Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit asiasociety.org/webinars for details and registration. Hear from educators who are employing project-based global learning to give students the skills they need to connect, cooperate, and compete in a global environment. Learn how they have implemented a school-wide global learning program that incorporates projects and service learning across the curriculum. Teachers and the school leader will share their struggles and successes to help guide you on your own journey to preparing students for their global futures.

1. Adventures in Project-Based
Global Learning
ISSN Webinar
January 10, 2013
@wwcsags

2. The Vision…

4. Student Characteristics
• There are currently 199 students in Grades 9 &
10 in AGS.
• Currently, we have 16 of those 199 students
identified as having learning disabilities (SLD, CD,
OHI).
• Students are serviced through IEPs developed and
reviewed once per year per Federal and State
law.
• We also have other “non-identified” students that
struggle with reading, math, and study skills.

5. Rigorous Academics - Longer School Day

6. Program Academic
Requirements
• World Studies; American Studies; Government &
the Rights of Man; Interdisciplinary Senior
Capstone
• Algebra I; Geometry; Algebra II; Pre-Calculus or
Calculus
• Physical Science; Biology; Chemistry; Physics
• 4 years of Spanish or Mandarin Chinese
• Global Seminar 9, 10, 11 & 12

7. 4 Pillars of Global Competence
Recognize &
Weigh
Investigate the Perspectives:
World: Produce Apply Cross-
New Global Cultural
Knowledge Understanding
Communicate
Ideas: Connect &
Collaborate Take Action: Enact
Across Boundaries Global Solutions

8. School Wide Learning
Outcomes
Academic Communication
Content
Global Collaboration
Awareness
Media Literacy Critical Thinking
Work Ethic Creativity &
Innovation

9. Project-Based Learning (PBL)
• Synonyms: Problem-Based Learning (PrBL);
Challenge-Based Learning; Task Design
• Student groups are given a project which
simulates an authentic task
• Project leads students to material the teacher
needs them to learn.
• Students become more interested in learning the
concepts because they “need” them to finish their
project.

10. Some PBL Examples…

11. System of Linear Equations
November 10, 2012 – December 6, 2012
Driving Question
How can we apply mathematics to determine optimization?

12. Problem Based Learning in Math
• Shorter than projects – only 3-5 days
• Gives context for the math content
• Encourages deeper thinking
• Traditional homework and tests
Quadratic Equations Unit
• How high can you throw a ball contest?
• Can the baseball player go pro?
• What is the biggest box?
• Sidewalk stones in Prague (MARS task)

13. How High Can You Throw a
Ball?
KNOW NEED TO KNOW
Acceleration due to gravity is a=32.2 ft./second squared. How can you measure the height of
(9.8 meters/second squared) the ball?
Have to include a graph showing the height of the ball
Strategies on throwing the ball?
over time
the motion of objects is governed by one basic equation:
d= d0+v0t+1/2at^2
How do we find the velocity?
v0 is the initial velocity
How will we measure the velocity?
Include all calculations and an explanation of all
reasoning
Force applied to the throw?

14. The Outer Limits
October 11, 2012 – November 19, 2012
Driving Question
How can we as AGS students create an Astronomy Toolkit so
that we can learn, understand, and build upon current scientific
concepts about our universe?

15. Student Work-Astronomy Toolkit

16. Student Work-Astronomy Toolkit

17. Hot Zone CDC Cell Unit Project
August 21, 2012 – September 27, 2012
Driving Question
What are the components necessary for cellular life?

18. Hot Zone CDC Cell Unit
Project

19. The Hot Zone CDC Cell Unit Project
How does it …
• Investigate the World? Students test their school for
bacterial/mold micro-break areas.
• Recognize and Weigh Perspectives? Students collaborate
within their team and then use real-world scientific methods
in order to perform their investigation.
• Communicate Ideas? Students present their findings to a
panel of professional scientists from area businesses.
• Take Action? Students temporarily shut down areas
determined to be potential microbreaks and do not open
them back up until they decontaminate them.

20. Tanzania Project
September 3, 2012 – September 10, 2012
Driving Question
How can we as AGS help students in Tanzania so that they can
learn English and practice multiplication tables?

21. Scaffolding in a PBL Environment
• Every student can learn.
• Every student brings unique skills and challenges
to the (learning) table.
• Our goal is to develop those skills and address
those challenges in a way that builds proficiency in
the subject matter as well as builds self-
confidence in our students as they prepare to
make a difference in our world.

22. Obstacles we had to overcome…
1. TMS (time, money, space)
2. Transition from traditional teaching pedagogy to
PBL
3. Changing the student and adult culture
4. Initial lack of technology
5. Scaffolding soft skills
6. Everything takes longer than you expect
7. Developing a sustainable travel option
8. Fear & tradition

23. What we learned…..
1. Change, while invigorating, can be hard on
students & adults
2. Our kids constantly surprise us
3. A strong mastery of 21st century skills is necessary
for the success of our students
4. PBL works! (and is scalable)
5. Student engagement is the foundation for other
success measures (achievement; attitude;
attendance)
6. Giving students ownership is hard but worth the
effort
7. Networks are instrumental for success