Chapter 6: A Classroom as wide as the World, Vivian Stewart Essential Questions:

1. Bloomingdale District 13 Board of Education Book Study Curriculum 21: Essential Education for a Changing WorldHeidi Hayes Jacobs, Editor, 2010: Chapters 6, 9, and 13.. Chapter 6: A Classroom as wide as the World, Vivian Stewart Essential Questions: • What are the key trends that we need to pay attention to? • What does a well-educated person in the 21st century need to know and be able to do? • How can we get all of our students globally ready?

2. Essential Question #1:What are the key global trends that we need to pay attention to? • Economic: “The Rise of the Rest” = Global Marketplace/Global Competition • Science and Technology: “Wiring of the World” = Global Supply Chains • Demographic Trends: Global Cultural Transition from Closed Economies to Global Economy • Security and Citizenship: Pressing Issues = Global Impact • Education: U.S. Lagging Behind – • 18th in the World for H.S. Graduation rates • Only 50% of U.S. high school students study foreign language • https://www.youtube.com/watch?v=4TKbIidbyhk

3. What are the implications of these global trends for out students? • Preparation for a competitive global job market and for citizenship in the interconnected world of the 21st century is critical for all young people. • National Goal: All students must graduate from High School college-ready and globally competent, prepared to compete, connect and cooperate with their peers around the world.

4. Essential Question #2: What does a well-educated person in the 21st century need to know and be able to do? • Global Competence: • Knowledge of other world regions, cultures, global issues • Communication skills: • Ability to communicate in other languages • Collaboration skills and work in cross-cultural teams • Ability to access and assess information • Culturally literate ~ respect for other cultures and perspective of global citizenship

5. How can schools produce global competence? • Identify the knowledge, skills and competencies that students need to have for college and career readiness. • Provide opportunities for staff professional development. • Integrate global dimension in content areas ~ SS, Science, ELA, Math, Fine Arts, Career/Tech Ed. • Provide education in world languages ~ use technology tools to enhance opportunities for immersion

6. Regardless of approach to increasing student learning in Global Competence, Ground Teaching and Learning in Best Practice: Motivate students through providing: • Relevant content and deep content knowledge • Focus on reasoning and analysis of multiple perspectives • Purposeful inquiry through simulation to answer big questions • Practice at using global primary sources • Emphasis on interaction with others as part of learning and working

7. Essential Question #3: How can we get all of our students globally ready? “Today, the opportunities for learning beyond the school walls and beyond the school day abound, enabling students to connect the local to the global and back again.” Schools need to harness technology to provide students opportunities to: Access and assess information Extend learning beyond the school day See connections between their work and global issues

8. Chapter 9: Digital Portfolios and Curriculum Maps: Linking Teacher and Student Work, David Niguidula. “Ultimately, the measure of a successful year stems from looking at the student work.” Digital Portfolios: A multimedia collection of student work as evidence of student knowledge and skills. Can show: • Students’ learning journey along curriculum map • Individual student progress, creativity, and Habits of Mind

9. Elementary Digital Portfolio Example: • Math Class – Students select examples of work at key points during year • Work scanned and included in portfolio, along with video clip of student explanation of the problem solving process • Process allows teacher to better understand student thinking process and encourages students to think about their thinking = metacognitive awareness • http://www.parcconline.org/samples/item-task-prototypes

10. Essential Questions to consider for Portfolios: • Vision: What should a student know and be able to do? • Purpose: Why do we collect student work? • Audience: What audiences are important to us? • Assessment: How can students demonstrate the school vision? • How do we know it’s good? • Technology: What hardware, software, networking is necessary? • Who will provide support? • Logistics: When will information be digitize? Who will do it? • Culture: Is the school used to discussing student work? • Have teachers had professional development to prepare for implementing portfolios? Who will provide support?

11. Chapter 13: 16 Habits of Mind (Costa & Kallick, Curriculum 21, 2010: pp. 212-213) • Persisting: Stick to it! Persevere. • Managing impulsivity: Take your time!Thinking before acting. • Listening with understanding and empathy: Understand others! • Thinking flexibly: Look at it another way! Consider options. • Thinking about your thinking (metacognition): Know your knowing! • Striving for accuracy and precision: Check it again! Present quality work. • Questioning and problem posing: How do you know? • Applying past knowledge to novel situations: Use what you learn! • Thinking and communicating with clarity and precision. Be clear! • Gathering data through all senses: Use your natural pathways! • Creating, imagining, and innovating: Try a different way! • Responding with wonderment and awe: Have fun figuring it out! • Take responsible risks: Venture out! • Finding humor: Laugh a little! • Thinking interdependently: Work together! • Remaining open to continuous learning: Learn from experience!

12. Curriculum 21: Questions for Reflection: • What part of the text made the greatest impression on you in terms of thinking about the role of the district in educating students? • Considering the ideas in the book, what ideas would you suspect parents would prioritize as being most important to their child’s education? Are there any curriculum priorities expressed by the authors that parents or community members would find controversial? • Are there any skills or abilities not identified by the authors that may be important to include in a curriculum designed to prepare students for the future workplace or global marketplace?