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Globalizing the Curriculum: Raising Globalizing the Curriculum: Raising Awareness and Improving Practices Awareness and Improving Practices Symposium Symposium – organized – organized by Dr. Solange A. by Dr. Solange A. Lopes-MurphyLopes-Murphy

Roundtable 3Roundtable 3: Sharing Creative Practices : Sharing Creative Practices as a Form of Transformative Educationas a Form of Transformative Education

Feng-Qi Lai, Ph.D.Associate ProfessorDepartment of Curriculum, Instruction, and Media TechnologyBayh College of Education(812) 237-2934Feng-Qi.Lai@indstate.edu

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AgendaAgendaTime Content

11:30 – 11:35 Self-introduction and overview of the roundtable discussion

11:35 – 11:40 Get Your Attention!

11:40 – 11:50 Define transformative education and globalizing curriculum

11:50 – 12:05 Introducing an ID model to understand keys to the design of instructional strategies/creative activities for our target learners

12:05 – 12:15(Group Discussion)

How to design creative activities for improving practices that address cross-culturalismHow to implement instructional and learning strategies into global learning environment using various media

12:15 – 12:25 Summary of the discussion

12:25 – 12:30 Closing remarks

Sounding part

Radical Radical

Radical

Sounding part

Radical

mouth man knives Waterdrops

mountain

eateat hehe cutcut riverriver steepsteep

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DefinitionDefinition• Define transformative education• Define globalizing curriculum• Why is this topic important?

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Define: Transformative Define: Transformative EducationEducation

“I am suggesting the concept of transformation as an alternative to development or improvement, which I find to be concepts with a close link to modernity and its linearity. …, which has been directed at pedagogy and its imperialistic implications from different angles.” (Steinnes, 2009, p. 114)

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Define: Globalizing Define: Globalizing CurriculumCurriculum

“A curriculum/program reform model … that will move multicultural teacher education beyond the common isolated-course approach. … long-term exposure that reinforces multicultural concepts and issues, and provides continuous development of intercultural-action skills throughout a teacher education program. …develop the kind of knowledge, dispositions, and skills required for effective and meaningful participation in the globalizing world.” (Ngai, 2004, p. 321)

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Why important?Why important?What if we neglect global issues?What if we neglect global issues?• Our students will not be ready to

compete in the global economy without global awareness

• We foster negative stereotypes and misunderstandings among groups

• We run the risk of losing our place as the leader in health, education, and economics.

• Our standard of living may decline over time (Globalizing Curricula, A Project of OASIS)

Smith & Ragan’s Smith & Ragan’s Instructional Instructional

ModelModel

Analysis

Evaluation

Strategy

Learning context

Learners

Learning taskWrite test items

Determine• Organizational strategies

• Delivery strategies• Management strategies

Write & produce instruction

Conduct formative evaluation

Revise instruction

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DiscussionDiscussionHow to design creative activities

for improving practices that address cross-culturalism

How to implement instructional and learning strategies into global learning environment using various media

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ReferencesReferences

Globalizing Curricula. www.okhighered.org/okglobaled/globalizing-high-school.ppt

Ngai, P. B. (2004). A reinforcing curriculum and program reform proposal for 21st century teacher education: Vital first steps for advancing K-12 multicultural education. Equity and Excellence in Education, 37, 321-331.

Smith, P. L. & Ragan T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: John Wiley & Sons, Inc.

Steinnes, J. (2009). Transformative teaching: Restoring teacher, under erasure. Educational Philosophy and Theory, 41, 114-125.

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Thank You Thank You for Your for Your Attention!!Attention!!