1. Developing Global Competence to Help Meet the NGSS Brian P. Hurley

2. “65% of grade school kids will end up in jobs that do not exist yet” (US Department of Labor)US Department of Labor “What knowledge is of most worth?” (Herbert Spencer, 1859)

3. What is it that we teach? Content or skills? The high stakes tests du jour? Technology in the classroom? Good citizenry? How to think? Scientific method? Problem solving?

4. What does the ‘world’ need? Reavis is diverse—67% of students speak a language other than English at home – The average for Illinois state is 22% Is job competitiveness relevant only in the US? What is the role of the science teacher? – Sage on the stage or guide on the side?

5. So...what is it we really do? Teach to the standards? – NGSS? CCSS? Get evaluated according to the Charlotte Danielson Framework? Develop common assessments? Ensure kids try hard on standardized tests?

6. MacArthur Foundation Video What is it teacher’s need to do?

7. Blending needs with standards CCSS & NGSS: – Skills based, no content based – Non-fiction, writing/ speaking – Integrate technology Charlotte Danielson – Student driven – Evidence-based (on students ‘doing’) Industry needs: – Skills based, not content based Communication skills (written/ oral) Team work Problem solving Technical competence Multi-lingual Global mindset “squeaky-clean” digital footprint Ability to sell and influence others

8. Needs of the “New” World... Who and what will comprise the work force for our graduates? Who and what will comprise the work force for our graduates?

9. Enter Global Competence... Investigating the world Recognizing perspectives Communicating ideas Taking action Question: How can these competencies complement what we are already doing?

10. Changing the Context How is this science performed outside the US? How is this science influenced by forces outside the US? How does this science affect us? How does this science affect others? Can the science we do help others?

11. Going Global... By simply altering the context by going global we move up Bloom’s taxonomy By going global, students take ownership and drive instruction By going global, a simple concept offers opportunities for complex thinking and problem solving – Easy way to introduce modeling – Forces students to access different thinking – Facilitates authenticity in learning – Fosters evidence based reasoning Going Global complements instruction we already do while offering opportunities to meet NGSS and CCSS we might not otherwise