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GLOBAL PERSPECTIVE:Course Details for EF Professional
Development Tours
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Travel for creditEF Educational Tours’ mission is to break down
barriers of language, culture and geography through educational
travel and cultural exchange. We believe that fi rsthand experience
of other cultures is an irreplaceable way to learn. The goal of
this course is to give educators a formal framework for processing
the experiential learning that takes place on tour. Coursework
before, during and after the EF tour strives to enrich the pedagogy
of teachers and provide them with enhanced tools to bring to the
classroom.
90 hours of coursework including:• Pre-tour: 20 hours of tour
preparation meetings and research• On-tour: 40 hours of on-tour
learning, journaling and collecting artifacts• Post-tour: 30 hours
spent creating and sharing a curriculum or professional development
unit
ContentsCourse overview
Page 4: Standards-correlated, Course objectives Page 5:
Accreditation, Enrollment
Course workPages 6-7: Pre-tour work
Page 8: On-tour work Page 9: Post-tour work
GradingPage 10: Plagiarism policy, Obtaining a transcript
KWL chartPage 11: What I know, What I want to know, What I
learned
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Course
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Cours
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Course objectivesParticipants will:• Further develop core
knowledge to incorporate into engaging
lessons that will include multiple academic disciplines and
21st-century skills
• Prepare themselves to think critically and creatively about
people and issues, then refl ect, synthesize and communicate the
learning that occurs on tour
• Gain awareness of global connections among world societies •
Be able to identify similarities and differences among
cultures without judgment, and pass on this awareness to
students both inside and outside of classroom walls
• Determine methods to teach core content in a global context•
Become motivated to share their travel experiences with
their learning communities, expressing a desire to empower
students to become global citizens as well.
Standards-correlated EF’s professional development credit
program aligns with the pedagogical and content-based standards
below.
National Staff Development Council Standards, nsdc.orgProcess
Standards:• Evaluation• Research-based• Design• Learning•
CollaborationContent Standards:• Equity• Quality Teaching• Family
Involvement National Board for Professional Teaching Standards:
Core Propositions, nbpts.org• Teachers are committed to students
and their learning.• Teachers know the subjects they teach and how
to teach
them to students.• Teachers are responsible for managing and
monitoring
student learning.• Teachers think systematically about their
practice and learn
from experience.• Teachers are members of learning
communities.
National Council for Social Studies Standards: Expectations for
the Global Connections theme, ncss.org
AccreditationThis course addresses Global Connections standards
that are often diffi cult to meet in the classroom. It was created
by educators and approved by EF Educational Tours educational
advisory board. All EF tours are fully accredited and coursework
meets the rigorous standards of the best schools across the United
States. EF is the fi rst and only international travel organization
to be accredited by the Commission on International and
Trans-Regional Accreditation (CITA). Through CITA, EF is accredited
by:• Middle States Association of Colleges and Schools
(MSA-CES)• Southern Association of Colleges and Schools
(SACS-CASI)• Western Association of Schools and Colleges (WASC)•
North Central Association (NCA-CASI)• National Council for Private
Schools Accreditation (NCPSA)• AdvancED - the unifi ed organization
of NCA and SACS
EnrollmentBefore enrolling in either the recertifi cation or
university graduate credit program, please confi rm that your
school or district’s administration will recognize credits earned
through this course. If you have any questions, please email
[email protected].
Option 1: Recertifi cation(90 professional development hours)•
Email [email protected] at least one month before your
tour departs.• Specify that you are registering for the FREE
Professional
Development Tour credit program.• Include your participant
number and tour number.• Questions? Please call 1-800-872-8439.
Option 2: University graduate credits(6 graduate credits -
additional $300 payable to University of the Pacifi c)Graduate
credits are available through our partnership with the University
of the Pacifi c in California.• In order to earn six graduate
credits,
contact the University of the Pacifi c by email at cpce@pacifi
c.edu or by phone at 209-946-2424.
• You must enroll with the University of the Pacifi c before
your tour departs.
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Pre
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Pre
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Pre-tour work Begin building an understanding and preparing for
international travel. We recommend starting your pre-tour
coursework two to six months prior to your tour. (It’s never too
early to start!)
1. KWL chart (part I)Create three KWL charts using the template
found on p. 11. Write a topic of interest at the top of each and
begin fi lling in the fi rst two columns: “What I know” and “What I
want to know.” You’ll add to this chart during your tour and will
complete the “What I learned” column as a post-tour assignment.
Each of your KWL topics should fi t one the following categories:•
Relate to the National Council on Social Studies’ Global
Connection Themes
(http://www.socialstudies.org/standards/strands)
• Focus on a location/attraction/activity of your choice • Focus
on the education system of the destination you
will visit.
2. Pre-tour researchChoose a minimum of three research sources
that relate to your KWL topics. At least one should be a book.
(Suggested reading lists can be found at eftours.com/edresources.)•
Add to your K and W columns as you read.
3. Pre-tour journal entries Use your travel journal to
informally record steps you take to: • Communicate the educational
value of your travel program to
parents and students• Prepare for the logistics of travel•
Anticipate challenges and rewards you will gain professionally
outside the classroom in an experiential learning
environment.
4. Formal pre-tour paperBefore you depart on tour, write a
1,500-word paper.• Explain why you chose your three KWL topics.•
Identify which books or articles you have chosen to read,
and why.• Summarize the pre-tour experience that you recorded
in
your journal.• Describe how this preparation and a
professional
development study tour is in line with your state or district’s
professional development objectives.
5. Prepare to shareConsider how you will pass on the knowledge
you gain through your tour experience. Schedule a date and time to
facilitate a post-tour professional development
workshop/presentation for teachers in your district who did not go
on tour with you, for teachers in another district, or at a
department meeting—perhaps to share a slide show along with the
unit plan you will create.
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Post-to
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On-t
ou
r
Post-tour work Refl ect on your experiences, synthesize your
learning and present your fi ndings.
1. KWL chart (part III)Finish fi lling in the fi nal column of
your KWL charts: “What I learned.” This is your opportunity to fi
ll in any gaps in learning that resulted from on-tour experience
and pre-tour research.
2. Create and shareAfter completing parts A and B below, share
your work and your experience with the colleagues or members of
your community that you identifi ed in the Prepare to Share phase
of your pre-tour preparation.
A) Design a curriculum unit for your class(An administrator or
Department Chair could instead develop a professional development
unit for teachers.)Create a curriculum unit designed to share your
travel experience with students and bring a global perspective to
your learning community. Consider developing a unit to enrich the
experiences of students who may travel on an educational tour in
the future. Use your pre- and on-tour assignments to help create
the curriculum unit.
The curriculum unit should include at least three one-hour
lessons. If it is designed to enhance a tour experience, break your
lessons down as follows:• one-hour pre-tour lesson• one-hour
on-tour lesson• one-hour post-tour lessonYou may choose to create
three lessons that are all facilitated
within the classroom walls if that will best benefi t you and
the majority of your students.
Each of your three one-hour lesson plans must include the
following sections:• Subject and intended grade level(s)• Subject
matter topics• Essential questions • Lesson objectives• Materials
needed• Procedures• Assessments B) Synthesis & summary paperIn
a two-page paper, synthesize and refl ect upon your pre-tour
research and on-tour learning and experiences. • How did your
readings connect with your travels?• Assess the value of
incorporating your book(s) or article(s)
into your lessons.• How can you incorporate your newly acquired
fi rsthand
knowledge and artifacts in your classroom?• Evaluate the entire
experience from your pre-tour research
through the on-tour learning in terms of how it helped you grow
as an educator.
• Share your refl ections on classroom learning and experiential
learning, using your tour as the example.
On-tour workNow is the time to record your observations and
collect artifacts from your travels. On-tour activities will
provide a context in which you can begin building a greater
understanding of the language, culture and geography of the
destination you will visit.
1. KWL chart (part II)Begin fi lling in the last column of your
KWL charts: “What I learned.” You’ll want to record as much of this
information as possible while it’s fresh in your mind.
2. Collect artifacts During your guided tours and free time,
collect a minimum of four artifacts that represent topics of
interest to you or your students. These may include, but are not
limited to, newspaper articles, taped interviews with locals,
transportation information and maps.
3. Maintain a daily journalRather than just an overview of what
you did each day, focus on what you learned. Write about 500 words
each day, discussing what you learned about your KWL topics and the
local culture.
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KW
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Gra
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Obtaining a transcriptStep 1: Organize and label your workLabel
the following assignments with the assignment name, your name and
your customer number:• Formal Pre-Tour Paper• KWL Charts•
Curriculum Unit • Synthesis & Summary Paper
Step 2: Submit your work for gradingWithin six weeks of your
return from tour, submit the above assignments by email to
[email protected].
Step 3: Receive an offi cial transcriptOption 1: Recertifi
cation (90 professional development hours)• The EF Professional
Development Credit portfolio is awarded
a pass or fail grade according to a holistic philosophy. •
Roughly one month after you’ve submitted your work and
passed the course, EF will send an offi cial transcript to your
primary mailing address indicating that you have completed our
professional development program.
Option 2: University graduate credits (6 graduate credits)•
University of the Pacifi c awards a letter grade according to
the rubric found at eftours.com/credit.• Roughly one month after
you’ve submitted your work,
University of the Pacifi c will send an unoffi cial transcript
to your primary address indicating the grade you have earned along
with an offi cial transcript request form.
• If you are in need of an offi cial transcript, you will follow
the instructions on the transcript request form to obtain one from
the University of the Pacifi c’s registrar.
K: What I KNOW W: What I WANT to know L: What I LEARNED
KWL chart Topic: ______________________________________
Plagiarism policyAny evidence of plagiarism will result in
automatic failure, and the school will be alerted to the teacher’s
academic dishonesty. EF defi nes plagiarism as the use of
intellectual material produced by another person without properly
acknowledging and/or documenting its source. According to the
Modern Language Association, some of the more common examples of
plagiarism include, but are not limited to:• Browsing the web and
copying text and then pasting it into
your paper without quotation marks or without citing the
source
• Presenting facts without saying where you found them•
Repeating or paraphrasing someone’s wording, argument or
line of thought without acknowledgment• Using wording that you
summarized or paraphrased from a
quotation and passing that wording off as your own. Adapted from
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th
ed. New York: MLA, 2003.
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1-800-872-8439eftours.com
CoverCredit Booklet
