Global Study
Digital Learning Inventory
Through the district's DLE initiative, all high school students at Keenan have a laptop to be used in class instruction.
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Global Education Student Assessment Tools Inventory While there are many ways to assess student growth in global competencies, my preferred rubric is this one from the Asia Society. While lengthy, I appreciate that the four global competencies have been tailored for various disciplines, making it easier to envision how learning can be transformed through a focus on global issues.
Another good tool for assessing intercultural competencies comes from the University of Michigan and consists of several rubrics and inventories to assess a student's growth in global education. Finally, the NEA foundation has several rubrics for measuring global competencies that are organized by content area. |
Additional ResourcesThere are many wonderful opportunities for bringing the world into the classroom, or more accurately, making the world the classroom, including:
Teachers for Global Classrooms- a year-long professional development course that culminates in an international study tour. US-Japan Teacher Exchange for Education for Sustainable Development- this is a wonderful experience that I would highly recommend for teachers in any discipline. Grand Engineering Challenges- a great resource for taking action for students of any age. |
Standard-Based Global Education Examples
Global Unit Plan for Student-Designed solutions to reducing human impact on biodiversity (SC H.B.6D.1: Design solutions to reduce the impact of human activity on the biodiversity of an ecosystem.)
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Project Plan for Peers for Environmental Conservation (US-Japan collaboration). This plan was developed in joint conferences between participants in San Francisco and Tokyo May-July 2015. After the international study tour for TGC has been completed, a new global education unit, which may cover a similar theme (carbon sequestration to mitigate climate change and/or water quality), will be adapted in response to lessons learned in that country.
Additional Standards-Based Global Education UpdatesOne of the great aspects of the International Field Experience was visiting other dynamic teachers and brainstorming ways that our students can collaborate while still covering the standards we are required to teach. Here are several South Carolina math and science standards that will be covered through one such international partnership:
H.P.3E.3 Use mathematical and computational thinking to analyze problems dealing with current, electric potential, resistance, and electric charge. H.P.3E.4 Use mathematical and computational thinking to analyze problems dealing with the power output of electric devices. H.P.3E.5 Plan and conduct controlled scientific investigations to determine how connecting resistors in series and in parallel affects the power (brightness) of light bulbs. In this project, students will collaborate with rural schools in southern Senegal to construct solar panels to either charge a mobile device or light a small room. Students will develop and refine their circuits based on the needs of a classroom currently without power, applying their understanding of how voltage and current are affected by series and parallel circuits. Student achievement will be measured in the successful construction and communication of their devices. ACE.1: Create and solve equations and inequalities in one variable that model real-world problems involving linear, quadratic, simple rational, and exponential relationships. Interpret the solutions and determine whether they are reasonable. In partnership with the solar panel construction project listed above, a business logistics class will run a cost-benefit analysis of various shipping options of either transporting the materials needed, or the completed panels, in order for them to be used at the rural school in Senegal. Students will use simulation and modeling, as well as feedback from the students of the school, to determine the best route of realizing the solar project. |