Global Readiness and Response to Intervention

1. Global Readiness and Response to Intervention Session 6 EDUC 616 Benedictine University

2. Global Trends that affect education • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

3. What are the current Global Trends that affect education? (Jacobs 21, Chapter 6) • There are five global trends that are transforming the context for future generations • These 5 Global trends are in: • Economics • Science and technology • Demographics • Security and citizenship • Education (Jacobs 21, p. 98) Benedictine University

4. What are the current Global Trends that affect education? (Jacobs 21, Chapter 6) 1. What are the Economic Trends? The globalization of economies and the rise of Asia are central facts of the early 21st century (Jacobs 21, p. 98) [These are ‘done deals’...there is no turning back the clock] The future of economic growth for the U.S. is in overseas markets Benedictine University

5. What are the current Global Trends that affect education? (Jacobs 21, Chapter 6) 2. What are the trends in Science and Technology? • Due to digitization of production, we can work anywhere at anytime • More things will be made in global supply chains • More collaboration will be possible for scientific innovations across countries and cultures Benedictine University

6. What are the current Global Trends that affect education? (Jacobs 21, Chapter 6) 3. What are the Demographic Trends? • If there were 100 people in the world, only 5 would be American! (Jacobs 21, p. 99) • Abroad, closed economies have become global economies • At home, our growing diversity requires us to work with others of very different backgrounds and cultures Benedictine University

7. What are the current Global Trends that affect education? (Jacobs 21, Chapter 6) 4. What are the trends in Society and Citizenship? • The tests that our country faces are more challenging and more global than in the past • Some issues are terrorism, water shortages, effects of poverty and energy…to name a few Benedictine University

8. What are the current Global Trends that affect education? (Jacobs 21, Chapter 6) 5. What are the trends in Education? • There is a growing pool of talent in our world • Though the U.S. dominated the last half of the last century, setting standards for excellence, we have fallen behind in only the last 20 years • We are often out-ranked and our students lag behind in knowledge of subject matter and of other countries and cultures • In addition, only 50 percent of American students study a foreign language, so we lag further and further behind Benedictine University

9. Implication of Global Trends on Education • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

10. What are the implicationsof Global Trends?(Jacobs 21, Chapter 6) • We must transform our educational system to prepare students for the global era • International knowledge must be thought of as a basic skill, not a luxury • For our most disadvantaged students, we must do more than close the gap for basic skills • We must provide relevantand engaging global content to truly close the gap and give them real equality of opportunity Benedictine University

11. Global Competence andGlobal Connections • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

12. How can schools produce Global Competence and make Global Connections? (Jacobs 21, Chapter 6) “Global Competence” includes these 3 elements: • Knowledge of other world regions, cultures, economies, and global issues • Skills to communicate in languages other than English, to work in cross-cultural teams, and to assess information from different sources around the world • Respect for other cultures and the disposition to engage responsibly as an actor in the global context Benedictine University

13. How can schools produce Global Competence and make Global Connections? (Jacobs 21, Chapter 6) If schools want to produce global competence, they must: • Create a global vision and culture by revising their mission statements and graduate profiles and create a school culture that actively supports international teaching and learning • Develop an internationally oriented faculty by recruiting teachers with international interests and encouraging teachers to take advantage of the many professional development and study/travel opportunities offered through universities and international organizations • Integrate international content across the curriculum(Jacobs 21, p. 104-6) Benedictine University

14. How can schools produce Global Competence and make Global Connections? (Jacobs 21, Chapter 6) If schools want to make global connections, they should [Cont.]: • Emphasize the learning of world languages, including less commonly taught languages such as Chinese and Arabic • Harness technology to tap global information sources, create international collaborations, and offer international courses and languages online, especially to underserved communities • Expand learning time to give students more time and support to achieve global skills • Consider informal learning times to promote global skills Benedictine University

15. How can schools produce Global Competence and make Global Connections? (Jacobs 21, Chapter 6) If schools want to make global connections, they should [Cont.]: • Click herefor the research report about “Afterschool and Global Competence” from the Afterschool Alliance • Expand student experiences through internationally oriented travel, service learning, internships, and partnerships and exchanges with schools in other countries Benedictine University

16. Implications for global Competence and Global Connections • Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD. Benedictine University

17. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • We need state and national action to provide all of our students with Global Competency • A report by the Council of Chief State School Officers (2008), Putting the World into World-Class Education, reviews recent developments and proposes a set of recommendations for all students Benedictine University

18. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • The Council recommends that each statereview their current efforts and create a framework for systematic change in grades K-12 • The framework should include the following elements: (Jacobs 21, p. 110-12): • Redefining High School graduation requirements to include global knowledge and skills • International benchmarking of state standards • Making world languages a core part of the curriculum from grades 3-12 • Increasing the capacity of educators to teach the world • Using technology to expand global opportunities Benedictine University

19. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • We need action at everylevel: • Local, state and national • Each level of government plays an important role in shaping the educational future for all students Benedictine University

20. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • According to the Asia Society (Asia Society, 2009), there are fiveareas of investment to help create 21st century learning environments Benedictine University

21. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • Provide states with incentives to benchmarktheir educational systems and standards against other countries so that school leaders can: • Understand the changing global skill set • Share best practices from around the world Benedictine University

22. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • Support initiativesto redesign middle and high schools to: • Raise high school graduation rates and • Transform secondary schools for the 21st Century in order to create college ready and globally competent graduates Benedictine University

23. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • Investingin our education leaders' and teachers’ knowledge of the international dimensions of their subjects to modernize our education workforce Benedictine University

24. What are the implications at the state and national level for Global Competency? (Jacobs 21, Chapter 6) • Building national capacityin world languages from kindergarten through college by offering incentives to: • Begin learning languages in elementary school • Promote online language learning • Recruit and train language teachers from our diverse linguistic communities Benedictine University

25. today’s students and tomorrow’s workers • Unless otherwise cited the content from this section is referenced from: • Wagner, T. (2008). The Global Achievement Gap. New York: Basic Books. Benedictine University

26. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) • One of the biggest complaints about young people from both the school and business worlds is that they lack work ethic • Self-Reflection: Do you think young people today are less motivated or are they motivated in ways unique to their generation? Benedictine University

27. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) • In order to better understand this new generation’s motivation, we must explore these key areas: • What arethe new learning styles? • What are the cautionsfor these new styles? • How can we continue to motivate our students and help them become career-ready? Benedictine University

28. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) What are the new learning styles? • Students today have grown up in a digital world and are differently motivated • Teens use technology for research and schoolwork, but primarily for entertainment • Students today relate to the world and to one another in ways that are very different than those of their parents’ generation (Wagner, p. 174) Benedictine University

29. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) What are the new learning styles? [Cont.] • Students are multitasking and constantly connected • Students want instant gratification at the speed of light • Students learn through multimedia and connection to others • Students experience learning as discovery • Students learn by creating Benedictine University

30. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) What are some cautions about the new learning styles? • While many feel they are successful at multitasking, in reality, there is lack of focus on any one thing to a significant degree • Which means multitasking is not an efficient method of learning • We are so accessible, yet inaccessible Benedictine University

31. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) What are some cautions about the new learning styles? [Cont.] • An important question to explore is: • To what extent do students differentiate between electronic friends and real ones? • Students today may not know how to interact socially in the realworld due to spending so much time with independent technologies • Therefore, relating to “real people” who may be different than they are may become more difficult for students • Students may be “media-stimulated” but not “media-literate Benedictine University

32. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) What are some cautions about the new learning styles? [Cont.] • Though discovery learning has been proven to provide deeper understanding of some basic concepts, not everythingcan be learned using this approach • All material created and uploaded online is not the work of trained and/or disciplined study…which means it could be wrong! • Students mustlearn how to distinguishquality work from inferior work that they find on-line • Instant Messages (IM), for example are often spelled incorrectly or are grammatically incorrect- yet they are publicly viewed through the Internet or wireless connections Benedictine University

33. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) How can we continue to motivate our students and get them career ready? • Teachers must rethink what and how they are teaching to critically answer the question: • Do students need to memorize information that they can simply look up instantly on the Internet? • Teachers must tap into student interests • Teachers must focus more on projects and the inquiry method Benedictine University

34. How can we motivate today’s students and tomorrow’s workers? (Wagner, Chapter 5) How can we continue to motivate our students and get them career ready? • Teachers must show that they care and be available to really talk to and listen to students • Teachers must create learning environments that encourage and motivate all learners • Teachers must help students find their passion and nurture it Benedictine University