1. Ready for the World:Preparing Students for the Global Age Mary Ellen Bafumo, Ph.D.State University of New York

2. Welcome, Bienvenue, Karibu! Velkommen! Maligayang pagdating! Bienvenido! 繁體中文版

3. The global age is here, now. It arrived about a decade ago and its influence is expanding exponentially. Many schools are still preparing students for 20th century ideas, skills and jobs. Fact: we are preparing students for a future that is as yet undefined. Fact: We do know the global skills, knowledge and dispositions that can create success.

4. Watch the film and consider what’s different about learning in the 21st century, in comparison to 20th century approaches to education. Learning to Change-Changing to Learn 1931/33: mid west USA 1990: Britain

5. Which changes most significantly impact education in the 21st century? technology & its use - perspectives about change – mobility – immigration – teacher development – funding – business needs….

6. The film makes this statement clear: The world has changed and educators must change, too.

7. The pace of change is acceleratingand technology is the force behind the pace. ?

8. We haven’t been standing still in education. In what ways have we already changed? How are schools/classrooms different?

9. Now let’s look at where we need to goto be ready for the future.

10. Why go global in elementary school? We already live in an intricately connected, complex, global society. We need to prepare today’s students for a future in an even more connected, more complex, global society. The knowledge, skills and dispositions we want to see in high school students have to be introduced, taught and reinforced at the elementary level. Student success in life and the economic success of our nation is dependent on quality education.

11. There is a new paradigm in education today. Old constructs New constructs Change Renew Improve the things we currently do Rethink Reconceptualize Revitalize the field of education for a better future

12. The new “3 Rs” rethink our purposes, programs, perspectives reconceptualizewhat we teach, how we teach, where we teach, how we assess, the materials we use revitalizethe field of elementary education as a result

13. We begin with the idea of Global Competencies. Global learning is about developing global competencies.

14. Global Competencies are the knowledge, skills & dispositionsrequired for success in the 21st century. There are 5 dimensions of Global Competence: Investigate the world Recognize and weigh perspectives Communicate ideas Take action Acquire disciplinary & interdisciplinary knowledge

15. Each dimension of Global Competence is highly integrated with the others. Content knowledge is critical to competence of any kind.Perspective taking, reasoning, compassion are necessary in an interconnected society. The ability to clearly articulate a message is essential in any society. The skills to take action to improve a situation require content knowledge, perspective,reason and a willingness to assistin making the planet a better place for everyone on it.

16. Steps to a global elementary school Teacher development Revitalized curriculum, instruction and assessment(including global competencies) A focus on world language instruction Rich student experiences with technology, service learning,community resources, parents, travel opportunities

17. Teachers in a global school need: 1. knowledge and understanding of other cultures 2. the ability to integrate state mandated and global curriculum seamlessly 3. skill in creating authentic assessments 4. collaborative skills to tap the knowledge & skills of others 5. an interest in finding learning experiences outside the classroom6. high level computer skills and ability to use multi-media 7. an interest in meaningful professional learning 8. skill in developing & implementing service learning 9. ability to speak and understand a second language *

18. A revitalized curriculum: Review Revise/Replace Resequence Meshing district and state standards with global content requires a review of existing curriculum units and revision or replacement of one or two with more engaging, globally focused units.(Begin with small changes!) Learning to identify places in the curriculum where a global perspective can be infused is a good place to start.

19. Transforming the Curriculum (p.13) Teams identify global content that works with the existing curriculum or is particularly relevant. Teams work at seamlessly integrating global and district topics. Teams determine engaging teaching strategies and materials to support content and integration. Teams develop lessons, create a feedback template to assess them, discuss results and adjust lessons.

20. Curriculum example Standard district approach “Revise/replace global approach My Neighborhood A CapetownNeighborhood Add a comparative study.Search forsimilarities,differences. PeopleHistory Celebrations Jobs GovernmentHousing FoodClothingChallenges PeopleHistory Celebrations JobsGovernment Housing FoodChallenges What standard units can be shortened or revised to include global content?

21. Interdisciplinary, Thematic Units Using an interdisciplinary approach is logical, saves time and teaches to the way the brain learns. Units can be year-long or much briefer. Thematic units are built on a broad-based concept and encompass all academic subjects. Planning with a graphic organizer helps to ensure that all content is included.

22. Degree of Integration Discipline - Field BasedTypical, departmentalized curriculum Parallel DisciplineConcurrent teaching of related subjects Multi-DisciplinaryMore than one discipline integratesthe curriculum Interdisciplinary UnitsUse of the full range of disciplinesorganized around a broad-based theme theme

23. Interdisciplinary Theme Examples These are broad based to encompass all academic topics, including the fine and performing arts InterdependenceSymbols PatternsConflict Culture Environments

24. Year-long Interdisciplinary Thematic Unit Regionalgeography Weather Peace poetry,literature, art Exploration of America Plants & animals Colonization/Native Americans World War I Arts of manynations FrenchRevolution Conflict Revolution, US/Britain Immigration Economics/Math World Cultures ConstitutionFederals vs. States Civil War Inventions Slavery vs.Abolition Literature ofeach era Arts of each era

25. Authentic Assessment examples Performances (research, script writing, persuasion) Projects (water testing, analysis, statistics for the town) Multi-media presentations (using powerpoint, video, interviews, graphs, charts, to make a case) Newscasts (research, writing, technology) Oral presentations in costume (research, writing,speaking, persuasion) Portfolios (collections of work over time)

26. Authentic Assessments Authentic assessments provide varied opportunities to demonstrate learning. Does assessment match the learning project? Does assessment offer students an opportunity to creatively apply learning? Does assessment incorporate technology? Does assessment require real-life problem solving?

27. Active, student-centered instruction means: teaching to the way brain learns engaging mind and body in activities using many and varied materials (technology!) focusing on essential questions for students to answer using inquiry so that students create knowledge designing meaningful service learning projects that use academic knowledge and skills

28. Here’s what stimulates the human brain to learn. color light movement novelty sound sound

29. Materials for Global Learning & Active Engagement Magazines – many have a global focus.Examine the magazines with a partner. What global content did you discover? Multicultural children’s literature – opens a window to other perspectives and experiences. Websites – the world is at your fingertips; connect, communicate, learn (acquire international pen pals, track weather, work with scholars and labs, co-teach on-line and more)

30. World Languages What do you remember from last night’s panel about the usefulness of speaking a language other than English? Immersion versus daily language instruction.. Native speakers versus Rosetta Stone??

31. Community Resources and Parent Involvement What kinds of learning resources are available in your city or town? How do you use community resources in your school or classroom to enhance global learning? What role do parents play in your classroom and school? How can parents be helpful in teaching global content?

32. Travel as a tool for global curriculum development What are the benefits of teacher travel? What are the barriers to travel beyond funding? What can be done to increase student travel?

33. Watch the iconic video. Consider what it might possibly have to do with teachers working on a global approach to education.

34. What connections did you make to revitalizing education? The video demonstrates that a change of perspective on the ordinary changes everything. Teacher perspective and motivation may well be the key ingredients to going global at the elementary level.

35. Think about what you’ve seen and heard. What can you do to begin the journey to global education at the elementary level? If you’ve already started, what’s your next step? How can you enlist staff and community members? Make a commitment to take the next step!

36. Summary of the attributes of a global elementary school Robust, engaging curriculum that integrates mandates with global content Second & third (daily) language instruction Active, inquiry-based instruction Authentic assessments Technology for teaching, learning, connecting with others Exchange programs with sister schools

37. Summary of the attributes of a global elementary school Energetic service and volunteer programs Focus on global content, skills, dispositions(global competencies) Use of venues beyond the school for teaching and learning A diverse faculty

38. Global content knowledge of other nations, cultures, languages,politics, literature and the arts Global skills Ability to communicate clearly in more than one language, critical thinking skills, interpersonal skills Global dispositions Willingness to take action, weigh perspectives, reason,empathize, use knowledge and skills to make a situationbetter

39. What about parents? Parents can: be teachers of heritage cultures assist with language instruction share other skills they have with students be assisted with instruction in English if they need it be taught topics of interest at the school site(parenting, health issues, behavior issues, community resources)

40. What about community stakeholders? Community stakeholders can: use their skills to assist in the classroom – teaching topics of interest, sharing travel and cultural experiences open their businesses as venues for learning share skilled employees with the school

41. What about faculty/staff? Faculty who are from other nations or have international travel experience: reflect the diversity of the world in which students live offer unique perspectives about other cultures and regions of the world provide authenticity to language instruction