global readiness and response to intervention
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Global Readiness and Response to Intervention . Session 6 EDUC 616 Benedictine University. Global Trends that affect education. Unless otherwise cited the content from this section is referenced from: - PowerPoint PPT PresentationTRANSCRIPT
D2L On-lineSession 6
Global Readiness and Response to Intervention
Session 6EDUC 616
Benedictine University
D2L On-lineSession 6
GLOBAL TRENDS THAT AFFECT EDUCATION
Benedictine University2
Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD.
D2L On-lineSession 6
What are the current Global Trends that affect education? (Jacobs 21, Chapter 6)
There are five global trends that are transforming the context for future generations
These 5 Global trends are in:1.Economics2.Science and technology3.Demographics4.Security and citizenship5.Education (Jacobs 21, p. 98)
Benedictine University3
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1. What are the Economic Trends? The globalization of economies and the rise of
Asia are central facts of the early 21st century (Jacobs 21, p. 98)
[These are ‘done deals’...there is no turning back the clock]
The future of economic growth for the U.S. is in overseas markets
Benedictine University4
What are the current Global Trends that affect education? (Jacobs 21, Chapter 6)
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2. What are the trends in Science and Technology?
Due to digitization of production, we can work anywhere at anytime
More things will be made in global supply chains More collaboration will be possible for scientific
innovations across countries and cultures
Benedictine University5
What are the current Global Trends that affect education? (Jacobs 21, Chapter 6)
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3. What are the Demographic Trends?
If there were 100 people in the world, only 5 would be American! (Jacobs 21, p. 99)
Abroad, closed economies have become global economies
At home, our growing diversity requires us to work with others of very different backgrounds and cultures
Benedictine University6
What are the current Global Trends that affect education? (Jacobs 21, Chapter 6)
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4. What are the trends in Society and Citizenship?
The tests that our country faces are more challenging and more global than in the past
Some issues are terrorism, water shortages, effects of poverty and energy…to name a few
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What are the current Global Trends that affect education? (Jacobs 21, Chapter 6)
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5. What are the trends in Education? There is a growing pool of talent in our world Though the U.S. dominated the last half of the last
century, setting standards for excellence, we have fallen behind in only the last 20 years
We are often out-ranked and our students lag behind in knowledge of subject matter and of other countries and cultures
In addition, only 50 percent of American students study a foreign language, so we lag further and further behind
Benedictine University8
What are the current Global Trends that affect education? (Jacobs 21, Chapter 6)
D2L On-lineSession 6
IMPLICATION OF GLOBAL TRENDS ON EDUCATION
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Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD.
D2L On-lineSession 6
What are the implications of Global Trends? (Jacobs 21, Chapter 6)
We must transform our educational system to prepare students for the global era
International knowledge must be thought of as a basic skill, not a luxury
For our most disadvantaged students, we must do more than close the gap for basic skills
We must provide relevant and engaging global content to truly close the gap and give them real equality of opportunity
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GLOBAL COMPETENCE AND GLOBAL CONNECTIONS
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Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD.
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How can schools produce Global Competence and make Global Connections?
“Global Competence” includes these 3 elements:1. Knowledge of other world regions, cultures,
economies, and global issues2. Skills to communicate in languages other than English,
to work in cross-cultural teams, and to assess information from different sources around the world
3. Respect for other cultures and the disposition to engage responsibly as an actor in the global context
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(Jacobs 21, Chapter 6)
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If schools want to produce global competence, they must: Create a global vision and culture by revising their mission
statements and graduate profiles and create a school culture that actively supports international teaching and learning
Develop an internationally oriented faculty by recruiting teachers with international interests and encouraging teachers to take advantage of the many professional development and study/travel opportunities offered through universities and international organizations
Integrate international content across the curriculum (Jacobs 21, p. 104-6)
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How can schools produce Global Competence and make Global Connections?
(Jacobs 21, Chapter 6)
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If schools want to make global connections, they should [Cont.]:Emphasize the learning of world languages, including less
commonly taught languages such as Chinese and Arabic Harness technology to tap global information sources, create
international collaborations, and offer international courses and languages online, especially to underserved communities
Expand learning time to give students more time and support to achieve global skills
Consider informal learning times to promote global skills
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How can schools produce Global Competence and make Global Connections?
(Jacobs 21, Chapter 6)
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If schools want to make global connections, they should [Cont.]: Click here for the research report about “Afterschool
and Global Competence” from the Afterschool Alliance Expand student experiences through internationally
oriented travel, service learning, internships, and partnerships and exchanges with schools in other countries
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How can schools produce Global Competence and make Global Connections?
(Jacobs 21, Chapter 6)
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IMPLICATIONS FOR GLOBAL COMPETENCE AND GLOBAL CONNECTIONS
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Unless otherwise cited the content from this section is referenced from: • Hayes Jacobs, H. (2010). Curriculum 21 Essential Education for a Changing World. Alexandria: ASCD.
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What are the implications at the state and national level for Global Competency?
We need state and national action to provide all of our students with Global Competency
A report by the Council of Chief State School Officers (2008), Putting the World into World-Class Education, reviews recent developments and proposes a set of recommendations for all students
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(Jacobs 21, Chapter 6)
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The Council recommends that each state review their current efforts and create a framework for systematic change in grades K-12
The framework should include the following elements: (Jacobs 21, p. 110-12): Redefining High School graduation requirements to include
global knowledge and skills International benchmarking of state standards Making world languages a core part of the curriculum from
grades 3-12 Increasing the capacity of educators to teach the world Using technology to expand global opportunities
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What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
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We need action at every level: – Local, state and national
Each level of government plays an important role in shaping the educational future for all students
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What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
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According to the Asia Society (Asia Society, 2009), there are five areas of investment to help create 21st century learning environments
Benedictine University20
What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
1. Benchmark
2. Incentives
3. Investment4. Capacity
5. Expansion
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1. Provide states with incentives to benchmark their educational systems and standards against other countries so that school leaders can: • Understand the changing global skill set • Share best practices from around the world
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What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
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2. Support initiatives to redesign middle and high schools to: • Raise high school graduation rates and • Transform secondary schools for the
21st Century in order to create college ready and globally competent graduates
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What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
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3. Investing in our education leaders' and teachers’ knowledge of the international dimensions of their subjects to modernize our education workforce
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What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
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4. Building national capacity in world languages from kindergarten through college by offering incentives to: • Begin learning languages in elementary school• Promote online language learning• Recruit and train language teachers from our
diverse linguistic communities
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What are the implications at the state and national level for Global Competency?
(Jacobs 21, Chapter 6)
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TODAY’S STUDENTS AND TOMORROW’S WORKERS
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Unless otherwise cited the content from this section is referenced from: • Wagner, T. (2008). The Global Achievement Gap. New York: Basic Books.
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How can we motivate today’s students and tomorrow’s workers?
One of the biggest complaints about young people from both the school and business worlds is that they lack work ethic
Self-Reflection: Do you think young people today are less motivated or are they motivated in ways unique to their generation?
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(Wagner, Chapter 5)
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In order to better understand this new generation’s motivation, we must explore these key areas:
What are the new learning styles? What are the cautions for these new styles? How can we continue to motivate our
students and help them become career-ready?
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How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
D2L On-lineSession 6
What are the new learning styles? Students today have grown up in a digital world and
are differently motivated Teens use technology for research and schoolwork,
but primarily for entertainment Students today relate to the world and to one
another in ways that are very different than those of their parents’ generation (Wagner, p. 174)
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How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
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What are the new learning styles? [Cont.]
Students are multitasking and constantly connected Students want instant gratification at the speed of light Students learn through multimedia and connection
to others Students experience learning as discovery Students learn by creating
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How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
D2L On-lineSession 6
What are some cautions about the new learning styles?
While many feel they are successful at multitasking, in reality, there is lack of focus on any one thing to a significant degree– Which means multitasking is not an efficient method
of learning We are so accessible, yet inaccessible
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How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
D2L On-lineSession 6
What are some cautions about the new learning styles? [Cont.]
An important question to explore is: – To what extent do students differentiate between
electronic friends and real ones? Students today may not know how to interact socially in
the real world due to spending so much time with independent technologies
Therefore, relating to “real people” who may be different than they are may become more difficult for students
Students may be “media-stimulated” but not “media-literate
Benedictine University31
How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
D2L On-lineSession 6
What are some cautions about the new learning styles? [Cont.]
Though discovery learning has been proven to provide deeper understanding of some basic concepts, not everything can be learned using this approach
All material created and uploaded online is not the work of trained and/or disciplined study…which means it could be wrong!
Students must learn how to distinguish quality work from inferior work that they find on-line– Instant Messages (IM), for example are often spelled incorrectly or
are grammatically incorrect- yet they are publicly viewed through the Internet or wireless connections
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How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
D2L On-lineSession 6
How can we continue to motivate our students and get them career ready?
Teachers must rethink what and how they are teaching to critically answer the question:
– Do students need to memorize information that they can simply look up instantly on the Internet?
Teachers must tap into student interests Teachers must focus more on projects and the
inquiry method
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How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)
D2L On-lineSession 6
How can we continue to motivate our students and get them career ready?
Teachers must show that they care and be available to really talk to and listen to students
Teachers must create learning environments that encourage and motivate all learners
Teachers must help students find their passion and nurture it
Benedictine University34
How can we motivate today’s students and tomorrow’s workers?
(Wagner, Chapter 5)