schools for global citizens paul miller director of global initiatives nais miller@nais.org

Schools for Global Citizens

Paul MillerDirector of Global initiatives NAISmiller@nais.org

What are the Skills and Values Needed for the 21st century?

Bassett’s Skills and Values: based on Tony Wagner, Howard Gardner, two Blue ribbon panels, and the GRE’s recommendation standards

Character (self-discipline, empathy, integrity, resilience and courage)

Creativity and entrepreneurial spirit

Real world problem solving (filtering, analysis, and synthesis)

Bassett’s Skills and Values

Public speaking/communications

Teaming

Leadership

Measuring Success

Outcomes-based approach: if we can agree on what well-educated students should be able to do, we can design the means to those ends.

Bassett: “What we believe is that demonstrations of learning marry skills with content, develop multiple intelligences, connect thought with action, and exemplify 21st century skills and values.”

What demonstrations of learning?

NAIS draft

Conduct a fluent conversation in a language other than your own about a piece of writing in that language

Write a cogent and persuasive opinion piece on a matter of public importance

Declaim with passion and from memory a passage that is meaningful – of one’s own, or from the culture’s literature or history

Produce or perform a work of art

Construct and program a robot capable of performing a difficult physical task

NAIS Draft

Exercise leadership

Using statistics, assess whether a statement by a public figure is demonstrably true

Assess media coverage of a global event from various cultural/national perspectives

Describe a breakthrough for a team on which you served and to which you contributed to overcoming a human created obstacle so that the team could succeed

Demonstrate a commitment to creating a more sustainable future with means that are scalable.

Does backwards-design take us to a global approach?

"Because it provides so many different entryways into complex, integrative, developmentally appropriate learning, global learning serves well as an overarching frame and rationale for liberal education itself"  --AAC&U

Global education also develops the sense of the other, which Martin Skelton of Fieldwork education calls “the most important disposition we need to model and develop if we are to create great learning.”

Global’s One-World Approach

Moral reasons

Practical reasons

Evangelical component

Criticism

Dr. Merry Merryfield, Ohio State University

Global Classroom Strategies:

Teach against stereotypes, the “exotic” and simplification of other cultures

Develop perspective consciousness: foster the examining of multiple perspectives and primary sources

Analyze how heritage, power, and status shape people’s knowledge, use of language, and worldviews

Provide cross-cultural experiential learning

The Global Classroom is

• Part of a Global School

• Guided by a Global Teacher

• Achievement: producing

Global Citizens

Global Schools

Present a view of the world that invites and rewards curiosity concerning the richness and diversity of all human societies, and encourages respect for all people

Develop curricula that helps students recognize how differing cultures, traditions, histories, and religions may underlie views and values

• Provide resources and activities in support of instruction, which can help carry learning in the direction of world understanding

• Expect teachers, administrators, and other staff members to model respect for all peoples and cultures and to address constructively instances of bias or disdain for nationalities, cultures, or religions other than their own.

Global Schools

Global Schools

• Seek beyond the institution itself partnerships and networking that may help it promote global awareness, experience, and problem-solving for its students

• Educate and encourage parents to support school initiatives that promote global understanding

Seek a diversity of cultural, national, and ethnic backgrounds in the recruitment of teachers and administrators 

How global is YOUR school?

 Mission statement- are there global elements in it?

 Policies, procedures, and operations- global at all?

Global teachers? (what does that mean?)

Global Teachers:

“How We Teach is at least as important as What We Teach”

Educating for Global Citizenship by Boyd Roberts

Global Teachers: Educating for Global Citizenship

Roberts: Pedagogy of Global Education:

o Learner-centered

o Participatory

o Partnership-based

o Experience-based

o Addresses reflections, emotions,

and activity

Global Teachers

Implications-- shared control between teacher and students. Less emphasis on “right” answers. More open-ended discussion. More unpredictable.

Working with students to handle even controversial issues is essential. Listening to the views of others, responding without becoming personal, analyzing issues critically are vital- and acquired- skills.

Is Roberts right?

Global Citizenship

“Educating for Global Citizenship…shifts attention from the activity and process to the purpose, outcome, and result…global citizens”

What is a global citizen?

How to implement a Global School

If you could design a plan, what would it contain and how would you implement it?

How to implement a Global School

Not one program at a time! Comprehensive approach 

Possible scenarios: Top down or grass roots

Top Down:

– Total commitment of board and head

– Financial commitment

Ground Up:

– Global advisory committee takes plan to faculty, which approves, then to senior administration and finally to the board

Implementation

Global must infuse the whole school culture. Deep globalization (Marc Frankel) “that transforms how and what students learn”

Get key people (develop a set of allies) and ultimately the whole community on board

Committee approach: members of board, administration, faculty, parents, maybe students, consultants – no one group in the majority

Implementation

Examine overarching goals and how the school will interact with the wider world

Don’t just throw money around

Win over the faculty –variety of strategies (e.g. Deerfield)

Win over the parents

Win over the students

Institutionalization

– Structure: who supervises implementation and the rank they are given

– Hiring: young faculty do the “heavy lifting” in global ed-- make sure the right ones are hired

– Professional development

– Networks of support outside the school

– Proper measurement of outcomes

– Give it time!

What does global education look like? What are the components?

 Curriculum changes

Add a curriculum component, e.g. a “Global Affairs” course

Change an existing curriculum component, e.g. Peace and Conflict Studies as part of the IB; IB extended essay in world studies.

Introduce a new curriculum – e.g. global diploma or more radical Met Learning Center magnet school approach- systems, not disciplines.

Permeate or infuse existing subjects

– include global issues

– draw examples from diverse cultures, etc.

– stress interconnections

Global elements

Languages

History

Social Studies

Science

Math

Arts

Think about lessons you will teach next week

Identify two where you could address global elements more directly- how will you do it? (more student participation, discussion of a global issue, ethical issues, opportunity for students to take action?)

Outside the Classroom

Glocal 

Trips Abroad

Partnerships

Global Citizen Action

Trips Abroad

What are your criteria?

Trips Abroad

Why? Benefit, learning outcomes, necessity  

Who?

How? Is the host community involved in service learning? How will it benefit? How can the trip be planned so all are equally involved?

What? Learning outcomes? What follow-up? What assessment?

How has travel impacted your world view? What trips have had the most impact and why?

Assessment

Conclusions

Bibliography 

“Globalizing a School” by Paul Miller, chapter in Why Change? What Works? Change Management for Independent Schools, NAIS, 2010

“Demonstrations of Learning for 21st Century Schools” by Pat Bassett, Independent School magazine, Fall 2009

Educating For Global Citizenship, Boyd Roberts, International Baccalaureate Press, London, 2009

Appendix

Global Citizenship

“Global Citizenship is not what you DO with your time. Rather, Global Citizenship is how a person is equipped to execute whatever they decide to do. It is a set of knowledge skills and attitudes that equip someone to be effective in their chosen pursuits”

--Skip Kotkins

NAIS & Lakeside School Board Member

Global Competency

Fernando Reimers, Harvard University Graduate School of Education

Knowledge of the world

Skills to put the knowledge to use

Attitudinal and ethical dispositions

Skills, Knowledge, and Attitudes

• Respectful

• Ethical

• Curious and open-minded

• Self-aware

• Action-oriented

• Optimistic

• Self-confident, yet humble

Skills, Knowledge and Attitudes

Geography and history

Culture

Development

Sustainability

Finance/global economics

U.S. role in the world

Skills, Knowledge and Attitudes Critical thinking and problem-solving

“at the heart of good teaching, whatever the label”--Boyd Roberts

Flexibility and resilience

Creativity

Communication

Teamwork

Intelligent risk-taking

Observation and reflection

Kennesaw State’s “Get Global” Program

Learning Outcomes in the Core Curriculum:

1. Knowledgeable global perspectives

2. Effective intercultural engagement skills

3. Global Citizenship attitudes