Teaching for Global Competence and Sustainability in a Rapidly Changing World

Concurrent Session 4

Brief Abstract

 

 

Global Competence and Sustainability are themes of this highly interactive presentation. The attendees will brainstorm, share, and design a unit from a sample model from University X for a population of online or blended students in K to 12, higher ed. or a diversified population of  International students. 

Presenters

Dr. Michele Barto is currently a Senior Lecturer and University Core Director for Online and Offsite programs at Fairleigh Dickinson. She holds a Bachelor’s Degree in Elementary Education, French K to 12, two Master’s Degrees (Certified Reading Specialist and Educational Leadership). Her Doctorate degree is in Curriculum and Instruction. She currently teaches and develops University Core Classes fully online and mentors and supports core instructors. She teaches graduate students who are teachers obtaining their Reading Specialist degrees as well. She also teaches Public Speaking and Technical Writing in Global Partnerships both in China and virtually. Formally she taught in the K to 12 school system many grades K to 8 and worked with ESL students in the Community College setting. She continues to work with school districts as a consultant in Literacy Improvement.

Extended Abstract

5 to 10 minutes for Introduction including Interactive Brainstorming and Planning The Presenter will introduce a sample course model on Global Themes, from University X that addresses the following outcome goal among others. Students will be able to recognize the interdependence of the individual and the community in creating the challenges and opportunities in a global society through the examination of sustainability, human rights, and peace and conflict. This presentation will provide major focus on the topic of Sustainability and how the unit in the course model can be adapted for many frameworks and levels including online, blended, and platforms infusing minimal technology tools in both K to 12 and higher education curriculum. Examples of these models will be shared. While this mini presentation is occurring the audience will be reflecting on these key questions and already brainstorming with their learner population in mind: 1. How can I take one or more concepts, activities, or learning outcomes and adapt it into a mini unit I develop, particularly in the Sustainability Unit? 2. Do I already teach some of these themes? How can I adapt what I have to support our rapidly changing world and virtual international exchanges? 3. How can I infuse content (multi-disciplinary) from other curriculum (STEM, Math, Literature, etc.)? Ideas for responses can be shared on Google share and Chat that will be ongoing throughout the presentation from the Google Site link that the presenter shares. 20 to 25 minutes Next, the following individual, interactive planning will begin among participants who will be given tools to help them brainstorm: The participants can be instructors, curriculum supervisors, higher education instructors, and technology support personnel at all levels. The brainstorm designs developed will meet the needs of each participant. Now some brainstorming and planning will take place: The participants will go onto the UN Sustainable Goals Website and support this planning with these goals. The end result will focus on the learning outcomes listed here: Students recognize the interdependence of the individual and the community in creating the challenges and opportunities in a global society. Students select a global challenge we face as individuals, community, and/or society as a whole and examine solutions. Students analyze global competence goals including the knowledge, attitudes, skills, and behaviors necessary to thrive in today’s interconnected world. This sample definition of Global Competence will be shared : What is global competence? Global competence is the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and world views of others, to engage in open, appropriate and effective interactions with people from different cultures, and to act for collective well-being and sustainable development. As cited from https://www.oecd.org/pisa/pisa-2018-global-competence.htm This definition is clearly connected to the UN Sustainable Goals. The participants will interactively use many tools shared from the presenter and any from participants who wish to post on Google Site during the session to brainstorm ideas for a mini unit on one or more UN Sustainability Goals. This will tie back to the learning outcomes. The sources to help develop their lessons will be: The UN Sustainability Goals and Website The OECD organization site with Global Competence information. The participants will come up with a plan for one or more lessons or a mini unit that focuses on answering the questions that follow and connects to at least one learning outcome and Global Competence from the definition given. When they look at their design they need to think of their learner population as the key focus and the tools they have available for technology integration. Focus on these questions and brainstorm some ideas that will work in your setting (K to 12), higher ed focus, or mixed plan. 1. If I look at the UN Sustainability Goals what one, two, or more would I want the students to focus on? 2. What groups of students would I want to engage in this unit or full course on Sustainability? 3. If I am planning this for online, do I want to include mixed groups such as: two classes at different levels in my school or make this a virtual international exchange? Do I want to start simply with a plan for one class in a blended unit? 4. How am I going to include activities and assessments for diversified Learners (students with disabilities, ELL population, twice exceptional learners, international, others, Global learners)? 5. How many modes of technology do I have access to for my learners? What is my comfort zone with infusing these into my plan? 6. How does this mini unit connect to at least one of these Learning Outcomes: Students recognize the interdependence of the individual and the community in creating the challenges and opportunities in a global society. Students select a global challenge we face as individuals, community, and/or society as a whole and examine solutions. Students analyze global competence goals including the knowledge, attitudes, skills, and behaviors necessary to thrive in today’s interconnected world. Interactively as the participants work, they will be able to share questions with the presenter and others on a Google Site chat where they can get immediate responses and feedback from the presenters or another participant who wishes to collaborate and share. The participants may also share their draft brainstorm on the Google site for others to view. Next, the audience will brainstorm and plan a lesson or unit implementing one or more UN Sustainability Goals to adapt to a diverse group of K to 12, mixed groups, and/or international settings using support examples provided. Sample worksheets including learning outcomes and tools for planning will be given to all who attend. Resources and ideas will also be shared from the presenter. The participants will have access to them and be able to implement any of these into their planning during the session and afterwards as a model to create other units and lessons in many content areas with differentiated focus. How can your model be expanded to include all learners and be more inclusive for a Global World? Depending on level of the participant in the field of technology open sources can be used for these with required citations or developed on their own. Some resources will be shared by the presenter. Others will be shared by members in the audience. 1. Podcasts (audio could be in multiple languages if needed) 2. Videos with translations and close caption scripts 3. Performance Assessments 4. Rubrics for each assignment 5. Directions in multiple modalities 6. Experiential, Problem based, project based learning ( Sample group project with individual ownership) 7. Field trips to UN and Global Pathways 8. Interactive projects (design Jeopardy and other games for assessments) 9. Adapt to themed versions 10. Include groups of learners and connect…working on redesign for High school where will include some literature cross content…could be over world. 11. Integrate technology tools you have one step at a time by your comfort level. 12. Multi-sensory activities to support differentiated learning styles. 13. Individual presentation 14. Collaborative group project and individual choices (sample rubric resources) 15. Assessment (both performance and summative and sample rubrics) 16. Choice activities 17. Interactive game 18. Other? The participants invited will be a mix of all levels of educators and expertise with technology. The presenter will provide templates and resources for novice participants to brainstorm using minimal technology to meet the goals for their audience. Some schools may also be in remote areas with minimal technology support. This base will support those who are confident at that level. The base will also enable to support the novice participant who can take the unit and add a nuance of technology as it is taught and developed for a second time with content. The presenter will share resources for those who have more expertise and ask the audience to add to the shared list as well. The shared Google Site will be available to all participants after the presentation as well. Last 10 minutes Depending on the number in the audience sharing will be done in these formats: An Individual Oral Share of level design and audience along with examples of models and sample assessment rubrics for infusing Problem/Project Based models, virtual field trips, discussion boards, assessments infusing support for students with disabilities and differentiated models synchronous and asynchronous platforms for Mini Unit or lessons, format, and one activity that meets one or more of the learning outcomes and one or more UN Sustainability Goal as a theme. If there is a large group we will share in mini groups and post some on the Google Site for all to see. (Template for sharing will be distributed in a Graphic Organizer) Questions and answers will be able to be presented and answered throughout the presentation on the Google Chat site.