This presentation for the Global Education E-Conference explores using international sources and problem based learning to raise students' global consciousness.

1. Students Globalize and Galvanize Students Through Analysis
of International Blogs, Newspapers, Non-Print Texts, World
Literature and Creation of Original Media Products
Ary Aranguiz
November 16th, 2012
Global Education Conference
Ary Aranguiz
Fearless Tech 4 Teachers

2. Topics for this
conversation:
Why is global education important?
Why and how should we use international sources
to develop students’ global awareness and
competence?
What is Problem Based Learning, and how do we
use this approach to support global education?
What are some credible international sources K-
12 students can use?
What initiatives exist which facilitate global
problem based learning projects?

3. Topics for this
conversation:
How do you design and assess a
global problem based learning
project?
What interactive web 2.0 tools and
social media exist to help
students take local, national or
global action?
What are some ideas for PBL
projects incorporating
international sources?
How do we keep the conversation
alive via social media to share,
mentor and collaborate?

4. Why is Global Education Important?
U.S. students have a limited worldview
even though so many have unlimited access to
technology.

5. Why is Global Education Important?
• Technology connects us, so our students must respect,
and know how to communicate with people of diverse
cultures.
• A 21st century citizen must have problem solving skills
requiring a global perspective.
• World issues affect us all in minor and major ways.
Students need to be able to see the role we play around
the world as well as our interdependence.
• A globally conscious student is a critical thinker who
recognizes our common humanity, and is more likely to
pursue social action locally, nationally or even globally.

6. Why and how should we use international
sources to develop students’ global
competence?
A B C D
Expose students to world issues so they recognize our
common humanity.
Increase tolerance, respect, empathy for diverse
cultures.
Eliminate stereotyping- “The problem with stereotypes is
not that they’re untrue, but they’re incomplete.” Nigerian
novelist TED talk The Danger of the Single Story
Prepare students to be able to critically think, research,
problem-solve, communicate, interact, create, produce in
a globally interconnected workforce.

7. • Yoani Sanchez- Cuban blogger who risks her life
everyday writing her blog, Generacion Y via SMS,
to let the world know what it’s like to live under a
communist regime.
• Malala Yousufzai- Pakistani child activist who fights
for education for girls and boys. She was shot by
the Taliban on October 9th, and is recovering.
• Chimamanda Adichie- Nigerian Writer who has
attracted a broader audience to read African
Literature.
• Han Han- Controversial Chinese blogger who
writes against the Chinese government.

10. What international sources
can K-12 students use and why?
World-Newspapers.com

11. What international sources
can K-12 students use and why?

12. What initiatives exist which facilitate
Global Problem Based Learning?

13. What initiatives exist which facilitate
Global Problem Based Learning?

14. What is Problem Based Learning,
and how do we use this approach
to support global education?
From Buck Institute for Education

15. How do you design a Global
Problem Based Learning project?
From the Buck Institute for Education

16. Preparation and
Framework for PBL
 Teach students how to generate thought-
provoking questions.
 Teach students to think deeply about a text.
 Always practice identifying the Essential
Questions raised by a text.
 Generate specific challenges or problems.
 Develop guiding questions to lead research.
 Model how to identify credible sources.
 Generate solutions with a specific plan of action.
 Allow Peer Assessment.
 Assess Formatively and Summatively.
 Publish/Share with the world.
 Teach the art of Reflection.

17. The Teacher’s Role
in PBL
 Coach students on time management.
 Set the timeframe,
 Confer with students daily and weekly to
monitor progress.
 Learn about the problem alongside students.
 Lead students to find the right resources; don’t
find them for them!
 Allow students to problem-solve when group
disagreements occur.
 Guide students in identifying a problem/solution
that is neither too broad or too vague.

18. Assessment- Group & Individual
 Formative assessment occurring continuously
 Summative evaluation occurs at the end of
project or after a group of tasks
 Assess for mastery of content knowledge and
real world skills
 Assess group dynamics; quality of sources;
depth of research; evidence provided;
aesthetics of final product; feasibility
 Design a specific checklist of tasks and a rubric
detailing all expected components and
behaviors
 Confer with students daily to evaluate progress
 Establish clear cut roles for each student

19. What web 2.0
tools and social
media exist to
help students
take local,
national or
global action?

20. What are some examples of
PBL projects incorporating
international sources?

21. • Use print or non print text for
analysis and discussion.
• Identify essential themes in
the text
• Generate the essential
questions raised by the text.
• Example: Why is education so
important? Why is educating
girls so important?
• Generate a challenge to
explore the answer/solution to
these essential questions--
What can I do locally,
nationally or globally to
raise awareness?

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