Embed Size (px)
DESCRIPTION
Internationalize your classroom this year with projects that engage students in meaningful, real-world work to address globally significant issues. Infuse your curriculum with global project-based learning experiences that empower students and help them develop the global competence they need for success in an increasingly interconnected world. Learn how to implement student-driven learning pedagogies and utilize e-technologies to build authentic, humanizing connections between students and the world.
Citation preview
Introduction to Project-Based Global Learning
Introduction to Project-Based Global Learning
Presenters
@honormoorman
• Associate Director for Professional Development and Curriculum, Asia Society Partnership for Global Learning
• Former educational consultant, academic dean, internship and service learning coordinator, literacy specialist, university instructor, and high school teacher
@jdeborahklein
• Professional Development and Outreach Coordinator, TakingITGlobal
• Founder and CEO, PRINCIPLED Learning Strategies
• Professional Development Director, World Leadership School
todaysmeet.com/globalpbl
todaysmeet.com/globalpbl
Working to make all students
globally competent
and ready for the 21st century.
What is global competence?
How can project-based learning help students develop global competence?
Globalization of the Economy
“Tokyo1950” CC by tokyoform via Flickr
A changing world demands changing skills.
“Fargone” CC by iammikeb via Flickr
Genes
Economies Religions
Food
Possessions
Environment
Video: Global Citizen Journey
http://youtu.be/uXoRd45cih4
We are all global citizens.
We have the power to create a better world.
~Mark Gerzon
Global citizens: how our vision of the world is outdated, and what we can do about it
http://books.google.com/books?id=e0ZDAQAAIAAJ
Global Issues, Local Solutions
“Pinteresting” CC by Dave77459 via Flickr
The global is part of our everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr
What are the knowledge, skills, and dispositions students need to develop in order to be globally
competent?
Share your thoughts:
Today’s Meet: todaysmeet.com/globalpbl
Educating for Global Competence
Free!
www.asiasociety.org/globalcompetence.pdf
“Global competence is the capacity and disposition to
understand and act on issues of global significance.”
Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence:
Preparing Our Youth to Engage the World, 2011
“Earth at Night” CC by cote via Flickr
How do we define global competence?
Content Knowledge Matters
Global Knowledge, Skills, & Dispositions• Investigate the World• Recognize Perspectives• Communicate Ideas• Take Action
• Recognize and express how diverse audiences perceive meaning and how that affects communication.
• Listen to and communicate effectively with diverse people.
• Select and use appropriate technology and media to communicate with diverse audiences.
• Reflect on how effective communication affects understanding and collaboration in an interdependent world.
• Recognize and express their own perspective and identify influences on that perspective.
• Examine others’ perspectives and identify what influenced them.
• Explain the impact of cultural interactions.
• Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives .
• Identify an issue, generate questions, and explain its significance.
• Use variety of languages, sources and media to identify and weigh relevant evidence.
• Analyze, integrate, and synthesize evidence to construct coherent responses.
• Develop argument based on compelling evidence and draws defensible conclusions.
• Identify and create opportunities for personal or collaborative action to improve conditions.
• Assess options and plan actions based on evidence and potential for impact.
• Act, personally or collaboratively, in creative and ethical ways to contribute to improvement, and assess impact of actions taken.
• Reflect on capacity to advocate for and contribute to improvement.
Investigate the WorldStudents investigate the world beyond their immediate environment.
Recognize PerspectivesStudents recognize their own and others’ perspectives.
Take ActionStudents translate their ideas into appropriate actions to improve conditions.
Communicate IdeasStudents communicate their ideas effectively with diverse audiences.
Understand the World throughDisciplinary and Interdisciplinary Study
p. 12
Global Competence Matrix
“Teaching students about the world is not a subject in itself, separate from other content areas, but should be an integral part of all subjects taught. We need to open global gateways and inspire students to explore beyond their national borders.”
Vivien Stewart, “Becoming Citizens of the World,”
Educational Leadership, April 2007
“Open Gate in La Paz”CC by jaytkendall via Flickr
Global Competence Matrices
Arts English Language Arts Mathematics Science Social Studies World Languages
pp.103-108
Investigate the World“not quite clear on the concept”
CC by woodleywonderworks on Flickr
Recognize Perspectives
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
Communicate Ideas
“42601677.10”CC by torres21 via
Flickr
Take Action
“On the other side”CC by EmsiProduction via Flickr
Driving Question: How can young people around the world have a constructive impact on
deforestation in Borneo, improving the lives of animals and humans?
global collaborationauthentic virtual monitoring, action through
DeforestAction Eco-Warriors showing a five day old, processed satellite image to the Ensaid Panjang
longhouse community
truth in labellingStudent-initiated petitions to ensure
Student Reflections on Earthwatchers Experience
http://youtu.be/Nj1r383vVRk
PBL and the Common Core
“The high school standards call on students to practice
applying… ways of thinking to real world issues and challenges”
Features of TransformativeGlobal Education
More Internal/Immersive than External/Observational
Student-driven via global technologies
Problems- or Challenge-based (solution-driven)
Action-oriented and “Glocal”
Collaborative (beyond the classroom and/or across cultural lines)
Tools are the Means, not the End
Don’t get distracted by fancy technology and gadgets
Focus on your students’ learning and the human beings involved
Focus on developing meaningful dialogue and authentic connections
Story at www.najah.edu/node/16449
Connecting Local and Global
Who else around the world is affected by the issues, concerns, and trends that affect our community?
How does this global issue, concern, or trend affect our community?
What are some of the familiar aspects of all cultures, and how are they addressed similarly or differently in our community and in communities around the world?
“Connect Local and Global,” Asia Society: Education and Learninghttp://asiasociety.org/education-learning/afterschool/connect-local-and-global
Global Approaches to Curriculum
Engaging students by addressing global challenges.
Globalizing the context for learning.
Connecting to universal themes.
Illuminating the global history of knowledge.
Learning through international collaboration.
p. 80
Qualities of a Good Project
Is the project guided by relevant driving questions?
Does it take into account perspectives from beyond the United States? How?
Does it use primary sources from around the world, as appropriate?
Does it have real-world outcomes?“Simulations: Real-World Practice,” Asia Society: Education and Learning
http://asiasociety.org/education-learning/resources-schools/partnership-ideas/simulations-real-world-practice
A strong driving question in global learning should . . .
Invite multiple answers
Be un-Googleable
Be more “kid friendly” than “teacher happy”
Require an answer (in the global context)
Be authentic and grounded in real-world problems (as unsimulated as possible)
Give students a real-world role
What is a community?
?What can we learn about
how to improve our community by exploring the way other people in the world think about
theirs?
What is a community?
What is human trafficking and where is it happening?
?How can we, as
representatives of the various nations involved in and/or impacted by human trafficking, collaborate to
end the practice?
What is human trafficking and where is it happening?
What are the most serious challenges to the environment globally?
?
As young environmentalists, how
can we help people in our community change their
behavior to help solve our environmental
challenges?
What are the most serious challenges to the environment globally?
Key Components of High-Quality Curriculum, Instruction, Assessment
Clear Expectations
Authentic Learning Experiences
Student-Centered Learning
Multiple Opportunities for Mastery
S.A.G.E.
Student choice
Authentic work
Global significance
Exhibition to real-world audiences
Project-Based Learning Resources
Click the logos above to visit each website!
http://www.tigweb.org/tiged/professional-development/ecourses.html
TIGed e-Courses
Project-Based Learning for Global Citizenship
Education for Environmental Stewardship
Empowering Student Voice in Education
Oct. 29 - Nov. 26
Nov. 13 - Dec. 11
Nov. 15 - Dec. 13
Read
Free!
www.asiasociety.org/globalcompetence.pdf
Global Learning for Educators
Twitter chat: global PBL on #PBLchat
Webinar: Adventures in Project-Based Global Learning
Future of Education Interview: Educating for Global Competence: The Future of Education, Today
Oct. 239pm ET
Oct. 255:30 ET
Nov. 88pm ET
Connect
Connect
@honormoorman @jdeborahklein
We hope you’ll join us again.
![Pbl[g]! Project-Based Learning [global]](https://img.dokumen.tips/doc/110x75/547e24a6b4af9f1b428b4589/pblg-project-based-learning-global.jpg)
