“When Mrs. Hough gave us the project I thought it was just another engineering project, I never thought we would actually design and create products that would be in Laos. Plus the project has grown so much, it is like a school wide project with cooking the food, making the movie, so many people are involved.”
Empowering Students to Globally Connect is a two-year project that started with three teachers who saw an opportunity for students at Mashpee Middle High School to connect with an Australian Professor and help the people of Laos. Our goal was to make a technology and engineering class project that connected to the real world. The students would be able to apply their engineering skills and see a global impact from their work. The outcome has been a global project that has impacted students not only in the Technology and Engineering class but many students throughout the school with the creation of a student produced movie. The original student movie has allowed for additional cross curricular opportunities within music, art, and culinary.
Empowering Students to Globally Connect started as a way to make technology and engineering have a real world connection. Students were initially tasked with researching the country of Laos with the end result creating a product that would improve the lives of its people. Initial research led to misconceptions that were clarified by Australian Professor Rachel Sheffield, who participates in mission trips to the country. Some of the information that Profession Sheffield shared included:
Mashpee High School students use their engineering skills to create products to better these students’ lives. Initially the ideas the students had and the products they created weren’t used for the original creation. For example, a student designed a strainer/colander assuming the Laos students would use it for noodles but he didn’t realize most of the foods the kids in Laos eat are soup. Instead the strainer is used to carry soap to and from the Mekong River for bathing. Other items were also created but we ran into a roadblock as we were not able to ship the products to Laos. Importing and exporting is not allowed by the Laos government which prevented the students from producing some of the items they thought would be helpful. We had to come up with an alternative way to help the Laos children. This roadblock was not obstacles for the students, as they decided to use PTC CREO Parametric software to design the strainer, shower caddy, and tic tac toe boards that could be 3D printed by Dr. Rachel Sheffield while she visited the country. The Laos children and the Monks that support them, enjoy playing with the boards and using the strainers.
None of us could have imagined how our meeting and connecting at a conference could lead us to this two year project and its far reaching impact on all of us. Our students showed their world to the Laos children who intern thought of our world as magical because of the advanced technology. The Mashpee students realized how lucky they are in the US and how easily they take for granted the basic things they have in life that the children of Laos do not have access too. The Mashpee students have come to realize the simple products they designed will have a far reaching impact which has changed them more than they realize.
Students involved in this project come from all grade levels and all abilities.
It allowed students who might not engage in a project typically because they feel it didn’t have meaning the opportunity to apply their skills in the real world. Many times your most reluctant learners are those that don’t see a purpose for doing the assignment, this project gave purpose specifically through the skyping sessions. The Mashpee students were able to see the effects their efforts in the classroom were having on the people of Laos through speaking with them and Rachel while she was there. Also, the core group that started the project were high school aged students in a Technology and Engineering class but the group has grown exponentially. We have included students from across grade levels and subject areas. Students involved in the project range from grade 8 through 12 and come from Culinary, Techsperts, Music, Art, Drafting, Engineering, and Technology. We have included students to film aspects of the project, Culinary assisted in creating a traditional Laotian meal for our culminating project, a music student is creating original score for the film the Techsperts are creating about the project, Art students are creating a special logo for our presentation at the International Society of Technology Educators (ISTE) Conference being held in June. These students don’t typically connect with each other but reaching across disciplines and interests has brought these students together in a way that may not have occurred otherwise.
The greatest challenge we had was the time difference. Dr. Sheffield lives in Australia and the time difference is 12 hours, this was true for when she was in Laos too. Trying to coordinate times to connect and skype was difficult. Also, in Laos they experience rolling blackouts so skype sessions were often interrupted or could not occur. Another issue was the temperature in Laos. Due to the heat and humidity the 3D printer often malfunctioned. The technology and engineering students also designed products that would fit the dimensions of our 3D printer only to find out the 3D printer brought to Laos was about half the size. They had to redesign their prototypes and adjust to product assemblies when designing in PTC CREO Parametric in order for the products to be printed. Although we had some challenges and some were completely out of our control we just kept at it. We rescheduled time to skype, changed printing days, and worked with the issues we were faced with. It would have been great to see more students but with our time difference it wasn’t possible.
Culminating experience, eating Laotian food and skyping with Dr. Sheffield while she was in Laos.
If you are thinking about a project to connect your students globally, here are some first steps to get you started:
Teaching Global Competence: https://asiasociety.org/education/teaching-global-competence-rapidly-changing-world?utm_campaign=crowdfire&utm_content=crowdfire&utm_medium=social&utm_source=twitter#61863287-tw#1516933155223
Amanda Hough is currently the Technology and Engineering Teacher at Mashpee Middle High School in her thirteenth year. Along with teaching Technology and Engineering she teaches High school Robotics and Engineering the Future to 8th graders. She holds teaching licenses in General Science 5-8, Technology and Engineering H.S., and has her Masters Degree in Administration K-12 Education. She is a Raspberry Pi Certified Educator, Competitive Robotics Coach, and avid Maker. She is a member of MassCue and ISTE. She is presenting at ISTE and has partnered with International Professors to create collaborative learning experiences for her students. She was nominated as one of the top five STEM teachers of the year in Massachusetts by the Hall at Patriot Place in 2018. Amanda truly believes in cross age student teaching and collaborates frequently with teachers within her school district to create authentic learning experiences for all students.
Colleen Terrill is currently the Director of Instructional Technology for Mashpee Public Schools after being a 6th grade teacher for 15 years. She provides ongoing professional development for teachers in her district where she focuses on the importance of balance between technology and curriculum. Colleen is a regular presenter at regional and national conferences such as MassCUE, ACTEM, Christa McAuliffe Technology Conference, CoSN, Tech and Learning Live and ISTE. She was a Keynote Panel Presenter for the New England 1:1 Summit. She is also an Associate Professor through the Extended Campus Program at Fitchburg State University where she teaches Explicit Instruction as well as Technology Integration in the Classroom. She is currently pursuing her Certificate of Advanced Graduate Studies in Educational Leadership from Curry College.
By John Clements, Principal of Nipmuc Regional High School
As our world has become much smaller, the scope of our possible connections has become much larger. Today’s teacher is a globally connected citizen.”
Takeaway #1: What do we mean by global education?
Establishing shared definitions of terms is critical. Bold Moves for Schools helped me to see “global education” as more than a buzzword by discussing it in terms of competencies. The book shared four competencies of global education (as defined by the Council of Chief State School Officers and the Asia Society) including investigate the world, recognize perspective, communicate ideas, and take action.
This simple framework provided a lens to view the ways that my own school is exploring global education. This definition prompted me to consider the tech tools that are being used to build connections. It encouraged me to think about whether these opportunities were taking place across all disciplines. It made me wonder about the resources teachers need to make these connections in the curriculum.
Takeaway #2: Resources for getting global.
There’s a reason that so many schools and districts include global citizenship in their mission and vision statements. As educators, we recognize that this is a critical competency for the modern world. Although we believe getting global is important, making it a part of our professional practice isn’t easy. The right tools can take the mystery out of putting this belief into practice. Included below are two of the wealth of resources from Bold Moves for Schools that could spark some ideas to build global connections in the curriculum.
The “Dollar Street” project on the site couples pictures and data collected from a range of countries, giving a moving insight into the details of daily life. Viewers can investigate intimate data about the spectrum of human life. Pictures of a range of topics from armchairs to backyards to cars to diapers to earrings to front doors (and on and on!) are coupled with monetary value, giving perspectives on wealth, values, and quality of life. You have to see it to believe it. Imagine how you could use this data across all disciplines to allow students to develop deep inquiry about the distinguishing details of the human experience across all of the world’s population. Check out the site’s educator resources that will help you to find a way to use this dynamic tool.
Takeaway #3: Teacher as a globally connected citizen
One of the most powerful parts of their book is the way the authors define “The Job Posting for a Contemporary Teacher.” They identify “teacher as a globally connected citizen” as a core competency. They discuss how this skill will inform curriculum and shape learning experiences. Perhaps more importantly, this competency reminds us how critical it is to embrace a culture of learning in our professional work. In a world where technology is flattening the globe at a tremendous rate, only educators who value their role as learners (above that of being a teacher) will be able to design learning experiences that connect our students to the world.
On Thursday, April 12, at 8pm EST you can “walk the walk” as a globally-minded educator by joining our digital conversation about global education. Click here on 4/12 at 8pm EST to participate in a free digital discussion about global education.
Check out Bold Moves for Schools: How We Create Remarkable Learning Environments to explore the resources above and so many other ways to rethink past practice as we reimagine school into inspiring places of learning.
By Deborah O'Neil, Environmental Science Teacher, Sutton High School, Sutton, MA
“Working with the Blanding's Turtles is a very exciting experience. Not only are they adorable, but it helps me understand human impact on other species and what we can do to help. “ --High School Student
Summary of Inspired Learning Project:
Students were given the opportunity to use their academic knowledge to affect positive change in the quality of our environment. They are doing this through a variety of pathways. Some students were involved in a program with U.S Fish and Wildlife to foster a species of threatened turtles called Blanding's Turtles. Other students managed a school-wide initiative to improve our recycling program. Additionally, some students reached out to political and corporate leaders to provide positive feedback and to encourage environmental change.
Creating a Curious Learning Environment
I want to create an environment for my students where they can take on the role of apprentice and feel that we are on the journey together. I was lucky enough to be treated as an apprentice during my education as a scientist and I believe this style is what made me excited and curious. In high school, my advanced biology teacher would sit down next to us and get involved in our labs. He didn’t stand in front of the class and lecture, but rather jumped right into the hands-on science with us. Similarly, my ecology professor in college made the class active and engaging by working beside us as we studied things such as the biodiversity of snails at the ocean and the high underground temperature caused by decomposition at landfills. Finally, during my first career as a research assistant at Massachusetts General Hospital, I was surrounded by open and nurturing scientists who focused not only on their own research, but also on encouraging another generation of scientists. I try to continue this method of teaching science so that my own students will be excited and curious. My hope for the students is that they will be better stewards of our planet, either in their day-to- day lives or as a future career.
My inspired learning experience began as a result of encouragement from both my administration and my students. On a regular basis my principal passes along information about opportunities in the area of environmental activism and then fully supports the implementation of our plans. Likewise, I have wonderful current and former students who are motivated to be activists. They send me information and encourage me to work with them.
Blanding's Turtle Project
My students are a wonderful source of information about ways that we can become advocates for the environment. Last year a student became motivated to help the environment through the Sierra Club of Worcester. He met with the organization and learned about the work of the Worcester Tree Initiative, which was looking for volunteers to plant trees at the World War I Memorial Grove in Green Hill Park. Like this particular student, I have found that others want to take an active part in helping the environment and having a voice in decision making, not just learning about it. To that end, each student wrote a letter to express their opinion about environmental policy. The letters ranged from positive, complimentary letters to companies that use sustainable practices, to letters to government officials expressing their disapproval of changes in environmental protections. The students were passionate about their opinions and learned that they can share their ideas in a productive way.
This year, the students wanted to make a positive impact at our own school. Two seniors led the charge to restart an Environmental Club. The group got off to a fantastic start and immediately worked on an initiative to improve recycling at our high school. They made a slideshow, gave presentations in Advisory classes, created posters for the school with recycling directions and included messages in the morning announcements. Along with that, they are creating artwork with bottle caps in order to bring attention to the overuse of single-use plastic beverage containers. In the spring, they will be making seed balls to give to members of the community. The seed balls will help replant native flowering plants that are beneficial to the soil and to pollinators such as bees, birds and insects. This group of students is highly motivated to put their beliefs into action.
Inspiration from Graduates in the Field
My current students also received inspiration from our graduates. By maintaining connections with former students, I am able to provide links to the real world of environmental science. For example, a graduate became a researcher at the Hubbard Brook Experimental Forest in New Hampshire. He shared his experiences from working at the world’s longest running experimental forest, and studying the quality of water as it is affected by weather and contamination. My students also loved to hear about a graduate who went on to work at the New England Aquarium and helped to educate the public about marine animals. Sharing these anecdotes confirmed how students can have a positive impact on the world.
I recently had a conversation with a few students that helped to validate the importance of our work in environmental science and let me know that they were inspired about learning. The students admitted that when they made their course schedule, they were not really sure that they wanted to take an environmental science class. Now that they are taking the course, they think that it is so important that it should be a required class in high school. They feel this way because everything that they learn applies to real life in an important way, whether or not they choose a career in science. I can also tell that the students are inspired when they show me their reusable ziploc bags, send me articles about how to restore the tropical rainforests, or share environmental photographs that they take on their trips to visit colleges. They demonstrate their interest every day when they stop by the classroom during their free time to check on the progress of our Blanding's turtles. All of this shows me that they are feeling a drive and motivation that extends beyond the class. When they look back on these experiences, I think that they will remember it as a time when they made a tangible contribution to helping the planet.
A Few Words of Advice
Some advice for someone looking to implement the Blanding's turtle fostering program with U.S. Fish and Wildlife would be to get involved because they will be amazed at the many ways it can be woven into the curriculum. It leads to discussions about food webs, comparative anatomy, legislation, funding and resource allocation, habitat fragmentation, and climate change, to name a few. In regards to other areas of environmental activism, my advice would be to let the students take the lead and to provide support, resources and encouragement.
Blanding's Turtle Project
Living Memorial Tree Planting in Worcester
Source of Supplies for Seed Balls
By Dave Quinn, Director of Technology Integration, Mendon-Upton Regional Schools
Several weeks ago my colleague, Maureen Cohen, wrote a warm, thoughtful blog that explored the importance of building wonder into our classroom practice. The student questions and strategies she provided reminded me of one of my favorite books, Thomas & Brown (2011)’s New Culture of Learning which discussed approaches to rethink education. In the book the authors write:
What if, for example, questions were more important than answers? What if the key to learning were not the application of techniques but their invention? What if students were asking questions about things that really mattered to them?
It’s a vision for education that makes me inspired.
While thinking about Maureen’s piece, my mind began to shift from “the what” to "the how". How might our students go about exploring their wonderings and answering their questions? In particular, how are they making sense of or critically evaluating the information they obtain? Research by the Stanford History Education Group suggests that students of all ages struggle to evaluate the credibility of claims made on social and digital media platforms.
Questioning is essential to personal growth as is the development of what Ernest Hemingway would call built-in, shockproof crap detector.
So how might we help students develop a better information filter? Mike Caulfield, director of blended and networked learning at Washington State University Vancouver provides a simple, straightforward approach for quickly determining the accuracy of a claim in the article. The process, The Four Moves and a Habit, is a process for fact checking that gives students a process for assessing claims they encounter on the net. This resource is outlined in the infographic below.
Caulfield has also written an e-book, Web Literacy for Student Fact Checkers, where he outlines the moves in-depth and also provides examples for using the moves on web texts. The Four Moves Blog has several fact-checking tasks based on current news articles. You can also check out his personal blog https://hapgood.us for deeper reading on information literacy and web navigation.
By Maureen Cohen, Assistant Superintendent, Mendon-Upton Regional School District
Student agency was at the center of our December 2017 conversation for the Inspired Learning Project. Each month we tackle a core characteristic and pillar of inspired learning to help build our capacities as educators to continue to grow and move our practice.
In this capacity building, we developed a shared understanding of what we felt were key characteristics of student agency through the lens of how we view an entrepreneur. The group came up with the following characteristics of an entrepreneur:
self-manager, self-starter, visionary, productive problem seeker and solver, independent, innovative, reflective, creative, confident, innovative, curious, collaborative, turns challenges into opportunities, brave, desires feedback, forward thinker, has focus, self-evaluator
As we expanded our thoughts on the characteristics of an entrepreneur, we moved into a discussion about student agency and how student agency is more than just giving students choice. The group felt that agency is about deeper learning opportunities and personalization. The conversation really took off when we discussed Spencer’s metaphor in his book of a teacher being a tour guide who brings you through a tour. We pondered, who should be the tour guide, the teacher or the students?
One participant stated, “The problem in schools is that we tell them they are going to Paris, or Rome, but they have no choice over where they are going in their learning. When students have the agency to choose their own tour, that is really important for fostering student agency.”
We ended the highly engaging conversation with some actionable approaches to add more agency into what we are doing. Here are a couple of examples provided:
We hope you join us in our next conversation this Thursday, January 11th at 8PM as we tackle the concept of building authentic learning opportunities for our students.
By MaryAnn DeMaria, Grade 7 Science Teacher
Interested in learning more about the book? (I thought so!) The cover of the book boasts that it’s a “no-holds-barred assault on outdated teaching methods”. I won’t argue that it’s incendiary but I think “assault” goes too far. This book is a call to action, asking us to challenge past practices not to tear down our schools.
You can find out more here.
1. I'm looking for a sweet mix of inspiration and practical solutions. I can wax philosophical all day long, but at the end of the day I want to hear about what you are doing practically speaking to move your buildings.
2. I'm doing this for my soul.
3. I look at it like this, there are people who sit on the beach in the sand …some put feet in the water, then there are people who swim out before the waves and ride the waves in. I try to be ahead. and then ride it in. This is the next wave I’m glad I’m catching.
4. It's about being connected to people who already inspire me and who I look up to in many ways and hoping to find nuggets of aha moments and share the challenges and success we all look for everyday in our schools.
5. I need my community to continuously inspire me. Sometimes it can’t always come from your own building, so I'm looking for this group to be a place I can turn to and have that 'Oh my gosh, yes!' moment.
6. ...creating lessons that are powerfully memorable. That is what has driven me as a teacher as I’m designing lessons.. I’m hoping this group can help me to affect change.
7. I'm so intrigued by where this can take us and learning and hearing from others. I believe that connecting teachers will help to affect change.
8. It's the difference between Schoolers vs. Yearners. Yearners know it can be different and can create transformational moments for students in schools.
As we discussed some memorable and inspirational learning moments in our schools we learned about a high school innovation lab and an elementary replication of Caine's arcade. We discussed how we are seeking moments for deeper learning opportunities, increased student agency and pursuit of passions, real work that matters for real audiences.
If I were to synthesize why we decided to meet online on a Thursday at 8 pm:
We want to be yearners, who are riding the next wave of inspiration. A wave filled with nuggets of "aha" moments, "Oh my gosh, yes" moments, and practical ways to affect change and move our buildings. Indeed we are looking for a sweet mix for our souls.
By Kimberly Lopes, 3rd Grade Teacher, Memorial School in Upton, Massachusetts
"We’re like REAL superheroes… super recyclers!"
My inspired learning experience began as a result of the desire to solve a problem-- how to reduce waste in schools. I first became aware of this opportunity over the summer when a friend shared a link on Facebook describing Crayola’s green initiatives. I did a little more research into the ColorCycle program and decided to reach out to my principal, Deb Swain, to see if she’d be on board for letting my third graders take charge of this initiative in the coming school year. She replied back in a snap and was excited to bring this program to Memorial!
In just the first few days of school, while we were still just getting to know each other and the routines and expectations in third grade, I introduced this problem to my students. I asked them to take a few days to observe how often they, their families, and the people around them use and discard plastic. In those days, my students shared their observations with each other. With each new observation, they wanted to learn more and more about where plastics go when they’re thrown away and what happens. We read articles and watched short videos to learn as much as we could about this issue, and the more we learned more about plastics, how they pile up in landfills (even when “recycled”), and continue to pile up because they never break down… the more the kids wanted to do something about it.
Once we had a plan, we decided we needed to start promoting the program to the rest of the school and community. I suggested we make posters, but the students decided that wasn’t quite right. “If this is about reducing waste… why would we make posters that will just get thrown away?” I can’t fully express the pride I felt as they respectfully discussed different ways to “get the word out” without creating too much additional waste. I don’t know if people-- myself included-- really give young kids the credit they deserve when it comes to their ability to creatively problem solve and work together. In the end, we settled on creating a commercial. Our goals for the commercial were to educate the public about our “big problem,” convince the audience to get on board with our solution, and provide information for how to participate.
I knew my students were inspired about learning when they moaned when it was time to leave the classroom for recess-- they wanted to keep working on their project! This experience showcased each of my students’ unique traits and talents. It brought the best out of each of them because it was relevant and meaningful in the world beyond the classroom, and everyone had an important role to play. Years from now, when my students look back on this project, I hope they will remember what they were able to accomplish through hard work, research, creativity, and teamwork.
1,007 markers are all packed up & ready to ship to @Crayola! Just 8 markers can produce enough fuel to cook an □ , make toast, & heat up 2 cups of ☕️... imagine what we could do if EVERY marker was ColorCycled! #MURSD #MemUpton https://t.co/1EV1xqWtjq pic.twitter.com/4nLCaHQqNk— Kim Lopes (@LearningLopes) November 17, 2017
Some educators naturally feel a sense of urgency about the need to reimagine our schools as the model of our current schools which was created over a hundred years ago is no longer serving the needs of our students in these incredible times of change. It is our responsibility to prepare students for a world that we cannot predict. Despite not having all the answers and not knowing what the road ahead looks like, those of us that feel the urgency, charge ahead into the unknown seeking possible solutions, reimagining our work, and failing forward. We also know that there are others that don’t feel this same sense of urgency. These educators continue to teach the same lessons, adhere to the same curriculum, and offer the same assessments. If we all know that the world outside of our schools is changing, how to we work together, with urgency, to reimagine learning for our students?
The Importance of Urgency
by John Kotter
Changing Education Paradigms
by Sir Ken Robinson