Mark Schulte Tracy Crowley@MarkSchulte @tracycrowley77

Global Learning-Projects that Make a Difference

@MarkSchulte

@tracycrowley77

Goals:

Developing global competency in students

Engineering student-driven learning environments with focus

Support teachers in developing growth-mindsets

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

Mexico’s Sea of CortezEmptying the World’s Aquarium

Student-driven learning examples

Family and community connectionsStudent-run expert groupsStudents teaching studentsStudent created surveysFlyers to local restaurantsStudent directed persuasive video

Teacher growth experiences

Problem-based learning formatInterdisciplinary instructionStudent-led researchCreating surveysStudent choice based products

Reflecting on learningMonica- 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.

Student-driven learning examples

Students learned light photography and journalism skillsTransferred learning to other parts of the worldCommunicated with photographersTook pictures in their communitiesCreated a gallery on connecting human emotions

Teacher growth experiences

Using Twitter and InstagramGoing beyond news storiesChallenging misconceptionsBlogging and commentingCommunicating with photographers Updating curriculum

EA Examples6th-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.

The Out of Eden Walk

One journalist’s 7-year journey retracing the steps of our ancestors out of Africa

What if you took a reallylong walk?

The Out of Eden Walk route

Student-driven learning examples

Students communicated with classrooms across the worldStudents learned slow journalism skillsStudents blogged to and video-chatted with Paul Salopek and Mark SchulteStudents told stories of their journeysStudents tweeted world news stories

Teacher growth examples

Student online sharingTwitterVideochatSlow journalism/slowing downConnected curriculum around the walkInterdisciplinary connectionsGoogle Maps and Google Earth

OOE Walk Curriculum Connections3rd 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.

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.

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