discusses global education and international education. Global education focuses on the interrelated nature of worldwide conditions, issues, trends, and events, while international education develops skills, knowledge, and attitudes for participation in a global community. Both aim to gain knowledge of world cultures, understand relationships between regions and peoples, and examine cultural differences in order to influence policies and behaviors that promote international understanding.
Inglewood school embedding global learning powerpoint,3 sept 2013 2
This document outlines an agenda and presentation for a workshop on embedding global learning in teaching. The workshop aims to explore what global learning is, why it's important, and how to incorporate it across the curriculum. It discusses key concepts like diversity, identity, and global citizenship. Teachers will learn strategies for raising awareness of different cultures and global issues, and how students can take action. The presentation encourages mapping topics against concepts like interdependence and evaluating coverage to identify areas for development, in order to better promote global perspectives in education.
Shall We Play?
The document discusses literacy for engaging in a participatory culture. It argues that developing new media literacies requires understanding our relationships with media, not just technology. A focus on media emphasizes the social and cultural practices that emerge around communication tools. The document outlines several core new media literacies like play, performance, and collaboration that are important for full participation in today's media landscape. It also discusses how initiatives are working to help students tap into rich learning networks through connected learning approaches. However, barriers like uneven access to opportunities and skills can prevent some from fully participating. Educators need to become participants themselves in new media to help students develop important new media literacies.
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Uea Pgce Global 08
- 1. Alex Savage, AST www.commun ict y.org [email_address] R U GLOBAL?
- 9. Have I got global news for you!
- 10. 40% 50% do not have access to adequate sanitation? What percentage of the world’s population… do not have access to clean drinking water? will go to bed hungry tonight? 10% 20% 30%
- 11. Every _ seconds a child dies of a treatable disease. 4 5 6 7 8 9 10 20% of the world’s population earn $ _ or less per day. A cow in the EU receives $ _ subsidy per day. 1 2 3
- 24. Peace One Day
- 27. Can Global Education improve learning? Learning about real places and communicating with a real audience gives work more meaning and purpose. Learning with purpose improves motivation. Motivated learning improves progress.