Becoming Global Citizens

My school system's leadership clearly outlined the system's yearly goals this fall. As I plan, implement and evaluate curriculum work in my classroom, I will utilize the system goals as guiding principles. This is the goal related to developing global citizens: "To increasingly align the curricular and extra-curricular activities with activities that will help prepare students to become global citizens in a global economy." Fourth grade students are working on this goal in the following ways:

What's Your Culture?

Fourth grade students start the year with a mini unit about culture.  Students learn the broad definition of culture and create culture flags depicting their individual cultures.  Students also explore the history of skin shade. This is a valuable way to begin a discussion related to global citizenry as it develops students' awareness, understanding and respect for the cultural diversity and individuality represented in our school and community.

After that students study Native American culture of the past and present through a series of regional rotations.  Then, fourth graders research immigration and family history as they prepare for the Immigration and Family History Museum Project.  Understanding the cultural diversity in our own school and community sets the stage for respectful, open-minded exploration of regions throughout the globe.

Global Education Conference and Global PLNs (professional learning networks)

Teachers are presenting at and attending a virtual global education conference in November.  Teachers also enjoy and learn from PLNs that represent teachers from all over the globe thus creating opportunities to engage in projects that develop students' activity and awareness as global citizens. After reading about many successful global projects, I was prompted to create a global education plan earlier in the year to broaden students' reach beyond our school and community. Now I'm in the process of implementing the plan--revising and extending as needed.

Global Collaborative Projects

Through the use of ePals, students have gained ePals from London.  These letter exchanges, online and off,  broaden and deepen students' global perspectives.  Students are also working on collaborative, shared learning projects with students in other regions of the United States.  Fourth grade students in Wayland and fourth graders in Edina, Minnesota are creating collaborative Google slide shows to teach each other about the northeast and midwest regions.  Students are also planning to engage in a Mystery Skype project with a classroom in Atlanta.  These are a few of the current projects in place to develop students' global awareness.  Our school principal is also leading global education efforts related to student service projects.

Endangered Species Research

Fourth grade students research endangered species.  While studying about specific species, they learn about the culture and geography of the animals' habitats.  Last year students extended this knowledge by creating and publishing public service messages to educate and advocate for endangered animals. This year I hope to foster even greater global awareness and outreach related to this project.

I will continue to read, discuss and think about the best ways to engage students in learning that prepares them for global citizenship.  What have I missed? What aspects of curriculum are most important as we prepare young students for success in a global economy?  I look forward to learning about your perspective and ideas.

Present!

There's many reasons why you should consider presenting at a local, statewide, regional or national conference.

1. Presenting reminds you of what students go through as they prepare to present to the class.
2. Presenting challenges you to solidify your thinking.
3. Presenting prompts you to try new tools.
4. Presenting makes you listen to and watch other presentations with new eyes.
5. Presenting can be your ticket to attending a conference.
6. Presenting focuses your professional development time and energy.

While thinking about your future presentation, I suggest the following:

1. Think about an area of the curriculum you want to develop to better student learning.
2. Find upcoming conferences related to the topic.
3. Write and submit a proposal.
4. Begin the unit development process--read, research, create, implement, analyze, revise, refine.
5. Record the efforts through writing, video, screencasts, photos and other venues.
6. Synthesize the content, process and learning outcomes with a prezi, Google presentation, film, blog post and/or other venues.
7. If your proposal is accepted, get ready to present. If not, submit the proposal to another related conference.

Presenting puts educators in the learner's shoes which is a valuable experience.  It also offers a positive goal for developing optimal curriculum for student success. Finally, it gives educators a chance to present to and learn from other educators which improves learning for all involved (including students).

So don't hesitate to challenge yourself to present--you'll find it's worth the time and effort, and it will keep your professional work fresh and forward moving.

Classroom Housekeeping

That's what I've been doing tonight. A beloved colleague will fill in for me for the next two days while I attend a conference.  Hence, after school I took a few hours to put away books, sort through papers, recycle old charts, organize ten lessons, leave substitute plans, and email my students about what to expect.

Classroom housekeeping is similar to housekeeping at home, you notice a lot and think about the many jobs left to do as well as the tasks accomplished so far this year.  I write about this because it's one more aspect of classroom teaching that's integral to the process of teaching children well.

The Imperfect School Day

Teachers often look at the school year as a giant math problem:

(students needs + interests + learning preferences) X (required standards) X (effective educational practices) + (teacher prep + planning + professional development) / (energized hours in a day X (school days in a year + added days for professional work) = optimal school year.

It's a complex problem with many more details than listed above.  A school day is often looked at as a math problem too:

(students needs + interests + learning preferences) + (daily learning goals + standards + routines) + (daily unknown factors: skinned needs + social conflicts + school-wide additions + unexpected events) = typical school day.

So teachers choreograph a multi-modal, positive-momentum, varied-materials and activity, researched based, patterned day to best teach all, and sometimes the equation doesn't work exactly as planned.

That's when common sense, flexibility and effective leadership and facilitation come to play.  It's okay to choreograph the day, but it's also imperative to leave space for the unexpected and unknown.  Further, it's important to realize that the spontaneous and serendipitous elements in a school day are sometimes the most valuable.

MassCUE 2011 Presentation Preview

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This week at the the MassCue Conference, I'll have the opportunity to share the many ways that technology invigorates, broadens and deepens education to better instruct, facilitate and respond to student learning with a 55-minute presentation from 2-2:55 on Thursday, October 27 at Gillette Stadium.

I'll begin my presentation with a focus on attitude--attitude matters when it comes to tech integration.

Then I'll  show educators and administrators ways to get involved in the tech-ed world-wide conversation by creating a PLN (professional learning network) through Twitter, Google+, blogs, edcamps, webcasts, conferences and more.  This is an essential first-step to optimal education technology integration.

After that, I'll suggest a number of vital elements that create a framework for a tech-savvy, 21st century classroom including the classroom website, the class social network (NING), a system-wide learning platform (It's Learning), email and blogs.  

With the concept of a classroom tech-ed framework in mind,  I'll present ways that essential skill content is taught utilizing technology tools such as Google sites, ePortfolios, blogs, free online software and the venues listed above.  Again you'll see how the learning goals and skills are imbedded into tech venues for greater student access, sharing and response.

Next, I'll advocate that educators travel the technology integration path project by project which makes the process meaningful and beneficial to educators and students alike.  It's integral to imbed tech tools into worthy 21st century teaching units that develop communication, critical thinking, creativity, collaboration and community.  By creating or revising a teaching module using a 21stC process, teachers will be able to utilize technology in optimal, forward moving ways that motivate, differentiate and deepen student learning.  I will present a project planning template that makes this possible, and show examples of projects educators may want to try and/or revise to meet their own teaching goals.

Finally, there will be a chance for questions, comments and sharing. This presentation will provide a survey of tech integration possibilities that motivate, teach and benefit educators, administrators and students.  I welcome all to the presentation, and please don't hesitate to contact me with questions prior to the event.

Presentation Link