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.
Click above to share a practice that promotes student agency, ignites students' passions, or creates a bridge between classrooms & the real world.
Click above to nominate an educator to be celebrated by the Inspired Learning Project.