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Teacher Designed Modules

Teacher Designed Modules 

Across the network teachers are developing modules that support global competence, including college and career readiness.  Visit the Teacher Designed Module Page to see examples of the type of work engaging students across the network, and to get ideas for your instruction

If you have a module you would like to share with the network please contact Kirk Melkonian  kirkmelkonian@educators.coop or Lisa Tyrrell LTyrrell@asiasociety.org

 

Connected. United. 4 Change

Connected United 4 Change (CU4C) a nonprofit developed by ISSN Students

By Abby Henry, co-founder of CU4C and former ISSN student

I’m a co-founder of Connected. United. 4Change, and Bumpe, Sierra Leone, is C.U.4C‘s first international partner school. The school in Bumpe had a lot of amenities and was a very integral part of the community until the rebel war (1991-2002) destroyed it. Now the school has a lack of electricity, technology, bathrooms, staff, and general resources. Currently, the school is running off of a diesel power generator which is very difficult and costly to use. The Bumpe people’s two biggest concerns are the lack of sustainable power and the high early marriage and teenage pregnancy rates.

Hindo Kposowa, from Bumpe, Sierra Leone, explains the issue and the root cause,

“Poverty, especially in rural Sierra Leone, has caused many girls to drop out of school as a result of teenage pregnancy and early marriage. Children in our local communities are obliged to join their parents in the farms after school to help with farm work. Hence, the only time for students to study and do their homework is at night. Bumpe is without electricity supply! Only 1% of the population (mostly business centers) own generators. Many families can only afford one flashlight for the entire household – powered with non-rechargeable batteries which are not sustainable and at times difficult for parents to purchase. Read on > 

Keep Our Eyes Stayed on Freedom

Tony Jackson's reflections on our work and where we go from here

It’s often said nowadays that we live in a VUCA world: volatile, uncertain, complex, and ambiguous. The truth of that statement was brought home with the election of Donald Trump as the next president of the United States, capping one of the most unpredictable and divisive political seasons in American history, and causing shock waves around the world. It has left many of us stunned, angry, and deeply troubled by the fragmentation along cultural and socioeconomic lines that has been so blatantly exposed. And for immigrants and people of color, it has left them fearful of their very safety.

President-elect Trump has said that it is time for us to come together as one people. Leading the nation toward this happier state will be an enormous task.

But those of us who believe deeply in the power of education to overcome cultural and geographic boundaries have a job to do as well... Read on

Teaching Inquiry Through the Study of Endangered Cultures

Cultures around the world are vanishing at a rapid rate. Unique forms of cultural knowledge, from language and stories, to music and agricultural methods, are at risk. According to UNESCO, half of the languages spoken today will disappear if nothing is done to preserve them. Cleary Vaughan-Lee, Education Director for Global Oneness Project, discusses how studying disappearing cultures can teach inquiry and global competence... Read on 

Oak Hills students take action on Educational Inequality!

Meghan Sullivan is a French and World History teacher at Oak Hills High School in Cincinnati, Ohio. In addition to chairing the World Language Department, she is the International Studies Schools Network
Instructional Teacher Coach. She has openly embraced the pillars of 21 century learning and attempts to share their importance with her students through creative, innovative instruction.  In September the students of Oak Hills participated in a day of investigating and taking action on educational inequality.  Link below contains all the resources from this day of action!

As productive members of our society, how often do we evaluate the process in which our children are being educated? Can they discuss how their learning affects the world around them? Do they know the process to educate themselves on topics that are important to them? Do they know how to take action and make a CHANGE? Read on >

How to Integrate Intercultural Learning Into Your Classroom

From EdWeek Global Learning Blog, By guest blogger Melissa Liles

Tips and resources for getting started with intercultural learning.

First things first: How important is intercultural competence?

Over the past decade, we educators have grappled with defining and assessing the most critical education goals for the 21st century:

  • Science, technology, engineering, math? Check.
  • Critical thinking, problem solving, and decision making? Of course.
  • Intercultural awareness, foreign languages, competence in working across borders, and respect for other cultures? Really? Tell me more...

There is broad agreement that the first two sets of goals above will be crucial for the decades ahead. But many still aren't convinced about the importance of intercultural competence for 21st century learnersRead on >

Resource: One Million Data Points Tell a Cautionary Tale

Mapping the Nation is an interactive map that pulls together demographic, economic, and education indicators—nearly one million data points—to show that the United States is a truly global nation. This digital tool helps you find the global connections your county and state have to the rest of the world. Think about why these connections matter for business, policy, and education. The data is rich and can be used in many ways. Get started!

Global Issue Overviews and Performance Assessment Shells

Global Issue Overviews frame essential questions and enduring understandings for teachers and students as they strive for global competence. Overviews are curated knowledge about globally significant issues. They connect to the Performance Outcomes across a range of academic disciplines including math, science, history/social science, ELA, and more to demonstrate how competence can be achieved. Available topics include Hunger and Poverty, Education of Women and Girls, and Environment and Sustainability.

Performance Assessment Design Shells present complete examples of performance assessment ideas suitable for elementary, middle school, and secondary students. Each Design Shell contains a range of formative tasks and learning activities as well as the summative performance assessment task. Performance Assessment Design Shells suggest a variety of learner opportunities to succeed at real-world tasks requiring academic rigor, productive habits, and global awareness. Available topics include Business Plan, Digital Project, Engineering, and Infographic.

Looking for ways to connect + collaborate?

 
 
 

Global Competence Tool Kit

GLOBAL COMPETENCE PERFORMANCE OUTCOMES

ISSN’s Global Competence Performance Outcomes comprise a suite of curriculum design tools that express the teaching and learning targets for globally competent students. The Performance Outcomes are provided in six academic disciplines plus the interdisciplinary Global Leadership, and are available for grades 3, 5, 8, 10, and 12. These tools can be used to design learning units, lesson plans, and performance assessments around globally significant issues, as well as to enable student accountability for learning and to evaluate student work and provide meaningful feedback.

MODULE DESIGN PROCESS

Asia Society's Module Design Process supports teachers in developing high-quality performance tasks addressing the ISSN performance outcomes. Download the following templates to support you as you plan and design instruction: 

Module Interview Protocol

Performance Assessment Storyboard Template

GPS Tuning Protocol

Sample Storyboard - Is Health a Human Right?

GPS Module Overview "One-Pager"

GPS Interview Protocol

Four Domains Diagram

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