Teacher's Global Knowledge
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Teacher's Global Knowledge
- 1. Impact of a Professional Development Cluster on Teachers as Global Educators Dr. Wendy R. Modzelewski Delaware Department of Education July 8, 2010
- 20. Results - Knowledge Findings Category Total Components Pre-cluster Notations Portfolio A Notations Portfolio B Notations Humanistic 15 52 34 9 Global 18 41 28 9 Systems 2 5 3 0 Culture 3 15 0 0 Choice 2 3 1 1 Group Totals 116 66 19
- 23. Results – Skills Findings Skill Pre-cluster Portfolio A Portfolio B Commitment to assisting students to become global citizens 2 6 1 Integration of global education into existing curriculum 3 10 2 Teach from multiple perspectives 2 1 0 Recognize stereotyping, bias, frame of reference 2 3 1 Recognize ethnocentrism 0 3 0 Teach with local to global connections 0 2 2 Teach with personal to global connections 1 3 0 Teach with global to local connections 2 3 1 Teach with multiple forms of media 6 5 2 Participate in international/multicultural days 3 1 1 Telecommunications linkages 4 7 2 Group Totals 25 44 12 Percentage of Possible Points (176) 14% 25% 7%
Notes de l'éditeur
- Terrorist attacks Educators did not understand the attacks themsleves Support grew
- Definition of IE: In the classroom, IE is teaching and learning about other world regions through culture and language, economics, geography, history, mathematics, and science. IE, therefore, is not a separate discipline, like physics, but instead a perspective that informs every discipline. IE also encompasses study abroad, academic and professional exchanges, and collaborations on every level.
- Clusters Lew was one of the founding fathers of clusters Clusters were unique Focus on acquisition of new knowledge and skills; NOT seat time iEARN – International Education and Resource Network non-profit global organization that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world. made up of over 30,000 schools and youth organizations in more than 130 countries. Over 2,000,000 students each day are engaged in collaborative project work worldwide. Online Course Content: Courses are content-area focused Teachers learn to: Select and integrate an online collaborative projects into their classroom Correlate your online project to your local/state/national education standards manage your classroom and technology resources available to you as you participate in an online collaborative project Communicate with iEARN project coordinators and teachers to get first hand knowledge about the project/s you would like to integrate
- REFER TO HANDOUT Knowledge Components Humanistic Sameness Differentness, Diversity View the world differently Understand others Contact with others; interaction; engagement; share; learn from others Empathy Ability to Communicate; world language; language Work with others; solve problems; collaborate Values Personal – ethnic, religious, community or national group Universal – life, liberty, property, equality, justice, freedom of religion, free speech, peaceful assembly or asylum Literature Music Arts Performing Arts Global World History Planet awareness (size); we are all on this planet Geography World regions Global issues human rights and/or women's rights health education food and agriculture population growth, immigration, emigration natural resources, energy environmental issues, ecology economics, trade political systems; politics; government science and technology law, conflict, security (peace); power world languages outer space Systems interconnectedness of world; linkages; interdependence; connectivity global dynamics Culture intercultural skills cross cultural learning Choice Ability to select from options; take action; solve problems; effect change Living responsibly and intelligently
- Skills referred to the specific global education pedagogies that a teacher possessed and could utilize to implement global education in his/her classroom (S. Wang, personal communication, February 1, 2008). Skill 1: Commitment to assisting students to become global citizens The Longview Foundation (2008) listed the skills globally competent students should possess as global knowledge and curiosity, language and intercultural skills, and a commitment to global citizenship and justice. Teachers, they reasoned, would need the same knowledge, skills, and dispositions as the students and also have a dimensional knowledge of a range of global issues, pedagogical skills, and a commitment to assisting students to become global citizens (Longview Foundation, 2008). Skill 6 - 8: Teach with Local to Global, Personal to Global, or Global to Local connections Curriculum can be infused with connections between the local community and the world, the individual and the world, or the world and the local community so that students can recognize these linkages. Makes global education concrete for students and media, in various formats such as print, primary source documents, and websites. Teach from the source. Perspectives may conflict Skill 10: Participate in or facilitate international festivals and/or multicultural days There are conflicting theories about activities such as international festivals or multicultural days as a component of global education. These events could be extensive in natures such as “world studies week” or “foreign culture day” (Gilliom, 1981b, p. 83). They can also be smaller events wherein a classroom focuses on a country or region and students study content such as culture, attire, housing, and food. The “skill” comes connecting this type of event to content. Imagine a Study of Japan: Kimona-dressed dolls Enameled wood dishes Ivory chopsticks Rice paper fans Students are to be quiet, sit up straight and be attentive – as Japanese students do. This instruction is tipped in favor of the exotic dimensions of the traditional culture Students gain little or no understanding of the broad range of life-styles in modern Japan One author writes of this as moving “ Beyond food, festivals, and flags ” (Skelton, 2002)
- Content Analysis Research tool Focuses on content of media: books, speeches, interviews, discussions, historical documents Used to determine the presence of certain words, phrases, or concepts To conduct content analysis, text is broken down into manageable categories and then examined Method of examination was conceptual analysis Concepts are words that are related to the core word or phrase For example, in the Humanistic category, the concept is Sameness. Phrases that would have been coded would be phrases such as “we are all the same” or they are just like us. Refer to instrumentation. While coding can be conducted using technology, this coding was conducted manually on a spreadsheet as all the documents used were archived paper documents produced during the time of the cluster.
- DIVERSE GROUP Sex : 15 females/1 male Ethnicity : 15 caucasian/1 African American Degrees : 4 bachelors/11 Masters degrees /1 did not report their degree level Content areas – teachers taught as few as one or as many as five content areas Age : 26 – 30: 4 36 – 40: 2 41 - 45: 3 46 – 50: 1 51 – 55: 6 Number of Years Teaching: 1 teacher was in her first year 2: less than 5 years 3: 6 – 10 years 2: 11-15 years 2: 16 – 20 years 3: 21 – 25 years 3: 26 – 30 years
- Aligns to the literature that teachers who have traveled and had international experiences are more prone to being interested in global education.
- Explain chart Total Components: Number of components within a category. PRE Humanistic : Recognize the human qualities of the inhabitants of this planet Most frequent: Human interaction: contact, sharing, learning from others . Different than working with others, collaborating, or solving problems Ability to communicate or Need for common language : selected by 8 Ability to work with Others, solve problems or collaborate : 2 part of their curriculum 2 personally been involved in collaborations 2 part of their building curriculum 2 desire for students to experience international collaboration and problem solving Global : Appreciation for planet earth, that we all reside on this planet, issues that will affect all inhabitants of this planet Geography World history (6) 3: were SS teachers and thought would have made this connection 3: Art teacher, librarian, computer lab instructor Systems Interconnectedness of various aspects of the world. Humans do not live in isolation of others and that actions can and do have systemic consequences for others 5 recognitions – interconnectedness rather than systemic consequences Culture No definition of culture was given Noted by 15 of the 16 participants Choice An individual has the opportunity to select from different options or actions with the recognition that the selection made may affect others globally. Only 3 teachers: 2 wanted their students to work with others to solve problems 1 indicated that she would like her students to make a difference and effect change Overall Possible total of 640 – every teacher selected every option Total pre-cluster recognition was 116 notations (18.1%). Seemed LOW when considering that 10 of the teachers taught SS or World Language and both contain components of GE in their content standards. POST Humanistic Greatest gains overall Teacher to teacher connection could explain this No one component with strong gains. Largest gain was sameness with a total gain of 7 Global Second largest gains overall Teachers partnering with teachers in other countries; wanting to know their location No one component with strong gains. Largest gains were Geography with a total gain of 5. Systems Minimal growth Overall achievement of 3 Concepts require viewing the world from a broad, system perspective Culture Highest pre-cluster recognition No increase noted One missing teacher: focused on memory building and student engagement Choice Solving problems and effecting change Only 2 increases in total Both could have been project related: 1 recycling 1 child labor COMPARISON Gains in all Knowledge categories Increase of 85 components: 73.2% increase Majority by Portfolio A Three Perspectives: Gain is to be commended. This is difficult to do and they only started with 116 This is not substantial. Teachers may not have understood goals and objectives for their learning Instrument could not adequately discern GE Knowledge
- Previous Average Knowledge Per teacher: 7.25
- Pre-Cluster Skills Level: 1.56
- Portfolio A: 23 notations Portfolio B : 12 notations 1. Teacher reaction to experience “ I decided to sign up and began my adventure in one of the most interesting and exciting experiences I had had yet as a teacher” 2. Teacher reaction to something the students did “ So far, we have had much fun, and to see the enthusiasm in the children has been very exciting.” 3. Teachers reporting directly on students’ reactions “ I also believe that having this project grab the attention of my students and the fact that it showed that the students loved learning this way was a success for me as a classroom teacher.”
- Csikszentmihalyi When people were given a list of activities and asked to choose the one that they would enjoy the most, they frequently chose “designing or discovering something new” He called this FLOW So involved in something that nothing else matters. The experience itself is so enjoyable that people will do it at even great cost, for the sheer sake of doing it. Athletes – Being in the zone Religious mystics – Being in ecstasy Artists and musicians – Aesthetic rapture To be in flow: Clear set of goals Immediate feedback Sense of balance between your abilities and those needed for the task Concentration is highly focused; don’t experience distractions No concern for failure Sense of time was distorted Activity was a goal unto itself Flow can be found in schools One of the goals of teaching should be for teachers to enable a child to observe flow learning in an adult and to experience the adult’s enthusiasm so that this transmits the enjoyment and enthusiasm for learning to the child. Happiness in action is enjoyment Wolk It is in everyone’s interest to assist teachers in finding joy in their work. Teachers need to “own their teaching” to that they and their students will experience joy in school Ways to find joy – employ certain essntials: Find pleasure in learning Give students choice Let students create things Display student work Taking time to tinker Making school spaces more inviting Getting outside Reading good books Offering more gym and art classes Transforming assessments Promoting teachers and students having fun together Educators have the responsibility of educating the whole child: mind, body and soul