Global education is essential in creating 21st-century learners who are prepared to take lessons from the past and use that knowledge to affect change in the future. It is important for educators to provide students with opportunities to stretch well beyond their local communities into the global world. This type of learning in the classroom can take place in a variety of ways, but must be student-centered and provide students with the opportunity to explore and form opinions for themselves. It must not only engage students, but it must also be relevant to their lives in order to form a stronger connection to their learning. It’s important to remember that global education is not in addition to the regular curriculum, but can be used to support and teach the standards.
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In Module 2, we created public service announcements to bring awareness to global education. The slideshow above explains my perspectives on global education. My biggest takeaway was in order for students to truly become 21st-century learners, they have to be globally literate.
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How can I help students become globally literate?
Make connections to other classrooms around the world that allow meaningful interactions and learning experiences through a common problem or issue that each community is facing.
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Teach students to master all 3 literacies: digital, media, and global. Integrating all three literacies will ensure that students can learn, share and connect to the world around them.
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Collaborate with local community for support & resources that will deepen connections and empower students to tackle real-world situations.
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Global Inquiry Unit
A great way to incorporate global learning is by creating unit plans that include inquiry projects. We created this inquiry unit for sixth grade students that integrates ELA and Social Studies in Theory and Research in Global Learning. For this global inquiry unit, students completed a 7-day research project exploring how physical environments and human interaction affects the overall quality of life in various societies around the world. The compelling question, “Why are recycling efforts falling short?,” is directly aligned with the United Nations Sustainable Development Goal 12: Responsible Production and Consumption.
Standards: 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. |
SL6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. |
Cinderella Around the World
Standards:
RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. |
Cinderella Around the World is always a popular unit for my students. In this unit, students are exposed multicultural versions of the classic Cinderella story. We read each version, study the culture represented, and compare each version & culture to our own. These books generate meaningful discussions, and students are able to identify with the characters. If you're planning this unit for March, you can even do a "March Madness" bracket where students can choose their favorite versions.
RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). |
Class Novel Studies
Novel studies are always very engaging experiences in my classroom. For many of my 4th grade students this is the first time they get to read a chapter book in its entirety, so they are eager and motivated to read. Novel studies are beneficial because they help students foster relationships through collaboration, improve reading and comprehension skills, hear and practice fluent reading, and expand their vocabulary. During novel studies, students are also exposed to different emotions, experiences, and environments through the characters' journeys. Integrating global learning into novel studies is a seamless way to help students to make meaningful connections to the diverse world around them. Two novels that I recommend for grades 4-6 are A Long Walk to Water by Linda Sue Park and The Only Road by Alexandra Diaz. Both novels expose students to different cultures, generate relevant discussions, and are great foundations for global inquiry projects.
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References:
Anthology, T. B. (2014, March 02). Heidi Hayes Jacobs-Mastering Global Literacy.
D., S. S. R., Pinkney, J. B., & Perrault, C. (1998). Cendrillon: a Caribbean Cinderella. New York: Aladdin Paperbacks.
De Paola, T. (2002). Adelita: A Mexican Cinderella Story. New York : Puffin.
Diaz, A. (2016). The Only Road. New York: Simon & Schuster.
Louie, A.-L., & Young, E. (1982). Yeh-Shen: a Cinderella story from China. New York: Philomel Books.
Martin, R., & Shannon, D. (2011). The rough-face girl. New York: Puffin.
Mehta, L. (2014). Anklet for a Princess: A Cinderella Story from India. Lee and Low Books.
Park, L. S. (2010). A Long Walk to Water. New York : Clarion Books.
Steptoe, J. (1987). Mufaros Beautiful Daughters: An African Tale. New York: Lothrop, Lee, and Shepard Books.
Anthology, T. B. (2014, March 02). Heidi Hayes Jacobs-Mastering Global Literacy.
D., S. S. R., Pinkney, J. B., & Perrault, C. (1998). Cendrillon: a Caribbean Cinderella. New York: Aladdin Paperbacks.
De Paola, T. (2002). Adelita: A Mexican Cinderella Story. New York : Puffin.
Diaz, A. (2016). The Only Road. New York: Simon & Schuster.
Louie, A.-L., & Young, E. (1982). Yeh-Shen: a Cinderella story from China. New York: Philomel Books.
Martin, R., & Shannon, D. (2011). The rough-face girl. New York: Puffin.
Mehta, L. (2014). Anklet for a Princess: A Cinderella Story from India. Lee and Low Books.
Park, L. S. (2010). A Long Walk to Water. New York : Clarion Books.
Steptoe, J. (1987). Mufaros Beautiful Daughters: An African Tale. New York: Lothrop, Lee, and Shepard Books.