1. Introduction to
Project-Based Global Learning

2. Presenters
@honormoorman @jdeborahklein
• Associate Director for • Professional Development and
Professional Development and Outreach Coordinator,
Curriculum, Asia Society TakingITGlobal
Partnership for Global Learning
• Founder and CEO,
• Former educational consultant, PRINCIPLED Learning
academic dean, internship and Strategies
service learning coordinator,
literacy specialist, university • Professional Development
instructor, and high school Director, World Leadership
teacher School

3. 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.

4. Working to make
all students
globally competent
& ready for the 21st
century.

5. What is global competence?

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

7. Globalization of the Economy

8. A changing world demands changing skills.

9. Global Issues, Local Solutions

10. The global is part of our
everyday local lives.

11. Environment
Food
Genes
Possessions
Economies Religions

12. We are all global citizens.
We have the power to create a
better world.
~Mark Gerzon

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

14. Share your thoughts:
What are the knowledge, skills, and
dispositions students need to develop
in order to be globally competent?

15. How do we define global competence?
 Content Knowledge Matters
 Global Knowledge, Skills, & Dispositions
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action

16. Read
Free book!
www.asiasociety.org/g
lobalcompetence.pdf

17. • Identify an issue, generate questions, • Recognize and express their own
and explain its significance. perspective and identify influences on
• Use variety of languages, sources and that perspective.
media to identify and weigh relevant • Examine others’ perspectives and
evidence. identify what influenced them.
• Analyze, integrate, and synthesize • Explain the impact of cultural
evidence to construct coherent interactions.
responses. • Articulate how differential access to
• Develop argument based on compelling knowledge, technology, and resources
evidence and draws defensible affects quality of life and perspectives .
conclusions.
Investigate the World Recognize Perspectives
Students investigate the world Students recognize their own
beyond their immediate and others’ perspectives.
environment.
Understand the World through
Disciplinary and Interdisciplinary Study
Take Action Communicate Ideas
Students translate their ideas Students communicate their
into appropriate actions to ideas effectively with diverse
improve conditions. audiences.
• Recognize and express how diverse
• Identify and create opportunities for audiences perceive meaning and how
personal or collaborative action to that affects communication.
improve conditions. • Listen to and communicate effectively
• Assess options and plan actions based on with diverse people.
evidence and potential for impact. • Select and use appropriate technology
• Act, personally or collaboratively, in and media to communicate with diverse
creative and ethical ways to contribute to audiences.
improvement, and assess impact of • Reflect on how effective communication
actions taken. affects understanding and collaboration
• Reflect on capacity to advocate for and in an interdependent world.
contribute to improvement.

19. Global Competence Matrix

20. “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

21. Global Competence Matrices
 Arts
 English Language Arts
 Mathematics
 Science
 Social Studies
 World Languages

22. Investigate the World

23. Recognize Perspectives

24. Communicate Ideas

25. Take Action

26. Find this and other Project-Based Learning materials at bie.org

27. Driving Question: How can young people around the world
have a constructive impact on deforestation in Borneo,
improving the lives of animals and humans?

28. authentic virtual monitoring, action through
global collaboration

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

31. Student-initiated petitions to ensure
truth in labelling

32. PBL and the
Common Core
“The high school
standards call on
students to practice
applying… ways of
thinking to real
world issues and
challenges”

33. Features of Transformative
Global 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)

34. 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 Story at www.najah.edu/node/16449
connections

35. 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 Education
http://asiasociety.org/education-learning/afterschool/connect-local-and-global

36. 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.

37. 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

38. 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

39. What is a community?

40. 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?

41. What is human trafficking and
where is it happening?

42. 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?

43. What are the most serious challenges
to the environment globally?

44. 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?

45. S.A.G.E.
 Student choice
 Authentic work
 Global significance
 Exhibition to real-world audiences

46. 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

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

48. Read
Free book!
www.asiasociety.org/g
lobalcompetence.pdf

49. Browse

50. Participate

51. Global Learning for Educators
Dec. 13 Connecting Teacher Prep Programs to Global
1pm ET Competence
Jan. 10 Adventures in Project-Based Global Learning
5:30 ET
Jan. 24 China and Globalization
8pm ET
Feb. 28 Students as Linguists and Diplomats: Eight Principles
8pm ET for Creative World Language Teaching
March 14 Expanded Learning
8pm ET

52. Connect
@honormoorman @jdeborahklein

53. 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

54. 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