Introduction to Project-Based Global Learning

Presenters

@honormoorman

• Associate Director for Professional Development and Curriculum, Asia Society Partnership for Global Learning

• Former educational consultant, academic dean, internship and service learning coordinator, literacy specialist, university instructor, and high school teacher

@jdeborahklein

• Professional Development and Outreach Coordinator, TakingITGlobal

• Founder and CEO, PRINCIPLED Learning Strategies

• Professional Development Director, World Leadership School

Mission: To present ideas, examples, and projects related to connecting educators and classrooms with a strong emphasis on promoting global awareness, fostering global competence, and inspiring action towards solving real–world problems.

Working to make all students

globally competent & ready for the 21st century.

What is global competence?

How can project-based learning help students develop global competence?

Globalization of the Economy

A changing world demands changing skills.

Global Issues, Local Solutions

The global is part of our everyday local lives.

Genes

Economies Religions

Food

Possessions

Environment

We have the power to create a better world.

~Mark Gerzon

We are all global citizens.

“Global competence is the capacity and disposition to understand and act on issues of global significance.”

What are the knowledge, skills, and dispositions students need to develop in order to be globally competent?

Share your thoughts:

How do we define global competence?

Content Knowledge Matters

Global Knowledge, Skills, & Dispositions• Investigate the World• Recognize Perspectives• Communicate Ideas• Take Action

Read

Free book!

www.asiasociety.org/globalcompetence.pdf

• Recognize and express how diverse audiences perceive meaning and how that affects communication.

• Listen to and communicate effectively with diverse people.

• Select and use appropriate technology and media to communicate with diverse audiences.

• Reflect on how effective communication affects understanding and collaboration in an interdependent world.

• Recognize and express their own perspective and identify influences on that perspective.

• Examine others’ perspectives and identify what influenced them.

• Explain the impact of cultural interactions.

• Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives .

• Identify an issue, generate questions, and explain its significance.

• Use variety of languages, sources and media to identify and weigh relevant evidence.

• Analyze, integrate, and synthesize evidence to construct coherent responses.

• Develop argument based on compelling evidence and draws defensible conclusions.

• Identify and create opportunities for personal or collaborative action to improve conditions.

• Assess options and plan actions based on evidence and potential for impact.

• Act, personally or collaboratively, in creative and ethical ways to contribute to improvement, and assess impact of actions taken.

• Reflect on capacity to advocate for and contribute to improvement.

Investigate the WorldStudents investigate the world beyond their immediate environment.

Recognize PerspectivesStudents recognize their own and others’ perspectives.

Take ActionStudents translate their ideas into appropriate actions to improve conditions.

Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Understand the World throughDisciplinary and Interdisciplinary Study

p. 12

p. 102

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

Global Competence Matrices

Arts English Language Arts Mathematics Science Social Studies World Languages

pp.103-108

Investigate the World

Recognize Perspectives

Communicate Ideas

Take Action

Find this and other Project-Based Learning materials at

bie.org

Driving Question: How can young people around the world have a constructive impact on

deforestation in Borneo, improving the lives of animals and humans?

global collaborationauthentic virtual monitoring, action through

DeforestAction Eco-Warriors showing a five day old, processed satellite image to the Ensaid Panjang

longhouse community

truth in labellingStudent-initiated petitions to ensure

PBL and the Common Core

“The high school standards call on students to practice

applying… ways of thinking to real world issues and challenges”

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)

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

Story at www.najah.edu/node/16449

Connecting Local and 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 Educationhttp://asiasociety.org/education-learning/afterschool/connect-local-and-global

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

Qualities of a Good Project

Is the project guided by relevant driving 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

http://asiasociety.org/education-learning/resources-schools/partnership-ideas/simulations-real-world-practice

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 can we learn about

how to improve our community by exploring the way other people in the world think about

theirs?

What is a community?

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 is human trafficking and where is it happening?

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?

What are the most serious challenges to the environment globally?

S.A.G.E.

Student choice

Authentic work

Global significance

Exhibition to real-world audiences

Resources

Asia Society Education: www.AsiaSociety.org/education

Taking IT Global: www.tigweb.org

TIGed: www.tigweb.org/tiged

Buck Institute for Education: www.bie.org

Edutopia: www.edutopia.org/project-based-learning

http://www.tigweb.org/tiged/professional-development/ecourses.html

Read

Free book!

www.asiasociety.org/globalcompetence.pdf

Browse

Participate

Global Learning for Educators

Connecting Teacher Prep Programs to Global Competence

Adventures in Project-Based Global Learning

China and Globalization

Students as Linguists and Diplomats: Eight Principles for Creative World Language Teaching

Expanded Learning

Dec. 131pm ET

Jan. 105:30 ET

Jan. 248pm ET

Feb. 288pm ET

March 148pm ET

Connect

@honormoorman @jdeborahklein

Image Credits – CC on Flickr

• “Tokyo1950” by tokyoform• “Fargone” by iammikeb• “Alegria” by ruurmo• “Wind farm and greenhouse gas” by kevin

dooley• “Sushi! (again)” by Kyoto Song• “Imogen” by Edo Bertran• “Nexus One Blackberry iPod Touch” by

Katsushiro• “I-con” by Lightmash

Image Credits – CC on Flickr

• “Pinteresting” by Dave77459• “You Paris and Me” by Nina Matthews

Photography• “Earth at Night” by cote• “Open Gate in La Paz” by jaytkendall• “not quite clear on the concept” by

woodleywonderworks• “Sometimes the world seems upside down” by

jen_maiser• “42601677.10” by torres21• “On the other side” by EmsiProduction