Global Perspective Integration. Investigate the world  Foundational information  Current Events  Show Clip from CNN Student News 9/16/14 (Endangered.

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Presentation transcript:

Global Perspective Integration

Investigate the world  Foundational information  Current Events  Show Clip from CNN Student News 9/16/14 (Endangered river)  CNN Student News is a great resource for middle/high school students (10 minutes)  Pen-pals/exchanges  Pop Culture  Research  (Brainstorm with group for other ideas)

Recognize Perspectives  Context and Perspective Simulation  Ralph Brown presentation  Hands of love/Safer Cities  MUN/MEU  Student exchanges  Videos  Incorporating Language & Culture as a running theme  Brainstorm other ideas

Communicate Ideas  Share what they learned/Ideas they have  Video  Video Projects: 10 Second Video, PSA, Documentary  Example: Invisible Children – Students see how a documentary can make a difference, how they can make a difference  Essay  Presentations  (Brainstorm with group for other ideas

Take Action  Community Service  Changing individual habits  International Collaboration (Videos/ Projects)  (Brainstorm with group for other ideas)

Connections through Sustainable Development  Human-Environment Interaction: Keep civilizations going for future generations  Environment (Nature)  Equality (Social – Equal access to resources)  Economics (Money)

Get students moving  “Runningman” based activities to get students problem solving  Sun-Earth Relationship  Three Branches  Amazing Race

Make Connections  Connecting early civilizations to modern civilizations  Geographic Luck “Guns, Germs, Steel”  Geographic luck concepts to connect to why different places have different cultures, food, clothing, religions, hobbies, resources, etc.  Civilizations: Water  Agriculture  Cities  Time  Specialization  Energy  Disaster Resiliance

Paradigm Shift for 21 st Century Learners  What is it that students really need to know?  Rather teach them how to use the resources, then to think critically:  What is the point of this assignment? Is it busy work?  How will this assignment benefit students lives?

Media Literacy  – 21 st century learners have access to a world of information, memorizing, while still an important skill, is not as essential as analyzing information.  North/South Korean Relations to teach media literacy  Resources: determining appropriate resources for information  Wikipedia is not an accurate source for final information (Story)

Re-think Free Time  Enrichment Projects  Language Practice  Proposed students projects  20% of time (Google Theory)  Why 20% Time Is Good for Schools

Re-think Grading  Grade should reflect what the student know, not what they can copy  Project/Standards based Grading  Double grade: 50 1 st attempt, 50 Mastery  Students track their assessments  Use worksheets and assignments as ‘Practice’  Behavior Rubric: Citizenship Participation  Projects – Self Assessments: Allow students to be involved in their own learning, take ownership