Daneels - 2WSSC Revised

8/12/2019 Daneels - 2WSSC Revised

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Zoom in - to look closely

What do you see?

What does it look likeor remind you of?


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Zoom in - and hypothesize

- What newthings do you

see?

-How does this

new informationchange yourthinking?


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Zoom inNow what do you see?

-What do you knowforsure at this point?

-What makes youthink so?

-What questions and

puzzles do you have?


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What questions does this raise?


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Program for students aged 12-17Over 1000 schools in 23+ countries participate.

36,000+ students engaged


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"The whole world suffers when religion is misused to create

division and conflict. Our schools programme, Face to Faith,

offers a new way of educating. We use technology to connectstudents of different religions and cultures, to learn from each

other across the world"

Face to Faith


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Face to Faith Aims:

To give students key mediation and negotiation skills so

that they are able to hold meaningful and respectful

cross-cultural discussionseven if their views diverge.


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Need for education & dialogue

Dialogue is one ofthe primary tools

in education.

Dialogue is not thesame as debate.

It is not I beat

you BUT welearn from each

other.

Interreligious and intercultural dialogue

Dialogue on

faith and

belief


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Proven Practices of Effective Civic Engagement

Face to Faith embraces the Proven Practices of EffectiveCivic Engagement from the Civic Mission of Schools:

Classroom instruction incorporates the discussion of

current events and controversial issues

Students participate in democratic practices where

student voice is valued

Students become skilled in dialogue, which positively

impacts school climate and student ownership of

school governance


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College, Career, and Civic Life Framework

Face to Faith reflects the four dimensions of informedinquiry advocated by the NCSS College, Career, and Civic

Life Framework for Social Studies State Standards:

Developing Questions and Planning inquiries

Applying Disciplinary Concepts and Tools

Evaluating Sources and Using Evidence

Communicating Conclusions and Taking Informed

Action


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Common Core

Face to Faith embraces Common Core Competencies:

Students interact with complex literary and

informational texts to integrate and evaluate multiple

sources

Students engage in a range of purposeful writing

activities using technology

Students have opportunities to hone speaking and

listening skills in a safe atmosphere with diversepartners around the globe


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Face to Faith Aims:

To promote cross-cultural understandingequipping youngpeople with key 21st century skills needed to live in a world of

diverse faiths and beliefs.

P21.org


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Education & Exposure


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Sample Videoconference
https://exchange.d94.org/owa/redir.aspx?C=mIicpCY9_EKzjjMhg_llzvVFFJdyFNEIntU9N3O4M4t6BxNRbUvY6KMTE4ZhoUjMSUpBzwSM7Q8.&URL=https://app.box.com/s/ey83v9ufwcne58n3988b


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C3 Framework

At the heart of the C3 Framework is an inquiry arca set

of interlocking and mutually supportive ideas that feature

the four dimensions of informed inquiry in social studies:

1) developing questions and planning

investigations;

2) applying disciplinary concepts and tools;

3) gathering, evaluating, and using evidence;

4) working collaboratively and communicating

conclusions.


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CCSS.ELA-Literacy.CCRA.SL.1Prepare for and participate

effectively in a range of conversations and collaborations

with diverse partners, building on others ideas and

expressing their own clearly and persuasively.

CCSS.ELA-Literacy.CCRA.SL.2Integrate and evaluate

information presented in diverse media and formats,

including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.3Evaluate a speakers point of

view, reasoning, and use of evidence and rhetoric.

CCSS Speaking and Listening

Comprehension & Collaboration
http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/http://www.corestandards.org/ELA-Literacy/CCRA/SL/2/http://www.corestandards.org/ELA-Literacy/CCRA/SL/3/http://www.corestandards.org/ELA-Literacy/CCRA/SL/3/http://www.corestandards.org/ELA-Literacy/CCRA/SL/3/http://www.corestandards.org/ELA-Literacy/CCRA/SL/3/http://www.corestandards.org/ELA-Literacy/CCRA/SL/2/http://www.corestandards.org/ELA-Literacy/CCRA/SL/2/http://www.corestandards.org/ELA-Literacy/CCRA/SL/2/http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/


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CCSS Speaking & Listening

Presentation of Knowledge & Skills

CCSS.ELA-Literacy.CCRA.SL.4Present information, findings,

and supporting evidence such that listeners can follow the

line of reasoning and the organization, development, and

style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5Make strategic use of digital

media and visual displays of data to express information

and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6Adapt speech to a variety of

contexts and communicative tasks, demonstrating

command of formal English when indicated or

appropriate.
http://www.corestandards.org/ELA-Literacy/CCRA/SL/4/http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/http://www.corestandards.org/ELA-Literacy/CCRA/SL/6/http://www.corestandards.org/ELA-Literacy/CCRA/SL/6/http://www.corestandards.org/ELA-Literacy/CCRA/SL/6/http://www.corestandards.org/ELA-Literacy/CCRA/SL/6/http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/http://www.corestandards.org/ELA-Literacy/CCRA/SL/5/http://www.corestandards.org/ELA-Literacy/CCRA/SL/4/http://www.corestandards.org/ELA-Literacy/CCRA/SL/4/http://www.corestandards.org/ELA-Literacy/CCRA/SL/4/


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Formal classroom instruction to increase civic

knowledge

Discussion of current events and controversial issues

Incorporation of service learning & action civics

Civic participation in extracurricular activities

Authentic student voice

Civic Mission of Schools

Proven Practices


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21stCentury Citizens


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Teacher materials & training

1


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Introduction ModuleEmphasizes developing the skills

of dialogue.

Issues ModulesExamine specific global issues from faith perspectivesand enable

students to discuss a variety of perspectives, as well as challenging

to them to engage with their communities.

Wealth, Poverty &

CharityExplores teachings about the

responsible use of wealth, and

responses to poverty.

A Common WordIntroduces students to the

concept of interfaith

dialogue, and explores

similarities and differences

in religious teaching about

compassion.

Special

DaysShort learning

opportunities to

prepare for

multi-point

videoconferences with special

guest speakers.

ProjectsShort,

stand-alone

activities

Art of ExpressionEnables students to learn about

different religious through an

examination of artworks, but

also asks bigger questions

about freedom of expression.

EnvironmentExamines a range of ideas

about the importance of

the environment, and

human responsibility.


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Join the F2F Civil Rights Videoconferences with

Special Guests who work in the field of Civil Rights

April 1&2 2014

Using F2F Civil Rights teaching

resources, explore these topics with

your students to prepare them for the

VC:

What are Civil Rights?

How do they impact my life?

Someone is struggling for Civil Rights

in my hometownwho?

Civil Rights LeadersLessons Learned

How can I make a difference?

Clker.com


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Video Conferences

2


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Online Community

3


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Online Learning Community

A secure and moderated

global learning community

where students can safely:

Blog;

Use fora;

Ask questions; and

Learn with and from each

other


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Social Action

4


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Community Engagement

Working alongside those of different faiths and

beliefs

I have learned about your faith and culture

I have had an encounter with you

I have had a dialogue with you

I have learned how your faiths and beliefs impact on

your life and inspire your behavior and choices

I can work alongside you on a global issue.


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Face to Faith Reflections

Face to Faith has been responsible for broadening mycultural horizons in a way that I would have deemedimpossible just a few months ago. Engaging in deep religiousconversation with people from radically different backgroundsallows us to place ourselves and our beliefs more accurately

within the global system. It also helps us gain a greaterunderstanding of people whom we might not initiallyunderstand. Face to Faith has helped me become moreempathetic and understanding of other faiths, without dullingmy love of my own. I would describe the class astransformational because it has helped me grow closer tobecoming the type of person that I envision myself as. -JoeC.


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Face to Faith Reflections

By creating a moderated interreligiousdialogue, it not only serves to informpeople about other religions but it

humanizes them. It puts faces on thebillions of followers of religions around theworld. It has fundamentally changed the

way that I view religion and interreligiousdialogue for the better. Tom W.


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facetofaithonline.org


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Face to Faith Professional Development

One Hour Interactive Video Conferences1. Face to Faith Getting Started

March 27that 11:00 a.m.

April 9that 9:00 a.m.

2. Global Connections: Videoconferencing and Team

Blogging

March 28that 9:00 a.m.

April 10th

at 10 a.m.3. Face to Faith and Service Learning

April 16that 9:00 a.m.


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Face to Faith

Mary Ellen Daneels

[email protected]

Subject: F2F


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Something that

really stands

out about what

we learned to

day is...

Today I

learned...

Something I

found

particularly

interesting

was...

Something Id

like to know

more about

would be...

One thing from

todays lesson

that really

made me think

was...

One of the

key words I

learned

today is...

The big

question

remaining for

me is...

Something I

was a little

unsure

about was...

The question

Im going to ask

on the online

community is...

The Student

Contribution I

found most

interesting

was...

The most

important thing

to remember

about todays

lesson is...

If I could sum

up my learning

in three

pictures they

would be...


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Documents

Daneels - 2WSSC Revised