Global Learning: Projects that Make a Difference
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The document discusses global learning projects aimed at developing students' competencies in understanding and acting on global issues. It highlights student-driven learning methods such as community engagement, interdisciplinary instruction, and slow journalism, alongside teacher growth experiences through social media integration. The document emphasizes the importance of global awareness in education for fostering empathy, understanding diverse cultures, and preparing students for real-world interactions.
Global Learning: Projects that Make a Difference
- 1. Mark Schulte Tracy Crowley @MarkSchulte @tracycrowley77 Global Learning- Projects that Make a Difference @MarkSchulte @tracycrowley77
- 2. Goals: Developing global competency in students Engineering student-driven learning environments with focus Support teachers in developing growth-mindsets
- 3. Global Awareness to Competence Global competence is the capacity and disposition to understand and to act on issues of global significance. Boix-Mansilla and Jackson, 2011
- 4. Mexico’s Sea of Cortez Emptying the World’s Aquarium
- 6. Student-driven learning examples Family and community connections Student-run expert groups Students teaching students Student created surveys Flyers to local restaurants Student directed persuasive video
- 7. Teacher growth experiences Problem-based learning format Interdisciplinary instruction Student-led research Creating surveys Student choice based products
- 12. Reflecting on learning Monica- We did a video about something we think is important. It really interested me to be able to help out! Seafood watch app is something everyone can do--I just downloaded it! Kevin-It was awesome. I liked learning about the fish. I was scared at first because I didn’t know what to do. Now I learned a lot of things and how to share what I learned so people care. Alondra-I liked it because we helped a lot of people to save the ocean. I want there to be more fish to eat so people can be fed and healthy. It’s cool to know I helped. Yisel-Loved it! We did boring stuff in my other classes. This was my favorite class of the day when we learned about the oceans. I didn’t know we could share our learning with people in other places. And then they told us what they thought and I felt really proud of my work. Giselle-More interesting than other stuff. I loved watching the video with all of my friends sharing what they learned. It made everything we researched make sense and made it worth the time to do all of the learning, because lots of people wanted to know more information.
- 22. Student-driven learning examples Students learned light photography and journalism skills Transferred learning to other parts of the world Communicated with photographers Took pictures in their communities Created a gallery on connecting human emotions
- 23. Teacher growth experiences Using Twitter and Instagram Going beyond news stories Challenging misconceptions Blogging and commenting Communicating with photographers Updating curriculum
- 24. EA Examples 6th-8th Grade Global Awareness Exploratory: Power Standards: ISBE - Social and Emotional Learning Standards Goal 2.B: Recognize individual and group similarities and differences. - Analyze the origins and negative effects of stereotyping and prejudice. - Demonstrate respect for individuals from different social and cultural groups.
- 32. The Out of Eden Walk One journalist’s 7-year journey retracing the steps of our ancestors out of Africa
- 33. What if you took a really long walk?
- 34. The Out of Eden Walk route
- 37. Student-driven learning examples Students communicated with classrooms across the world Students learned slow journalism skills Students blogged to and video-chatted with Paul Salopek and Mark Schulte Students told stories of their journeys Students tweeted world news stories
- 38. Teacher growth examples Student online sharing Twitter Videochat Slow journalism/slowing down Connected curriculum around the walk Interdisciplinary connections Google Maps and Google Earth
- 39. OOE Walk Curriculum Connections 3rd Grade Social Science 4th Grade Social Science 7th Grade Social Science *Identify ways people depend on and interact with the physical environment. *Compare the lifestyles of groups of people over time. *Compare the features of the physical environment of the Midwest to another U.S. region. *Utilize elements of a map to locate specific places. *Explain how differences in beliefs may lead to conflict and/or change. *Utilize principle parallels and meridians on maps and globes to locate specific places. *Demonstrate an understanding relative location to by using it to describe and locate countries. *Describe the cause and consequences of mass migrations of people and analyze the significance of diversity in the social history of the United States (and world). *Develop maps and flowcharts based on the analysis of movement). *Explain how the environment, economy, and society can be affected by the availability, management, distribution, and consumption of resources.
- 40. OOE Walk Curriculum Connections 3rd Grade Literacy 4th Grade Literacy 7th Grade Literacy Write explanatory texts about authentic topics logically organizing and sequencing information. Compare and contrast the most important points and key details presented in two sources on the same concept/topic. Identify types of questions and utilize the appropriate strategies to determine accurate responses to factual, conceptual and debatable questions. Paraphrase information presented in diverse media formats identifying explicit text evidence to interpret information. Write a narrative to develop authentic experiences or events using precise language to describe the situation, events, and reactions of others. Report information in an organized manner using appropriate facts and relevant, descriptive details. Analyze the purpose and motivation of a speaker in various formats and present an argument in support or opposition of the speaker’s view. Cite evidence from non-fiction text to support analysis of what the text says explicitly as well as the inferences drawn to comprehend the central concept of the text. Write concise, research-based arguments supporting claims about an authentic topic after comparing, contrasting, and evaluating two opposing views.
- 47. Why Do 3rd Grade Students Need to be Globally Aware? ● good to know about surroundings in case of emergencies (snake bite, terror, danger) ● weather-to be prepared (visiting other places to know what kind of weather to expect) ● use Skype to understand how other people are living ● understand our classmates who just came from other countries (Mongolia) ● understand different types of families ● understand different beliefs other than our own ● learn from others across the world ● expanding our knowledge ● learn how to communicate with others ● learn more about what they do and how they feel (help others, that we are different) ● help us become better people, kinder to each other ● to clear up misunderstandings
Editor's Notes
- #2: Participants will leave with examples of how to: *Engage students deeply in the Common Core through problem-based, authentic learning experiences *Deepen professional practices of teachers and encourage risk-taking *Connect classrooms across districts and across the world *Partner with organizations to support instruction
- #5: Example of experimental, multi-front approach, show Harper’s article, photo series, blog posts on which fish to eat, instagram feed from the field, and video last. Talk about complexities of the situation that you get from video.
- #9: Ocean health first?
- #10: 2 goals 3 case studies
- #14: Mark - Everyday Africa project - 5 mins
- #15: Pulitzer Center intro Ivory Coast, civil war, conflict cocoa
- #40: This will vary widely based on your curriculum!
- #41: what makes sense for your students
- #43: Evidence of learning