Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
Global learning calls for a new approach beyond traditional school-community partnerships. It requires that students not only learn about other countries and cultures, but also apply their learning to complex local and global issues. As districts, schools, and educators strive to connect learning in and out of school, innovative models are emerging that redesign partnerships, staffing, time, curriculum, and use of technology. Learn about the framework and get a series of tools for creating expanded learning programs that bolster students’ global competence and academic success through project-based learning, service learning projects, internships, and other learning experiences outside of school hours and walls. Alexis Menten and Elizabeth Colby present.
1. Open Up and Globalization
China World of Opportunities:
ChinaLearning in Globalization
and ExpandedLanguagesTime
Students asaLinguists and Diplomats:
Eight Principles for Creative World Learning Teaching
Global
2.
3. Open Up a World of Opportunities:
Global Learning in Expanded Learning Time
4. Open Up a World of Opportunities:
Global Learning in Expanded Learning Time
5. Open Up a World of
Opportunity:
Global Learning in Expanded Learning Time
Webinar
Alexis Menten, Asia Society
Elizabeth Colby, Newfound Area School District
March 14, 2013
6. Goals for the Webinar
• Define expanded learning and explore emerging models
• Identify policies and practices that support credit-bearing
expanded learning opportunities (ELOs), including the
connection to global competence
• Provide examples of what global learning ELOs look like
in practice through a pilot program in New Hampshire
• Share tools and templates that will help you to get started
at your school or afterschool site
8. Emerging Models of Expanded Learning
1. Extended school day/year that increases time
for learning
2. Expanded school day/year that includes
community partners and hands-on learning
experiences
3. Expanded/extended learning opportunities
that are based on competencies and award
credit based on proficiency
10. What Is Competency-Based Education?
• Students advance upon achieving mastery.
• Competencies include explicit, measurable, transferable
learning objectives that empower students.
• Assessment is meaningful and a positive learning
experience for students.
• Students receive timely, differentiated support based on
their individual learning needs.
• Learning outcomes emphasize competencies that include
application and creation of knowledge, along with the
development of important skills and dispositions.
CCSSO, iNACOL, and MetisNet: https://sites.google.com/site/competencybasedpathways/home
11. Competencies vs. Standards
• Standards are outcomes (the what – knowledge and skills)
• Competencies are behaviors (the how – habits and
dispositions)
12. Global Competence: Common Core…
and More
• Common Core State Standards are not the only outcomes
that students need to master to be successful in college,
career, and life in the global 21st century
• 21st century skills or deeper learning skills like
communication, collaboration, critical thinking, and
creativity are equally important
• Through global competence, students acquire and apply
the knowledge, skills, and dispositions in the CCSS through
hands-on and real-world projects
13. What Is Global Competence?
Possession of the knowledge, skills,
and dispositions to act creatively on
issues of global significance.
Globally competent young people:
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action
http://asiasociety.org/files/book-globalcompetence.pdf
14. What Is Competency-Based Education?
• Students advance upon achieving mastery.
• Competencies include explicit, measurable, transferable
learning objectives that empower students.
• Assessment is meaningful and a positive learning
experience for students.
• Students receive timely, differentiated support based on
their individual learning needs.
• Learning outcomes emphasize competencies that include
application and creation of knowledge, along with the
development of important skills and dispositions.
CCSSO, iNACOL, and MetisNet: https://sites.google.com/site/competencybasedpathways/home
15. N.H.
A New Theory of Action
If we believe that all
students must be
college- and career-
ready... Then our system must
advance students as they
demonstrate mastery of
content, skills and
dispositions…
Which requires a
comprehensive system of
educator and school
supports.
http://www.education.nh.gov/
15
16. Competency-Based Education in
New Hampshire
• The Minimum Standards for School Approval state that local districts
must have a competency assessment process and defined course level
competencies in place for all public high schools.
• Credit toward graduation is to be awarded based on student
demonstration of mastery of these course level competencies.
• Local districts must develop a plan and method of assessing course
level competencies which is supported by a policy that will include the
implementation of the standards.
• It is expected that the plan and method will be regularly reviewed and
evaluated for effectiveness.
17. Extended/Expanded
Learning Opportunities in
New Hampshire
Invigorating: Choice / Creativity
Alignments: w/ Highly Qualified Teacher
w/ Community Partner
w/ NH State Competencies/Common Core
w/ Assessment Criteria
Support: Facilities, Time, Empathy
18. Vision of NH ELO Initiative
Expand traditional high school
classroom options
Create rigorous, relevant and
personalized learning experiences –
Real World for all students
Grant credit based on demonstration
of mastery of course competencies
19. Extended Learning Opportunity (E.L.O.)
Primary acquisition of knowledge and
skills through instruction or study outside
of the traditional classroom methodology
• Independent study
• Private instruction
• Performing groups
• Internships
• Community service
• Apprenticeships
• Online courses
20. Newfound’s ELO Planning Chart
ELO
Coordinator
Student(s)
Highly
Qualified Community
Teacher Partner
22. NRHS Partnership with the Asia Society
Goal: Expand ELOs and embed competency-based
approaches towards global competence in the afterschool
21st Century Community Learning Center program
• Alignment of course competencies and global
competencies
• Training on student voice and choice, and facilitative
teaching/leading methods
25. 21CCLC International Club
Target Competencies:
• NRHS competency: The student artist will choose and evaluate a range of
subject matter and ideas to communicate intended meaning in artworks.
• Global competency: Students will recognize that people from diverse
backgrounds perceive information differently, even when receiving the same
information.
Arts Project Idea: Global Art Exchange
“We can set up galleries where students from other countries send art pieces,
and we send our art back to them. By exchanging art, we will be able to
express ourselves and understand each other better. Art is an immediate way
to understand aspects of culture.”
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EightGlobal and Globalization
Open Up aaWorld of Opportunities:
Students as World of and Diplomats:
Open Up Linguists Opportunities:
China andExpanded Languages Teaching
Globalization
Global Learning Creative World Learning Time
Principles for
Hinweis der Redaktion
Growing concern in education: How do we ensure that all students, especially disadvantaged students, have sufficient time and opportunity to attain all the skills needed for college, career, and the global innovation economy beyond? “Expanded learning” has become a catchphrase for a variety of models that aim to expand learning time and experiences for students. Before we go further, we want to explore the variety of expanded learning models that emerging across the countryLAUNCH POLL #2:What does “expanded learning” mean to you?Extending the school day/year for an additional number of hours/daysIncorporating school-based afterschool or summer programs provided by community partners into an expanded school schedule for all studentsProviding credit for learning that takes place outside the school day and beyond the school buildingOther
We are going to focus on expanded or extended learning opportunities for credit in this webinar, but we believe that the approaches and tools we have developed, and lessons learned, will be helpful to anyone working to design and/or implement an expanded learning program.
Asia Society chaired a taskforce, convened by CCSSO as part of their EdSteps project, that pulled together representatives from leading universities, non-profit organizations, and state education agencies across the country to form a definition of global competence. To be globally competent, young people must be able to:Investigate the world, including their immediate environment and beyondRecognize perspectives, both their own and others’Communicate ideas and collaborate with diverse audiences Take action to improve conditions both locally and globally Within each of these four domains of global competence, Asia Society has developed a set of competencies, aligned to Common Core and benchmarked at multiple grade levels, that drive curriculum, instruction, and assessment in our partner schools. These competencies help ensure that we are graduating students who are both globally competent and college and career ready.
New Hampshire is “Off The Clock”. The Carnegie Unit has been abandoned as the drive-train for assignment of credits that document student achievement. This enables true flexibility in organizing anywhere/anytime learning anchored in competency assessment.NRHS is dedicated to the Mission of providing a competency-based, personalized education for each student. Our program alignment assures that Content Area and individual Course Competencies dovetail with Mission Academic Expectations.Competency statements are supported by Curricula mapped to Common Core Standards.
Extended Learning Opportunities allow for the primary acquisition of knowledge and skills through instruction or study outside of the traditional classroom. ELO's validate the learning that takes place out side of school that is youth centered and focuses both on the acquisition of skills and knowledge and on youth development.
Here is our working definition of Extended Learning Opportunity, or ELO… It is a much broader definition than we tend to see in use elsewhere today… It is not just afterschool or summer school, it is about learning for credit outside the traditional four walls and time periods of the typical high school classroom, and it stretches the creativity and resources of our system… But we think it is absolutely right to accomplish what we want to accomplish in this New Day for Learning that we are talking about today!
Now that we’ve defined expanded learning and competency-based education, and heard a little about how the two work together at the state level, we want to dive even deeper into the work that we have been doing in partnership with Newfound Regional High School.
Notes: I will talk about the matrix, formative and summative assessments that empowers students to own and develop their own ELO and educational plan and the reality that there are teachers that struggle with what student voice and facilitative teaching really are.
At the beginning of the project, we pulled together teachers and afterschool staff to create a matrix that aligned outcomes in three areas
It looked like this in processDon’t expect you to read this – example Newfound course competencies down the left, global competencies across the topGreen for high intersection, yellow and orange for some, and red for none. Teachers and afterschool staff together decided where to focus. No wrong answer – high alignment provides opportunity to do both at once, some alignment provides opportunity to explicitly reinforce, and no alignment provides opportunity to fill gaps