Connect Globally! International Learning Opportunities
For you:
Where There Be Dragons- Though there are programs for students, this organizations offers us, as teachers, the opportunity to travel and increase our global competence so we can better educate our students. I see this program as being useful for any teacher who is interested in traveling to a particular part of the world to make connections and plan a collaborative project.
https://www.wheretherebedragons.com/
Teachers for Global Classrooms- The most challenging, but rewarding, professional development of my life. I encourage everyone to apply for this incredible experience.
https://www.irex.org/
https://www.wheretherebedragons.com/
Teachers for Global Classrooms- The most challenging, but rewarding, professional development of my life. I encourage everyone to apply for this incredible experience.
https://www.irex.org/
For (you and) your students:
World Strides- Our Spanish department has used this company for three years now to take students on trips to Latin America. They are a smaller company and truly cater to the individual needs and/or vision of the teacher leader. They also offer an incredible opportunity for high school or college credit after completion of a global studies course that is completed online. Students must do readings and watch films as well as document their global learning while on a trip and reflect during and after. This interdisciplinary program could be applied to a number of different curricula and goals.
https://worldstrides.com/
The Wonderment- If you can't bring students abroad, the next best thing is connecting with global partners online. This site offers opportunities for you to pose a issue or your students can get involved and be inspired by other students. Some serious benefits: projects are labeled with Global Sustainability Goal numbers so you can easily get involved with curriculum-appropriate projects, a pre-established cooperative community, and so much more. The only limits are the imagination of students.
https://thewonderment.com/paths
Rustic Pathways- Another great option for student travel with an added benefit... These trips focus on service projects so students will participate in at least 20 hours of authentic global learning and service. Trips can be planned with a number of different goals in mind.
https://rusticpathways.com/
https://worldstrides.com/
The Wonderment- If you can't bring students abroad, the next best thing is connecting with global partners online. This site offers opportunities for you to pose a issue or your students can get involved and be inspired by other students. Some serious benefits: projects are labeled with Global Sustainability Goal numbers so you can easily get involved with curriculum-appropriate projects, a pre-established cooperative community, and so much more. The only limits are the imagination of students.
https://thewonderment.com/paths
Rustic Pathways- Another great option for student travel with an added benefit... These trips focus on service projects so students will participate in at least 20 hours of authentic global learning and service. Trips can be planned with a number of different goals in mind.
https://rusticpathways.com/
Connect Locally! Local Resources
Cormier Youth Center- Check out all the great programs run by AYS and others who use the space that help open our students up to the world and broaden their perspectives.
www.andoveryouthservices.com/cyc-home.html
Groundwork Lawrence- Amazing community program in the city right next door. Their activities offer opportunities for Andover students to learn more about the many latino cultures living there as well as service projects to better our communities.
https://www.groundworklawrence.org/
Merrimack Valley Immigrant and Education Center- A great place for students to get involved and learn about other peoples' multi-faceted stories of immigration, family, and hope. Also an opportunity for service hours.
https://www.mviec.org/
Addison Gallery- Though they are a gallery of American art, the Addison boasts collections that tell the many stories of people's personal histories from all over our country. This is a great place to see the glocal connection in action.
https://addison.andover.edu/Pages/default.aspx
Rotary Club Andover- An international society focused on solving glocal problems.
https://rotaryandover.org/
www.andoveryouthservices.com/cyc-home.html
Groundwork Lawrence- Amazing community program in the city right next door. Their activities offer opportunities for Andover students to learn more about the many latino cultures living there as well as service projects to better our communities.
https://www.groundworklawrence.org/
Merrimack Valley Immigrant and Education Center- A great place for students to get involved and learn about other peoples' multi-faceted stories of immigration, family, and hope. Also an opportunity for service hours.
https://www.mviec.org/
Addison Gallery- Though they are a gallery of American art, the Addison boasts collections that tell the many stories of people's personal histories from all over our country. This is a great place to see the glocal connection in action.
https://addison.andover.edu/Pages/default.aspx
Rotary Club Andover- An international society focused on solving glocal problems.
https://rotaryandover.org/
Global Standards
While some Massachusetts Curriculum Frameworks lend themselves naturally to global education, others need a little creativity and tweaking to refocus the curriculum through a global lens. While looking at your current units and brainstorming ways to globalize your approach, think about your outcomes while keeping the following four competencies, courtesy of the Asia Society, in mind:
Here are some examples globalized standards from the Mass World Language Frameworks and lesson plan modifications based on the new goals:
Massachusetts Foreign Language Curriculum Framework 1999
PreK-12 STANDARD 1: Interpersonal Communication
Students of modern languages will converse in a language other than English to provide and obtain information, express feelings and emotions, and exchange opinions. Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
Integration of Global Education
PreK-12 STANDARD 4: Cultures
Students will demonstrate an understanding of the traditions, products, practices, and perspectives of the culture studied, including human commonalities as reflected in history, literature, and the visual and performing arts. Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target language is or was used*
Integration of Global Education
- Investigate the world
- phenomena that affect a large number of people
- diversity and commonality in ones own community and beyond
- identify, analyze, collect credible info (in target language for second language educators)
- Recognize Perspectives
- acknowledge ones own perspective
- examine others' persectives
- explain how interaction influences situations, events, issues, etc...
- articulate how differential access to resources affects life and perspective
- Communicate Ideas
- Thoughtfully differentiate among audiences and adapt to communicate effectively
- listen to and communicate with diverse peoples
- Use (target) language and technology/social media appropriately
- Reflect on how effective communication impacts understanding and collaboration
- Take Action
- seek to make a difference!
Here are some examples globalized standards from the Mass World Language Frameworks and lesson plan modifications based on the new goals:
Massachusetts Foreign Language Curriculum Framework 1999
PreK-12 STANDARD 1: Interpersonal Communication
Students of modern languages will converse in a language other than English to provide and obtain information, express feelings and emotions, and exchange opinions. Using selected words, phrases, and expressions with no major repeated patterns of error, students will
1.5 Exchange information and knowledge
1.6 Express likes and dislikes
Integration of Global Education
- Students will investigate the world beyond their immediate environment
- Students will recognize their own perspectives
- Students will communicate ideas
- Students will look at websites from different Spanish-speaking countries to research what sports and activities are popular among students their age.
- Students will find similarities and differences between the activities they enjoy (and do not enjoy) and popular activities children enjoy in other countries. They will also analyze why the activities they like here in the US are popular and create hypotheses about why some activities are popular in certain Spanish-speaking countries and not in others.
- Students will participate in a practice conversation with classmates to discuss activities they like and don’t like.
- Students will practice describing their favorite sports, activities, or hobbies in Spanish in case they have a hobby that is not popular or entirely non-existent in another country.
- Students will participate in a conversation in Spanish with a classroom in each of the Spanish-speaking countries (and/or with fellow students from Spanish-speaking countries), to express their likes and dislikes as well as discuss why certain sports are popular in each other’s countries and others are not.
- Students will create a Venn-diagram to summarize their conversation with their partner.
- Students will write a reflection on their conversation experience- how use of a second language promoted effective communication, road blocks, and strategies for next time.
PreK-12 STANDARD 4: Cultures
Students will demonstrate an understanding of the traditions, products, practices, and perspectives of the culture studied, including human commonalities as reflected in history, literature, and the visual and performing arts. Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions, with frequency of errors proportionate to the complexity of the communicative task, students will
4.13 Identify, on maps and globes, the location(s) and major geographic features of countries where the target language is or was used*
Integration of Global Education
- Students will investigate the world beyond their immediate environment
- Students will communicate ideas
- Students will take action
- Students will not just look at maps and identify locations with major geographic features, they will also research environmental issues that these geographic features face or cause. (For example: Ecuador-rainforest-deforestation/slash and burn farming)
- Students will frame researchable questions about the geographic features and using a jigsaw method in groups, they will discuss different views.
- Students will write an argument based on their research to explain the global impact and a remedy for the environmental issue.
- Students will use technology to create a presentation or informational poster to raise awareness for their environmental issue.
- Students will brainstorm a way to take action.
Global Education Unit
Please click the link below to view a composed global unit and lesson plan:
newell_madridvbarcelona.docx |