Thanks to a U. S. Teachers Alumni grant from IREX, we are seeking to introduce Broward Schools teachers and staff to the concepts and strategies of global education. I’m still waiting to finalize some of the speakers, but this is what we are looking at so far:
Who? Teachers, administrators, and staff of Broward County Public Schools
What? An exciting, enriching, and enlightening workshop—designed by educators for educators
When? March 21, 2014—planning day, no subs needed—8 a.m. to 12:30 p.m., lunch will be included
Where? Pompano Beach High School; we will have sessions in the auditorium, media center, and computer labs as needed; meeting rooms will have wireless internet access, projectors with screens, laptops/tablets as needed, microphone/speakers as needed
How? E-mail Lisa Morton, email@example.com
Why? To prepare students for the interconnected communities in which they will be living and working in the 21st century
Agenda (boldface indicates confirmed speakers):
- Welcome: Hudson Thomas, Principal, Pompano Beach High School
- What is global education and why should we incorporate it into our classrooms: Tina Stoklosa, U. S. Teachers Alumni, Cypress Bay High School
- Educational travel opportunities for students: Jill Narus, Intern Assistant Principal, Pompano Beach High School
- Professional development travel opportunities for teachers: Julia Perlowski, U. S. Teachers Alumni, Pompano Beach High School; Jeanne Pellegrino, former Fulbright scholar, Plantation High School
- Intercultural learning opportunities within Broward County: Amalio Nieves, Curriculum Supervisor, Diversity Cultural Outreach and Prevention, Broward County Public Schools
- Globalizing within the disciplines: break-out sessions with various teachers and curriculum specialists as facilitators
- Applying Common Core to global education: Laurie Tanner, U. S. Teachers Alumni, Crystal Lake Middle School
- Linking education and global employment opportunities: Brian Cunningham, President, J Strategies
- How local businesses are connecting globally and what they’re looking for from BCPS graduates: Sandy McDonald, Director, Broward County Office and Economic and Small Business Development
- Comparison of education systems and opportunities for exchange: Andrés Ruiz, Consul of Community Affairs and Press, Consulate General of Mexico in Miami; Valerie Drake, Cultural Attache, Consulate General of France in Miami
- Thinking locally, acting globally: Andrew Shipe, U. S. Teachers Alumni, Pompano Beach High School
If you have any questions, words of wisdom, suggestions, complaints, etc., please post them here.
This is a clip from a BBC show in 1964. I found it after watching a car commercial during the Olympics that uses audio from this. He imagines a world centered on communication, in which “the whole world will have shrunk to a point.”
I completed all the pages in this website and sent the necessary paperwork to the TGC team at IREX. So there is a nice feeling of accomplishment, even though I know the work here is not done and never will be. I know I will continue to post things here related to global education, and I know I will be listing more resources on the other pages as I find them. And I hope to be posting your comments as well–so please click on that “Leave a comment” link when you’re done reading this!
I am rereading Salman Rushdie’s Midnight’s Children, and it’s an entirely different novel to me, mainly because I didn’t get half the allusions to South Asian cultures and history that I get now. I just finished the chapter in which Saleem recognizes he has telepathic powers and can get inside the minds of anyone in India. This time, I got that this event occurs parallel to the reorganization of the Indian states along linguistic lines in 1956. So oddly enough (well, not that odd for a Rushdie novel), Saleem identifies himself with “All-India Radio” at a time when the country was defining itself by its differences.
OK, class, compare and contrast Midnight’s Children with James Joyce’s A Portrait of the Artist as a Young Man. Discuss!
Another multi-week gap between posts, but it’s been productive on the global education front. I’ve updated three of the tabs above, so take a look and let me know if you think something should be changed or added: Assessment Tools, Int’l PBL Opportunities, and Updated Standards for Glob. Ed.
Our magnet coordinator offered me a Flip video camera to send to Rathindra, my host teacher in Jorhat, India, as a means of having our students communicate with each other asynchronously. In my previous post I had mentioned that it would be hard to communicate live due to the 9.5-hour time difference. I’m hoping he gets the camera by the end of this week! I made a short video of my newspaper class, so now I have to figure out if I can send that through ePals or put it up on Picasa for him and his students to access.
There is quite a lot happening at my school dealing with global education, and the newspaper production class has decided to make that a big part of our next issue (whenever it is–yeah, we need money). I also have my aide typing up the stories the students at KVAFS Jorhat wrote so we can work on laying them out and creating a special version of our newspaper for them.
Sometimes I get to sleep too–ha!
I’ve uploaded the unit plan from the Teachers for Global Classrooms course, along with five lesson plans in that unit, to the unit plan page (click the tab above). For my first time doing it last school year, I think it went pretty well. I’m not changing the unit plan very much for this year, just a couple of the Web tools and providing some more specific rubrics. The biggest difference is going to be timing: last year, this was an end-of-the-year project, but this year, it will be done during the first half of the school year, so students will still be in school if and when the organizations and governments they write to write them back.
We started the new school year on Monday, and there isn’t a lot about the job that bothers me right now. I walked down the hallways at my school during planning week admiring the shiny, waxed floors, the bright lighting, and the central air conditioning. I remember in Jorhat, Rathindra accessed my school’s website and projected it on the wall for students to see; they saw the school and said it looked like an amusement park or resort hotel. I guess they convinced me because I was more focused on classroom appearance during planning week than ever. Usually I start by working on my syllabi and leave putting things on the wall until the end. Not this year. It all got done on time, even with some late nights working at home, but I didn’t feel the stress I usually do.
I’m still seeing things through the lenses of my experience in India. During class sometimes I marvel at how much space each of my students has. Without planning for it, topics brought up in class connect with what I saw. I don’t get a voluminous “Good morning!” from my American kids, and I’ve given up on hearing the “sir!” that always followed the greeting from Indian students, but, hey, it’s a different culture here. Not better, not worse–each set of behaviors comes from its own set of beliefs, sets that come with their own rewards and costs.
I’m not saying everything’s hunky dory: the newspaper class got switched to a room which doesn’t have the technology–yet, I’m told–to put together a newspaper, so my plans to take the stories my students in Jorhat wrote and have my U. S. students make a PDF of newspaper pages have been waylaid indefinitely. The time difference would seem to make Skyping with Jorhat difficult: their school runs from 10:00 p.m. to 4:10 a.m. our time. I want to keep up and build the connections we made, but right now I don’t know the best means of doing that.
So mainly I’m just telling stories. It must have been a full experience during those three weeks in India because I feel like I could talk about it for three weeks and still not cover everything.
That’s it, it’s late. Go ahead and click on the “Unit Plan” tab above and check out the unit plan and lesson plans. I’m interested in your feedback, and if you can think of ways to adapt it for your curriculum and your school, I’d love to hear about it.