Teaching without Borders Kate Woodward, Ph.D. Datta Kaur Khalsa, Ph.D. Preparing Teachers for the Global Age
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Teaching without Borders
Kate Woodward, Ph.D.Datta Kaur Khalsa, Ph.D.
Preparing Teachers for theGlobal Age
Teachers: Models of Global Citizenship
Outline of Session
•Where we came from
•What we are and are not
•What we were thinking
•Where we are now
•Where we are going
U.S. and Other Countries
• Learn about other countries
U.S. Other Countries
• Learn from other countries
U.S. Other Countries
Khalsa Research
Trust in…
Organization
International Collaboration
Students
Pedagogy
Technology Skills
Teamwork Skills
Self-efficacy
Support
Outline of Session
•Where we came from
•What we are and are not
•What we were thinking
•Where we are now
•Where we are going
Teachers: Models of Global Citizenship
Purpose of a Global Strand
What?
Globally-skilled teachers beyond a one-course program requirement.
Why? Need to progressively acquire global,
interactive knowledge, skills and dispositions with technology integration.
Preparation of 21st century educators
Outline of Session
•Where we came from
•What we are and are not
•What we were thinking
•Where we are now
•Where we are going
Global Strand: Categories, Rounds
3 Categories Knowledge, skills & dispositions
3 Rounds Round 1, 2, 3
__________________________________
3 Categories Knowledge, skills & dispositions
3 Rounds Round 1, 2, 3
Rounds: Sequencing of Global Thread
Advanced KnowledgeSkills and
Dispositions
GlobalTechnology
Developing KnowledgeSkills and Dispositions
Beginning Knowledge, Skills and Dispositions
Global TechnologyRound 1
Round 2
Round 3 Culminates in global course (Program continues)
Global Strand: Categories, Rounds, Constructs
5 Constructs Definitions Rationale Standards Collaboration Project-based learning
__________________________________
3 Categories Knowledge, skills & dispositions
3 Rounds Round 1, 2, 3
____________________________
3 Categories Knowledge, skills & dispositions
3 Rounds Round 1, 2, 3
•Definitions•Rationale•Standards
Global Conundrum
“The thing is, through all of my classes, no one ever explained
exactly why we must do this ‘noble deed.’
I think it was supposed to be assumed” (Anonymous student).
Definitions
Global dimensions of content, citizenship, languages, & relation to diversity
Beginning Knowledge
Expand digital information literacy skills and search for sources of online learning communities
Beginning Skills
Self awareness and learning from others
Beginning Dispositions
Round 1 in the Program
• Beginning Knowledge - Global dimensions of content, citizenship, language, and relation to diversity
• Beginning Skills – Expand digital information literacy skills and search sources of online learning communities
• Beginning Dispositions –Self awareness and learning from others
Definitions
Rationale & Standards
• Beginning Knowledge - Rationale for global perspective as related to curricular content & 21st century skills
• Beginning Skills - Compare and contrast varied perspectives • Beginning Dispositions- Appreciation for development of social capital
and/or social resources
Global Strand: Constructs, Categories, Rounds
5 Constructs Definitions Rationale Standards Collaboration Project-based learning
__________________________________
3 Categories Knowledge, skills & dispositions
3 Rounds Beginning, developing, advanced
__________________________________
•Definitions•Rationale•Standards
•Collaboration•Project-based learning
CONSTRUCTS
Advanced KnowledgeSkills and
Dispositions
GlobalTechnology
Developing KnowledgeSkills and Dispositions
Beginning Knowledge, Skills and Dispositions
Global Technology
•Definitions•Rationale•Standards•Collaboration•Project-based learning
Categories
Categories
Categories
Outline of Session
•Where we came from
•What we are and are not
•What we were thinking
•Where we are now
•Where we are going
Exiting Graduate Student
Criteria
Communication: Multicultural global participant
Leadership: Leader in creating global communities
Research: Digital global context
Multiple literacies: Global integration
Project-based planning: Global voices
Curriculum: Sequencing of Global Framework
Advanced KnowledgeSkills and
Dispositions
GlobalTechnology
Developing KnowledgeSkills and Dispositions
Beginning Knowledge, Skills and Dispositions
Global TechnologyRound 1:First 3-9 credits
Round 2: Next 12-18 credits
Round 3: Next 21-27 credits Culminates in global course (Program continues)
Outline of Session
•Where we came from
•What we are and are not
•What we were thinking
•Where we are now
•Where we are going
“One can’t believe impossible things.”
http://www.logoi.com/pastimages/alice_in_wonderland.html
“I daresay you haven’t had much practice,” said the Queen.
“When I was your age I alwaysdid it for half-an-hour a day.
Why, sometimes I’ve believed as many as six impossible things before breakfast.”
Lewis Carroll
Thinking about Global Thread: Categories, Rounds, and Constructs
Advanced KnowledgeSkills and
Dispositions
GlobalTechnology
Developing KnowledgeSkills and Dispositions
Beginning Knowledge, Skills and Dispositions
Global Technology
CONSTRUCTS
•Definitions•Rationale•Standards•Collaboration•Project-based learning
Categories
Categories
Categories
Round 1
Round 2
Round 3, (Culminates in Global Course, Program Continues)
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