NYC Science Fall 2011
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This document outlines the agenda for a teacher professional development day focused on science instruction. The agenda includes introductions and icebreakers, reviewing student performance outcomes and literacy strategies, sharing lesson plans, and planning for campus implementation. Teachers will discuss challenges in teaching science and strategies to address investigation, perspectives, communication, and taking action performance outcomes.
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The lesson introduces students to the Common Core State Standards and Next Generation Science Standards through an inventory of their prior knowledge. It then explains the key shifts in focus and coherence required by the CCSS as well as the goals for student understanding outlined in the NGSS. Students participate in hands-on learning activities designed around the 5E instructional model to help them better understand and apply the new standards.
Teacher Connect Slide Share Version
This document summarizes the agenda and activities for the first Teacher CONNECT session. The session focused on:
1. Introductions and name tag activity to get to know participants.
2. Overview of the daily schedule, norms, and goals of the Teacher CONNECT program to provide support for new teachers.
3. Activities in groups to discuss topics like assessment, classroom management, differentiation and building relationships with students and parents.
4. Presentations and discussions around establishing effective learning communities, assessment for learning, developing student profiles and differentiated instructional strategies.
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
Pedagogy of FutureLearn
The document discusses the pedagogy of FutureLearn and how learners learn online. It explores evidence-based strategies like spaced learning and questioning what is learned. Storytelling, conversation, and visible progress are highlighted as key aspects of FutureLearn's pedagogy. The role of social interaction in catalyzing learning is also discussed. The document considers how certain educational methods can improve with massive scale online learning environments through techniques like peer review and collaborative documents.
Instructional design
This document summarizes key points from a library instruction training session. It outlines goals for librarians to understand instruction principles and gain classroom management ideas. Objectives include recognizing teaching methods, sharing experiences, and discussing anxieties about teaching. The document then covers instructional design models and concepts like backwards design. It also discusses pedagogical approaches such as active learning, constructivism, and learner-centered teaching. Specific techniques are provided, like using videos to demonstrate effective and ineffective classroom management styles.
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The document provides guidance for participants in a design thinking workshop focused on designing an interactive space to foster global competence through learning about Asia. It outlines an empathize, define, ideate, and prototype process. Participants are instructed to empathize with an extreme user by writing about their hopes, fears, and challenges. They then define the user's needs before brainstorming ideas individually and collectively. Participants select one idea to develop by creating a prototype, which they then test by getting feedback from others. The overall goal is to design an experience that meets an identified user's need while achieving the workshop's objective.
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This document summarizes an introduction to the International Studies Schools Network (ISSN). It covered the goals of developing global competence and college readiness through a framework of four domains of global competence. It introduced tools for school and classroom design including essential questions, performance assessments, and a Graduation Performance System for assessing student work. Participants engaged in activities to envision ISSN schools and classrooms and learned about resources on the ISSN online community.
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This document outlines an agenda for a training session on February 1st for Alief ISD on introducing the International Studies Schools Network (ISSN). The morning session will provide an introduction to global competence, the ISSN beliefs and graduate profile, global learning domains, the global school design model, and performance outcomes/rubrics. The afternoon session will focus on designing a school's vision, mission, culture, student learning outcomes, and organization/governance through a needs assessment process. The goal is to equip participants with the knowledge and tools to create globally-focused schools that graduate students ready for college and career in today's world.
ISSN 101 Summer 2017
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
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The document discusses implementing the writing workshop approach in the classroom. It describes the key components of writing workshop: minilessons to teach writing skills, independent writing time with teacher conferences, and sharing student work. Implementing writing workshop allows students to develop as independent writers through choice of topics, time to write, and a supportive writing community. The document provides examples of minilesson topics, components of conferences, and strategies for sharing student work.
Revving up writing instruction
Here are some words for "small" placed on a spectrum from largest to smallest meaning:
Tiny
Itsy bitsy
Teeny
Miniature
Compact
Petite
Diminutive
Lilliputian
Microscopic
Atom-sized
Infinitesimal
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Portfolios in the ELA Classroom discusses writing portfolios and their implementation in the classroom. It defines a portfolio as a purposeful collection of student work that shows their efforts, progress, and achievements over time. Portfolios serve both as a process for student learning and reflection, as well as a product to showcase achievement. When implemented digitally, portfolios allow for enhanced archiving, linking, storytelling, collaboration, and connection. The document provides guidance for teachers on designing writing portfolios, including determining purpose, organization, reflection, presentation, and assessment.
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This document provides guidance for starting the school year writing workshop. It discusses establishing classroom procedures and routines, including daily mini-lessons, writing time, and sharing. Key aspects are giving students ownership of writing through choices and feedback, and establishing a community of writers. The document emphasizes establishing a writers' notebook for students to generate and practice writing, as well as ensuring daily writing is at the center of the classroom.
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This document discusses how to design effective units of study centered around essential questions and enduring understandings. It defines essential questions as open-ended, thought-provoking questions that require higher-order thinking about important ideas. Enduring understandings are the big ideas and core processes that are central to a discipline and have lasting value. The document provides guidance on identifying big ideas, crafting essential questions and enduring understandings, and using them to frame teaching and learning in a unit. Essential questions are asked throughout a unit to stimulate ongoing inquiry, while enduring understandings anchor the unit and represent the key takeaways students should have.
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The document provides information about implementing literature circles in the classroom. It discusses the benefits of literature circles, including choice, collaboration, differentiation, and developing lifelong readers. It outlines how literature circles work, such as students choosing their own books in small groups, meeting regularly to discuss their reading, and using role sheets to guide discussions. The document also provides examples of literature circle roles, mini-lessons to prepare students, and ways to assess literature circles. It emphasizes the importance of modeling discussions, establishing expectations, and facilitating initial meetings before allowing students to meet independently.
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This document provides an overview of a session on investigating the world with data visualization. It introduces tools like Worldmapper, infographics, and Gapminder that can be used to visually represent data. The session will include an introduction to data visualization, brainstorming ideas for how to integrate these tools into content areas, and sharing ideas and next steps. Examples of maps, infographics, and Gapminder visualizations are presented to illustrate different data visualization approaches and techniques.
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The document discusses defining and developing global citizenship. It outlines Mark Gerzon's five stages of becoming a global citizen: from an egocentric Citizen 1.0 view to a geocentric Citizen 5.0 view of the world. The workshop goals are to broaden understanding of global citizenship, explore Gerzon's framework, and apply it to lesson design. Participants are guided through defining characteristics of global citizens, connecting quotes, and designing lessons addressing the four main actions - witnessing, learning, connecting, and geo-partnering - required for developing global citizenship.
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Common core and global education
The document discusses how the Common Core State Standards can help develop students' global competence. It outlines four domains of global competence: investigating the world, recognizing perspectives, communicating ideas, and taking action. For each domain, it provides examples of how the English Language Arts and Math standards address that domain. The standards emphasize skills like research, analysis, argumentation, collaboration, and problem-solving that allow students to understand global issues and take informed action in the world. The overall goal is to prepare students for global engagement and citizenship through a globally-focused, competency-based approach integrated throughout the Common Core curriculum.
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This document discusses global competence and how to develop it in students. Global competence is defined as the ability to understand and act on globally significant issues. It involves core concepts, skills, attitudes, and behaviors needed to thrive in an interconnected world. Teachers can help students develop global competence by incorporating activities that investigate the world, recognize perspectives, communicate ideas, and take action. These approaches can be integrated across subject areas.
SOTF2013
The document discusses global competence and how to help students develop it. It defines global competence as the ability to understand and act on issues of global significance. It discusses the core concepts, skills, attitudes, and behaviors needed to thrive in an interconnected world, including investigating the world, recognizing perspectives, communicating ideas, and taking action. It provides examples of how to integrate global competence into different subject areas and offers resources for educators, including matrices and examples of project-based learning.
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This document outlines an agenda for a workshop on developing global competence. It introduces key definitions of global competence from Asia Society and the US Department of Education. It examines the four domains of global competence - investigating the world, recognizing perspectives, communicating ideas, and taking action - using a video about Nepal and by reflecting on participants' own experiences. The workshop discusses applying the four domains to capstone projects and how to foster global competence in students.
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Global Collaboration Projects can be an authentic and meaningful way to engage students in deeper learning. By working collaboratively with peers around the world, students are challenged to think critically and communicate effectively while drawing on multiple perspectives to solve complex problems and addressing real-world issues. Join us to participate in a simulation of a global collaboration project designed to help you experience and understand how they contribute to deeper learning.
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This document provides an introduction to project-based global learning. It discusses how global competence can be developed through project-based learning and connecting classrooms globally. The presenters aim to provide ideas and examples of global projects and how they promote global awareness, competence, and solving real-world problems. Key aspects of global competence like investigating other perspectives and taking action are examined. Resources for global learning are shared.
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This document provides an overview of Asia Society and its work in global education. Asia Society works across multiple areas including arts, business, policy, and education. In education, it focuses on developing global competence in students through initiatives like the Partnership for Global Learning. The Partnership for Global Learning works to make all students globally competent and ready for the 21st century. It emphasizes developing students' knowledge, skills, and dispositions needed to be global citizens through project-based learning and other experiential approaches.
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NYC Science Fall 2011
- 10. “ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr
- 12. Global Leadership Performance Outcomes
- 13. Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
- 14. Investigate the World Recognize Perspectives Take Action Communicate Ideas In Science, how do students . . . ?
- 15. Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
- 16. Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
- 18. Please Count Off by 4 . . .
- 20. Investigate the World Recognize Perspectives Take Action Communicate Ideas How do you address the ISSN Performance Outcomes in your specific science course ?
- 24. Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
- 25. www.issnny.ning.com Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online www.asiasociety.org/education