NLGL - The Impact on Lesson Design and Student Learning
philosophy.docx | |
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Coming to an Understanding of Global Learning in the 21st Century
(excerpts from philosophy.docx)
(excerpts from philosophy.docx)
Reich explains further that global awareness cannot be taught within one lesson, unit, or course. To truly help young people, “eventually blossom as vibrant, actively engaged citizens who can think rigorously for themselves and act appropriately,” global education must occur over the entire scope of a student’s educational career. In other words global awareness has to become “a habit of mind” that emerges over time through practice and opportunities that connect local experiences with global issues (Schattle, 2008, p. 82, Reich, 2012, p. 467). I agree. I find it very difficult to devise a single lesson or unit plan that promotes global learning because a true global citizenship/ global learning experience can only be obtained in a continual curriculum from kindergarten through higher education.
With that said, there are “units” I have traditionally taught that promote the CCSSO/Asia Society’s four competences for global learning. In one such unit I ask my students to choose a real world problem. Some topics chosen by past students have included access to clean water, the effects of overfishing, the closing of textile mills in North Carolina, and the bleaching of the world’s coral reefs. Essentially, my students are asked to investigate an issue that forces them beyond their immediate environment by choosing a real world issue for which they have a passion to solve or an interest to learn more information. Once the topic is chosen students are asked to investigate the problem and more importantly investigate what proposals have been made within the real world to solve their chosen problems. I make a point of having my students focus heavily on counter arguments and drawbacks to their solutions. This aspect of the assignment forces students to recognize various perspectives. To teach my students how to effectively communicate with diverse audiences I require my students to have a primary source accessed through person to person, email, or phone interview. The assignment has forced many of my students to seek out expertise from around the world. For example a scientist from Norway studying the effects of overfishing, a woman that has traveled to educate world citizens about AIDS, or even a mission group that is currently installing water pumps in Africa. Finally, for showcasing their research students are required to either create a promotional website or video documentary. The goal of the promotional website/documentary is to teach my students how to use technology as a persuasive and social advocating tool. The culminating website/video illustrates the power of persuasion and semantic slanting in order to promote or educate the world of a problem.
With that said, there are “units” I have traditionally taught that promote the CCSSO/Asia Society’s four competences for global learning. In one such unit I ask my students to choose a real world problem. Some topics chosen by past students have included access to clean water, the effects of overfishing, the closing of textile mills in North Carolina, and the bleaching of the world’s coral reefs. Essentially, my students are asked to investigate an issue that forces them beyond their immediate environment by choosing a real world issue for which they have a passion to solve or an interest to learn more information. Once the topic is chosen students are asked to investigate the problem and more importantly investigate what proposals have been made within the real world to solve their chosen problems. I make a point of having my students focus heavily on counter arguments and drawbacks to their solutions. This aspect of the assignment forces students to recognize various perspectives. To teach my students how to effectively communicate with diverse audiences I require my students to have a primary source accessed through person to person, email, or phone interview. The assignment has forced many of my students to seek out expertise from around the world. For example a scientist from Norway studying the effects of overfishing, a woman that has traveled to educate world citizens about AIDS, or even a mission group that is currently installing water pumps in Africa. Finally, for showcasing their research students are required to either create a promotional website or video documentary. The goal of the promotional website/documentary is to teach my students how to use technology as a persuasive and social advocating tool. The culminating website/video illustrates the power of persuasion and semantic slanting in order to promote or educate the world of a problem.
The Project:
The Tools:
Student Sample: