Global Education E-Conference, Nov. 16th, 2012
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The document discusses the importance of global education in developing students' awareness and competence through analysis of international sources and problem-based learning (PBL) projects. It emphasizes the need for students to engage with diverse cultures and issues to foster critical thinking, empathy, and social action. Additionally, it outlines teacher strategies for facilitating PBL, utilizing web 2.0 tools, and assessing student projects effectively.
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The document discusses the global dimension in education and its role in the national curriculum. It explores how teaching the global dimension can prepare students for future challenges and develop skills for them to be global citizens. Key concepts of the global dimension include making local to global connections, considering diverse perspectives, and encouraging informed and ethical action beyond the classroom. Teaching strategies discussed include using media resources critically, open dialogue, and philosophy for children. Implementing the global dimension can help teachers meet professional teaching standards.Instructional leadership pgl session2012 revised
Instructional leadership pgl session2012 revisedCenter for Global Education at Asia Society
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This document discusses instructional leadership for developing global competence in students. It outlines how the modern economy requires skills like technological literacy, critical thinking, and cultural awareness. Teachers need to help students develop knowledge of other cultures and issues, investigate topics from a global perspective, recognize different perspectives, communicate ideas to diverse audiences, and take informed action. The document provides examples of how to teach these competencies and develop them in teachers through experiences like international travel. It emphasizes that educating students for a globalized world requires new approaches to teaching and curriculum planning.21st Century Skills
21st Century SkillsTodd_Stanley
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The document discusses 21st-century skills, highlighting key areas such as collaboration, creativity, critical thinking, and problem-solving, which are essential for student development. It emphasizes the importance of teaching flexibility, global awareness, information literacy, and leadership as supplementary skills for success in a rapidly changing world. Various instructional methods, including inquiry and project-based learning, are suggested for effectively integrating these skills into the curriculum.Global Citizenship Presentation
Global Citizenship Presentationtodspedding
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This document summarizes a presentation on global citizenship and best practices. It includes an agenda that covers background information, 6 models of global citizenship education plus an additional model, distilling key ideas, and 10 key websites. It also includes 3 closing thoughts from Jacques Delors, Ian Hill, and Howard Gardner. The background section discusses trends in global citizenship education and confusion around related terms. It also distinguishes between national, international, and internationally-minded schools. The models section outlines approaches from organizations like the IB, Oxfam, and Asia Society. Key ideas focus on teaching for versus about global citizenship, understanding one's own culture, and personalizing definitions.Global perspectives in the classroom - phil casas
Global perspectives in the classroom - phil casasBhavneet Singh
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The document discusses strategies for student learning through global education projects. It provides examples of topics that can be covered, such as the environment, human rights, and poverty reduction. Planning frameworks are presented that outline learning activities, products, and Bloom's Taxonomy. Best practices are listed like giving students an authentic audience and incorporating local connections. References are also provided for organizations and websites related to global issues and education.Global perspectives
Global perspectivesPhil Casas
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This document provides information on best practices and frameworks for student learning projects that address global issues. Some key points:
- Students play an active role in co-creating their learning experience through project-based work on issues like gender equality, citizenship, and education access.
- Games, technology, art, and action-oriented activities can make learning engaging while addressing different learning styles. Community support and online collaboration tools also help learning.
- Bloom's Taxonomy and other planning frameworks can help develop higher-order thinking in areas like creating, evaluating, and analyzing as part of project work.
- Global education aims to develop global citizenship and is aligned with goals of the Australian curriculum around flexibility, cross-Prepare students for the world
Prepare students for the worldHonor Moorman
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This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.Global perspective ppt.pptx
Global perspective ppt.pptxThanver1
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The document discusses a Global Perspectives course that aims to encourage awareness of global issues and solutions through cooperation. The course helps students deal with challenges in an interconnected world, develop a sense of their place in it, and cope with changes that will impact their lives. Students will explore topics of global significance, critically assess information, and collaborate with others from different cultures to direct their own learning. They will work in groups to research and create a project on an issue like child labor, aging, salt pan workers, public transport, HIV/AIDS, or women's safety. Each student will also complete an individual evaluation of the group project and their contribution and learning, including their cross-cultural collaboration.Presentation Global perspective Project
Presentation Global perspective ProjectSakina_Bharmal
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This document outlines a Global Perspectives course that aims to encourage awareness of global issues and solutions through cooperation. The course helps students deal with an interconnected world by gaining a sense of their place in it and how to cope with changes. Students will explore topics of global significance like child labor, aging, salt pan workers, public transport, HIV/AIDS, and women's safety. They will critically assess information, collaborate with others from different cultures, and develop independent thinking. Students will be assessed through a group project where they research a topic and create an outcome, showing evidence of cross-cultural collaboration, and an individual evaluation of the project.Schools: Go Global and Prepare Students for Success
Schools: Go Global and Prepare Students for SuccessCenter for Global Education at Asia Society
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The document discusses the importance of global competence in education, emphasizing the need for students to acquire the skills and knowledge necessary for success in a global economy. It outlines challenges such as achievement and opportunity gaps and presents examples of schools successfully promoting global learning initiatives. Key strategies include creating globally-focused curricula, fostering cross-cultural understanding, and leveraging partnerships to invest in student competence for a diverse and interconnected world.Lisa Thumann: The Holocaust: Sensitive Topics Call for Sensitive Searches
Lisa Thumann: The Holocaust: Sensitive Topics Call for Sensitive Searchesyolink Education
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This document provides a lesson plan for teaching 4th, 5th and 6th grade students about the Holocaust. The lesson uses online resources and a sensitive search engine for students to research keywords and topics related to the Holocaust. Students will append their search results and reflections to a shared Google Doc. They will then participate in a whole-class discussion to express their opinions and reactions to issues of social injustice studied through the lesson. The goal is for students to gain knowledge about the historic period using various media and make connections between what they read and their own experiences.Unleashing learners VALA Conference June 13 2014
Unleashing learners VALA Conference June 13 2014Adrian Bertolini
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The document discusses the Rumad program, which fosters social change and innovative learning by immersing students in community issues and empowering them to create their own projects. It identifies key elements for unleashing learners, including providing voice and choice, building a growth mindset, and integrating real-world contexts into learning. The workshop emphasizes the importance of student agency and the need for educational practices that adapt to a rapidly changing future.Pbl[g]![1]
Pbl[g]![1]Melda Yildiz
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This document describes project-based learning with a global focus (PBL[g]). PBL[g] aims to develop global competence and perspective consciousness in students. It presents complex, real-world problems that require collaboration across cultures. Students demonstrate their learning through products for authentic audiences. A specific PBL[g] project described involved students in New Jersey, China, and Australia documenting stories about World War II using digital tools. Students enhanced their technology skills and gained a more international perspective on WWII through interacting with peers in other countries. The project had positive impacts on students, teachers, and communities involved both directly and indirectly. Recommendations are made to further assess global competencies developed and increase the scale and integration of future PBritish council 2013 presentation we act
British council 2013 presentation we actDr. Jorge Nelson
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Dr. Jorge Nelson invites all teachers to observe how leadership can support innovative teaching methods focused on five core competencies: worldview, emotional intelligence, balanced academics, creativity, and technology. Participants will learn about and practice current teaching trends presented by educational leaders. The document discusses each of the five competencies in depth and how they can be incorporated into project-based learning and developing lifelong learners.Best Practices in Global Project-Based Learning
Best Practices in Global Project-Based LearningJennifer D. Klein
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The document discusses best practices for global project-based learning, emphasizing the importance of global citizenship and cross-cultural competence in education. It outlines various methods and approaches to integrate global issues into local contexts, including experiential projects, thematic units, and collaborative initiatives. The document also highlights the significance of developing 21st-century skills, fostering cultural awareness, and leveraging technology for civic engagement among students.Passion based elpaso
Passion based elpasoSheryl Nussbaum-Beach
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This document discusses transformational change in education through action research and project-based learning. It promotes developing a collaborative culture, becoming connected learners, and transparently sharing what is learned. Action research involves teachers systematically examining their own practices to improve effectiveness. Project-based learning is curriculum-driven and asks an engaging question for students to investigate real-world problems. The goal is to move from an explicit knowledge model to experiences that foster tacit knowledge and connections through intrinsic motivation and social justice outcomes.Ad
Global Education E-Conference, Nov. 16th, 2012
- 1. Students Globalize and Galvanize Students Through Analysis of International Blogs, Newspapers, Non-Print Texts, World Literature and Creation of Original Media Products Ary Aranguiz November 16th, 2012 Global Education Conference Ary Aranguiz Fearless Tech 4 Teachers
- 2. Topics for this conversation: Why is global education important? Why and how should we use international sources to develop students global awareness and competence? What is Problem Based Learning, and how do we use this approach to support global education? What are some credible international sources K- 12 students can use? What initiatives exist which facilitate global problem based learning projects?
- 3. Topics for this conversation: How do you design and assess a global problem based learning project? What interactive web 2.0 tools and social media exist to help students take local, national or global action? What are some ideas for PBL projects incorporating international sources? How do we keep the conversation alive via social media to share, mentor and collaborate?
- 4. Why is Global Education Important? U.S. students have a limited worldview even though so many have unlimited access to technology.
- 5. Why is Global Education Important? Technology connects us, so our students must respect, and know how to communicate with people of diverse cultures. A 21st century citizen must have problem solving skills requiring a global perspective. World issues affect us all in minor and major ways. Students need to be able to see the role we play around the world as well as our interdependence. A globally conscious student is a critical thinker who recognizes our common humanity, and is more likely to pursue social action locally, nationally or even globally.
- 6. Why and how should we use international sources to develop students global competence? A B C D Expose students to world issues so they recognize our common humanity. Increase tolerance, respect, empathy for diverse cultures. Eliminate stereotyping- The problem with stereotypes is not that theyre untrue, but theyre incomplete. Nigerian novelist TED talk The Danger of the Single Story Prepare students to be able to critically think, research, problem-solve, communicate, interact, create, produce in a globally interconnected workforce.
- 7. Yoani Sanchez- Cuban blogger who risks her life everyday writing her blog, Generacion Y via SMS, to let the world know what its like to live under a communist regime. Malala Yousufzai- Pakistani child activist who fights for education for girls and boys. She was shot by the Taliban on October 9th, and is recovering. Chimamanda Adichie- Nigerian Writer who has attracted a broader audience to read African Literature. Han Han- Controversial Chinese blogger who writes against the Chinese government.
- 10. What international sources can K-12 students use and why? World-Newspapers.com
- 11. What international sources can K-12 students use and why?
- 12. What initiatives exist which facilitate Global Problem Based Learning?
- 13. What initiatives exist which facilitate Global Problem Based Learning?
- 14. What is Problem Based Learning, and how do we use this approach to support global education? From Buck Institute for Education
- 15. How do you design a Global Problem Based Learning project? From the Buck Institute for Education
- 16. Preparation and Framework for PBL Teach students how to generate thought- provoking questions. Teach students to think deeply about a text. Always practice identifying the Essential Questions raised by a text. Generate specific challenges or problems. Develop guiding questions to lead research. Model how to identify credible sources. Generate solutions with a specific plan of action. Allow Peer Assessment. Assess Formatively and Summatively. Publish/Share with the world. Teach the art of Reflection.
- 17. The Teachers Role in PBL Coach students on time management. Set the timeframe, Confer with students daily and weekly to monitor progress. Learn about the problem alongside students. Lead students to find the right resources; dont find them for them! Allow students to problem-solve when group disagreements occur. Guide students in identifying a problem/solution that is neither too broad or too vague.
- 18. Assessment- Group & Individual Formative assessment occurring continuously Summative evaluation occurs at the end of project or after a group of tasks Assess for mastery of content knowledge and real world skills Assess group dynamics; quality of sources; depth of research; evidence provided; aesthetics of final product; feasibility Design a specific checklist of tasks and a rubric detailing all expected components and behaviors Confer with students daily to evaluate progress Establish clear cut roles for each student
- 19. What web 2.0 tools and social media exist to help students take local, national or global action?
- 20. What are some examples of PBL projects incorporating international sources?
- 21. Use print or non print text for analysis and discussion. Identify essential themes in the text Generate the essential questions raised by the text. Example: Why is education so important? Why is educating girls so important? Generate a challenge to explore the answer/solution to these essential questions-- What can I do locally, nationally or globally to raise awareness?
- 24. Fearlesstech4teachers@gmail.com Youre Fearlesstech4teachers.blogspot.com invited to keep the Fearless Tech 4 Teachers conversatio n going! @trendingteacher #GlobalPBL Tweet, email, www.linkedin.com/in/aracelyaranguiz post your comments, http://pinterest.com/fearlesstech/ questions, ideas, links, Global Problem Based Learning- videos and FearlessTech4Teachers more so we can all learn Ary Aranguiz together!