3. ISSN 101: An Introduction to . . .
Asia Society and the Center for Global Education
The International Studies Schools Network
Global Competence
The ISSN Beliefs
The ISSN Graduate Profile
The Four Domains of Global Competence
3
4. ISSN 101: An Introduction to . . .
The Global School Design Model
The Graduation Performance System (GPS)
GPS Performance Outcomes and Rubrics
Globally Significant Issues (overviews)
Essential Questions
Performance Assessments (design shells)
SAGE
The Ning (online community of practice)
4
5. Asia Society at a Glance
A Connector, Convener, and Catalyst Between the U.S. and Asia
Arts
Education Leadership
Policy
6.
7. Asia Society Center for Global Education
Transforming Education for our Shared Future
8. Asia Society Center for Global Education
Transforming Education for our Shared Future
9. Introduction to the International
Studies Schools Network
What does membership in the ISSN provide you?
9
23. Defining Global Competence
Global competence:
the capacity and disposition to understand and act
on issues of global significance
Global learning:
the process by which students become globally
competent
24
24. ISSN Beliefs
① Excellence and Equity
② Knowledge, skills and disposition to be globally competent
③ College and career ready
④ Students own their learning/adults foster each student’s
success
⑤ School fosters inquiry, innovation, and reflection including
the broader world beyond
⑥ Learning is an ongoing process
25
25. ISSN Graduate Profile
Ready for College
Knowledge Required in the Global Era
Skilled for Success in a Global Environment
Connected to the World
26
26. Evidence of Alignment
With a partner, identify and highlight evidence of
the ISSN Beliefs in the Graduate Profile.
Be prepared to share your insights.
27
29. Envisioning an ISSN School
What would you expect to find in a school that is:
Grounded in the ISSN Beliefs?
Preparing students to fulfill the ISSN Graduate Profile?
30
See Hear Feel
30. Envisioning an ISSN Classroom
What would you expect to find in a classroom where:
Students are engaged in global learning?
Learning experiences are designed around the four domains?
31
See Hear Feel
31. Deeper Learning Through a Global Lens
As you watch the video . . .
Look for evidence of:
the ISSN Graduate Profile
the Four Domains of Global Competence
Be prepared to share your insights.
32
36. Global School Design Model
• Take a moment to skim the Global School Design At a Glance
document.
• How does the vision of the school and classrooms described
here compare with your vision?
• Which elements of the Global School Design model are
already strengths in your district?
• Which elements of the Global School Design model could be
introduced in your district or are opportunities for
improvement?
• What can you do in your role to help make global
competence a reality in the Alief ISSN school?
37
40. Global Leadership Jigsaw
• Home group: count off #1-4 to form expert groups
• Expert group: review one domain of Global Leadership:
1. Investigate the World
2. Recognize Perspectives
3. Communicate Ideas
4. Take Action
• Individually, read the performance outcomes; identify
important words and phrases.
• Together, discuss what each performance outcome means;
decide what is important to share with your home groups.
• Jigsaw back into home groups; teach each other about the
four domains.
41
41. Global Leadership Performance Outcomes
What would you expect to find in a classroom where:
Students are working on the global leadership performance
outcomes?
The teacher is facilitating this kind of work?
42
See Hear Feel
49. GPS Performance Outcomes and Rubrics
Portfolio of Student Work
College Ready and Globally Competent Graduate
Module and
Task Design
Module and Task
Implementation
Assessment and Rating
of Student Work
Student Feedback and
Teacher Reflection
Graduation Performance System
52. Globally Significant Issues
• encourage deep engagement,
• foster the capacity to connect local issues to global issues,
• have visible global significance, and
• are grounded in robust disciplinary and interdisciplinary
knowledge.
53
57. Global Issues Overviews
• Environment and Sustainability
• Hunger and Poverty
• Human Rights
• Women and Girls in Education
• Infectious Disease: Impact and Prevention
• Clean Water: Access and Management
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58. Global Issues Overviews
• Human Population Growth: A Boon or a Boom?
• Resource Conservation: The Future in Our Hands
• Biodiversity: Nature in Balance
• Clean Energy
• Social Mobility and Income Inequality
• Sustainable Economics
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60. Performance Assessment Shells
• Digital Project: Using Technology to Address and Inform on
Global Issues
• Engineering: Working artfully to construct an object
• Community Action or Public Service: Take Action for Social
Change
• Develop a Business Plan: Entrepreneurial Approaches for
Global Issues
• Position Paper: What's Your Perspective?
• Infographics: Visual Representations to Understand the
World
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61. Performance Assessment Shells
• Public Speaking: Communicate Ideas of Global Significance
• Event Planning: Take Action for Social Change
• Digital Stories: Integrating Knowledge and Skills through the
Art of Storytelling
• Civic Responsibility: Taking Action to Promote Peaceful, Just,
and Inclusive Societies
• Art Then and Now: Reflections on Society Through Time
• Cost/Benefit Analysis: Evaluating Opportunities for Change
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62. Using the Performance Assessment Shells
and Global Issues Overviews in the Classroom
Global Issue Overviews
• Environment + Sustainability
• Hunger + Poverty
• Human Rights
• Education for Women + Girls
• Infectious Disease
• Clean Water
• Human Population Growth
• Resource Conservation
• Biodiversity
• Clean Energy
• Income Inequality
• Sustainable Economies
Performance Assessment Shells
• Digital Project
• Engineering
• Community Action or Public Service
• Develop a Business Plan
• Position Paper
• Infographics
• Public Speaking
• Event Planning
• Digital Stories
• Civic Responsibility
• Art Then and Now
• Cost/Benefit Analysis
63
63. Using the Performance Assessment Shells
and Global Issues Overviews in the Classroom
Global Issue: Clean Energy
+
Performance Assessment: Cost/Benefit Analysis
+
Subject Area Content and Skills
=
Module/Project with a Summative Task:
Students will craft a cost benefit analysis comparing the use of
fossil fuel to the use of clean energy.
64
70. Introduction to SAGE
•Thinking back to the video, what did you notice
about the students and their work?
•What did you notice about the teachers, how they
interacted with the students, and what they had to
say?
71
71. Final Reflection and Questions
Please jot down:
• 3 things you’ve learned today
• 2 connections or applications to your practice
• 1 question you still have
72
Asia Society is the leading global and pan-Asian organization working to strengthen relationships and promote understanding among the people, leaders, and institutions of the United States and Asia.
We seek to increase knowledge and enhance dialogue, encourage creative expression, and generate new ideas across the fields of arts and culture, policy and business, and education.
School development organization
Began in 2003
34 schools in seven states
Mission: to develop college-ready, globally competent high school graduates
Today, more than ever before, the global is part of our everyday local lives. We are linked to others on every continent:
Socially through the media and telecommunications
Culturally through movements of people
Economically through trade
Environmentally through sharing one planet
Politically through international relations systems of regulation
~Oxfam’s Education for Global Citizenship: A Guide for Schools
Globalization of the economy
Cultural diversity and the need for global citizens
Issues of global significance
Almost all our challenges have an international dimension: health, global warming, energy/water, immigration, terrorism
Our security is intertwined with our understanding of other cultures
World languages and cultural knowledge are essential
Schools need to prepare students to
To deal with more rapid change than ever before
For jobs that have not yet been created
To use technologies that have not yet been invented
To solve economic and social challenges that we do not yet know will arise
~Angel Gurria, OECD Secretary General, “Foreward” PISA 2009 Results
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
A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in:
6 Core Subject Areas
Interdisciplinary Coursework
Aligned with Common Core & State Standards
How the GPS Works
As you can see from the Graduation Performance System Overview (resource), GPS implementation happens within the academic disciplines, aligned with Common Core State Standards and the Keys of College/Career Readiness, and it can be applied in interdisciplinary ways too.
The GPS performance outcomes and rubrics are the foundation, providing a definition of “what success looks like” by delineating the knowledge, skills, and dispositions students need to be college-ready and globally competent. There are seven sets of GPS performance outcomes in the six core disciplines and one set of cross-cutting performance outcomes in global leadership. All GPS performance outcomes are organized using the four domains of global competence: Investigate the World, Recognize Perspectives, Communicate Ideas, and Take Action.
The GPS performance cycle (in the middle) is at the heart of the GPS,
[CLICK TO ANIMATE] providing a research-based curriculum design,
[CLICK TO ANIMATE] implementation,
[CLICK TO ANIMATE] and assessment cycle focused on explicit and intentional planning for effective learning for all students. The GPS performance cycle is a series of continuous processes that repeat across the curriculum, and the cycle happens during in-school and out-of-school time through afterschool and summer programs.
[CLICK TO ANIMATE] The GPS portfolio (grey box) contains the student work that results from multiple performance cycles across all courses and learning experiences, which can certify that the student is both college-ready and globally competent by graduation (final orange box).
Implementing the GPS across the curriculum and across grade levels results in student portfolios that demonstrate mastery of both college and career readiness and global competence by graduation. Thus, the GPS provides an opportunity to not only chart student growth and proficiency in relation to individual performance outcomes, but also in relation to the full set of performance outcomes that define global competence overall.
[7 of 7 slides]
[Whole graphic in motion]. I hope you can now see why we consider the GPS Performance Cycle to be the heart of the GPS. It pairs the concept of scaffolded instruction with the concept of multiple opportunities to succeed at a summative assessment that opens the door to more learning, rather than closing the door on a subject.
Student ChoiceAre there options for students to make choices about content, process, and/or product within this task?
AuthenticIs this task asking students to do something adults do in the “real world”?
GlobalHow are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?
Public Exhibition of LearningHow will students have the opportunity to present their learning to an authentic audience?