global pbl for plp
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Global PBL
Honor Moorman
Associate Director, Professional Development and CurriculumAsia Society | Partnership for Global Learning
@honormoormanhonormoorman.me
Leadership and Talent Corporate Conferences Task Forces & Reports Working Groups,
Studies & White Papers
Museum Exhibitions Performances Commissions
Cross-Cultural Dialogue Asian Historical Heritage Current Trends in Asia
Partnership for Global Learning
Chinese Language initiatives
International Studies Schools Network
Global Cities Initiative
Afghanistan/Pakistan Region Strategic Studies
Livability of Asian Cities
Track II Dialogues on Key Issues Food Sustainability Water Security
Arts
Education
Policy
Business
Asia Society at a Glance
Working to makeall students
globally competentand ready for
the 21st century.
“On the other side”CC by EmsiProduction via Flickr
What is globalcompetence? “not quite clear on the concept”
CC by woodleywonderworks on Flickr
Why is global
competence
essential?
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
How can project-based learning help
students develop global competence?
“42601677.10”CC by torres21 via
Flickr
Why is educating for global competence
so important in today’s world?
The global is part of our everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr
What are some of the ways you and your students experience globalization?
• Socially through media and telecommunications
• Culturally through movements of people
• Economically through trade
• Environmentally through sharing one planet
• Politically through international relations and systems of regulationEducation for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 2
http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides
A changing world demands changing skills.
“Fargone” CC by iammikeb via Flickr
The future is here. It’s multiethnic, multicultural, and multilingual.
~Vivien Stewart
Becoming Citizens of the World
Four Trends
• Economics
• Science and technology
• Health and security
• Changing demographics
Vivien Stewart, “Becoming Citizens of the World” Educational Leadership 64.7, April 2007, pp. 8-14
http://www.ascd.org/publications/educational-leadership/apr07/vol64/num07/Becoming-Citizens-of-the-World.aspx
Globalization of the Economy
“Tokyo1950” CC by tokyoform via Flickr
The future is already here – it’s just not evenly distributed.
~William Gibson
Global Competence is a 21st Century Imperative
• Economies more globally connected and interdependent
• Society more linguistically and culturally diverse
• Global challenges more complex
• Global competence academic achievement
Global Competence is a 21st Century Imperative, an NEA Policy Brief, 2010 http://www.dc-cgel.org/node/145
Global Issues, Local Solutions
“Pinteresting” CC by Dave77459 via Flickr
The future is here, and it is global.~Mark Gerzon
Genes
Economies Religions
Food
Possessions
Environment
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
The Five Stages of Becoming a Global Citizen
Worldview based on . . .
• Citizen 1.0 one’s self (egocentric)
• Citizen 2.0 one’s group (ideocentric)
• Citizen 3.0 one’s nation (sociocentric)
• Citizen 4.0 multiple cultures (multicentric)
• Citizen 5.0 the whole Earth (geocentric)
Four Main Actions Required for Developing Global Citizenship
• Witnessing – open our eyes• Learning – opening our minds• Connecting – opening our hearts• Geo-partnering – opening our hands
A GlobalCitizen issomeone who:
• is aware of the wider world and has a sense of their own role as a world citizen;
• respects and values diversity;• is willing to act to make the world a
more equitable and sustainable place;
• takes responsibility for their actions.Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 3 http://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship
What are global competencies?
“21st century skills applied to the world”
enGauge: 21st Century Skillsfrom Metiri Group
21st Century Interdisciplinary Themes from the Partnership for 21st Century Skills
• Global Awareness• Financial, Economic, Business, and
Entrepreneurial Literacy• Civic Literacy• Health Literacy• Environmental
Literacy
National Educational Technology Standards for Students from the International Society for Technology in
Education
Communication and CollaborationStudents developcultural understandingand global awarenessby engaging withlearners of othercultures.
National Educational Technology Standards for Teachers from the International Society for Technology in
Education
Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of aninnovative professionalin a global anddigital society.
National Educational Technology Standards for Teachers from the International Society for Technology in
Education
Promote and Model Digital Citizenship and ResponsibilityTeachers understand local & global societal issues &responsibilities in an evolving digital culture & exhibit legal & ethical behavior in theirprofessional practices.
“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
What are the knowledge, skills, and dispositions students need to develop
to be globally competent?
Educating for Global Competence
www.asiasociety.org/globalcompetence.pdf
Free!
How do we define global competence?
Content Knowledge Matters
Global Knowledge, Skills, & Dispositions• Investigate the World• Recognize Perspectives• Communicate Ideas• Take Action
Four Domains of Global Competence
• Investigate the World: Students investigate the world beyond their immediate environment.
• Recognize Perspectives: Students recognize their own and others’ perspectives.
• Communicate Ideas: Students communicate their ideas effectively with diverse audiences.
• Take Action: Students translate their ideas into appropriate actions to improve conditions.
Global Competence Matrix
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
Investigatingthe World “not quite clear on the concept”
CC by woodleywonderworks on Flickr
Recognizing
Perspectives
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
Communicating Ideas
“42601677.10”CC by torres21 via
Flickr
Taking Action
“On the other side”CC by EmsiProduction via Flickr
Which of the four domains of global competence would you like
to emphasize more in your curriculum?
• Investigating the world• Recognizing perspectives• Communicating ideas• Taking action
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
S.A.G.E.
• Student choice
• Authentic work
• Global significance
• Exhibition to real-world audiences
S.A.G.E.
• Student choice: Are there options for students to make choices about content, process, and/or product?
• Authentic work: Are students being asked to do something adults do in the “real world”?
S.A.G.E.
• Global Significance: Are students being asked to investigate the world, recognize perspectives, communicate ideas, and/or take action?
• Exhibition to audience: Will students have the opportunity to present their learning to an authentic audience?
Example Issues from EdSteps
• Environmental sustainability• Population growth• Economic development• Global conflict and cooperation• Health and human development• Cultural identity and diversity• Human rights
EdSteps – Global Competencehttp://www.edsteps.org/ccsso/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx%20Crwfdw%20uF&AspxAutoDetectCookieSupport=1
Millennium Development Goals
1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and
empower women4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria, and other
diseases 7. Ensure environmental sustainability 8. Develop a global partnership for
development
High Noon: 20 Global Problems,20 Years to Solve Them
Sharing our Planet: issues involving the global commons• Global warming• Biodiversity and ecosystem losses• Fisheries depletion• Deforestation• Water deficits• Maritime safety and pollution
High Noon: 20 Global Problems,20 Years to Solve Them
Sharing our Humanity: issues requiring a global commitment• Massive step up in the fight against poverty• Peacekeeping, conflict prevention,
combating terrorism• Education for all• Global infectious diseases• Digital divide• Natural disaster prevention and
mitigation
High Noon: 20 Global Problems,20 Years to Solve Them
Sharing our Rulebook: issues needing a global regulatory approach• Reinventing taxation for the twenty-first
century• Biotechnology rules• Global financial architecture• Illegal drugs• Trade, investment and competition rules• Intellectual property rights• E-commerce rules• International labour and migration rules
Example class project inspired by this book - Photojournalism: What Matters, http://www.slideshare.net/mwixsom/photojournalism-what-matters
S.A.G.E.
• Student choice
• Authentic work
• Global significance
• Exhibition to real-world audiences
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)
“Glocal” Service LearningConnecting Local & 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
Qualities of a Good Project
• Is the project driven by relevant driving/essential 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
“Digigogy Images”CC by mikefisher 821 via Flickr
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
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 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 human trafficking and where is it happening?
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 are the most serious challenges to the environment globally?
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?
Project-Based Learning Resources
Click the logos above to visit each organization’s website!
GLOBAL COLLABORATION PROJECTS
“stop collaborate listen t-shirt” CC by cambodia4kidsorg on Flickr
Are You Ready for a Connected Learning Year?
tinyurl.com/connectedlearningyear
Connect All Schools
Connect All Schools
“Skype Jobs” CC by langwitches on Flickr
Global Collaboration Projects
slideshare.net/hmoorman/global-collaboration-projects
What are you going to do next?
• Read Educating for Global Competence
• Use some of the resources provided today
• Explore more on my own• Connect with other global educators
online• Talk with colleagues at my school
Global PBL
Honor Moorman
Associate Director, Professional Development and CurriculumAsia Society | Partnership for Global Learning
@honormoormanhonormoorman.me