tgplan issn pgl 2013
TRANSCRIPT
Think Globally,
Problem-solve Locally,
Act Neighborly!
Welcome to TGPLAN
Stacy Allen Webster and Edward Tierney, Academy for Global Studies
global
local =
Austin, TX
international traveling expedition to Costa Rica
“Teddy”Edward TierneyWorld History teacher
StacyStacy Allen WebsterEnglish II/World Literature teacher
About Us
About UsThe Academy for Global Studies at
Stephen F. Austin High School:
• smaller learning community
• main campus = 2000+ students
• AGS = approx. 450 students 9th-12th
• public urban high school
The AGS Dream:
• globally focused curriculum
• interdisciplinary, teamed model
• project-based learning
• rigorous for all (Pre-AP/AP courses)
• service-learning
• travel expeditions/field experiences
• capstone/portfolio experiences
And now…our interpretation of
a successful ISSN school:
CurriculumTravel
ExpeditionsService
Learning
TGPLAN OverviewCosta Rica
service and think
tank
Identify global and local issue
Research and
interviews
Take Action group
project
Advocacy product
Reflective/ persuasive
essay
Showcase Night
Sample advocacy products:
Learning Expedition to Costa Rica
Why Costa Rica?
the majority of our students are learning Spanish
we hoped to visit a Central or South American
country in order to connect to our spring unit on
colonization and postcolonial identity
Costa Rica is safer and more navigable for large
groups than some other options
EARTH University fosters a travel experience vs.
a tourist experience
it’s the happiest country on the planet!
Curriculum ConnectionsEARTH University Politics and history of bananas Methane collection and water purification The science and sociology of trash (waste, recycling, class) Sustainability/use of resources Cultural interaction and service at the FINCAS
Bribri Indigenous Tribe Native populations in a postcolonial culture Preserving culture Service learning
Doka Coffee Plantation Chemistry of caffeine Migrant worker conditions Globalization of food/farming
EARTH University(Escuela Agricultura de Regiόn Tropico Húmeda)
Global Problem-solving
Bribri indigenous tribe
Bribri service projects
Big world/small world
How far do you need to travel to change the world?
Social/environmental umbrella
Inspiration/empowerment
Think Tank
Community Partners
What ideas do you have for incorporating travel,
field experiences, or guest teachers to enhance
a specific unit of study? What challenges/obstacles
do you anticipate?
Thought Jot
Formulating driving questions to guide process
Conducting research to frame perspective
Interviewing primary sources
Documenting the research process
Investigate the World
TGPLAN Workdays
GROUP-designed service-learning projects
INDIVIDUALLY-designed advocacy products
Take Action
Been there? Heard that? What obstacles have you
faced with collaborative projects? What solutions
have worked for you? What ideas would you like to
try?
Pair & Share
Students determine their own impact (depth of project,
time commitment, etc.)
Service points v. grade points
Original design v. existing organizations
Service-learning develops ethos for the individually-
created advocacy product and showcase night
Take Action service project details:
INDIVIDUALLY-designed advocacy products
Take Action
Big Ideas (these can stand alone if designed
and executed well):
Combo-platter (these are smaller pieces,
but still effective – combine 3 to create an advocacy campaign):
PSA (public service announcement) – this can be a short film, a slideshow of images with narration or text slides, etc.Podcast or collection of podcastsWebsiteDocumentary covering an issueDocumentary based on action you have takenPhoto essayScrapbookArt/sculpture (authentic!)Song (write lyrics, compose music?...record performance!)Social Networking Advocacy Movement (not just creating a FB group)Letter writing campaign (letters actually mailed!)
Other ideas:
Poster or billboard designT-shirt designBumper stickersFlyersMagazine advertisementWrist bands (“chum”)Song lyrics/poetry ButtonsSample letter for a letter writing campaign
Other ideas:
Voice = power
The task: use media/technology/artistic tools/crazy antics
to bring VOICE to the POWERLESS
Advocacy
Our newest task sheet asks students to:
Consider the local manifestations or implications of a
global issue
Incorporate logos, pathos, and ethos to persuade others to
take action
Call the viewer to a specific action
Document research
That was then, this is now…
Rubricswww.TGPLANproject.weebly.com
SAGE Design STUDENT CHOICE
Are there opportunities for students to make choices about content, process, and/or product?
AUTHENTIC WORK
Are students being asked to do the kind of work professionals do in the “real world”?
GLOBAL SIGNIFICANCE
How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?
EXHIBITION TO A REAL-WORLD AUDIENCE
How will students have the opportunity to present their learning to an authentic audience?
Reflective/persuasive essay (individual)
Showcase Night (group presentation)
Communicate Ideas
I want to remember who we are
taking action for, who we are
advocating for, because that is
really what it is about when you get
to the very core of this project. This project caused me
to reflect on my
capacity for change.
Even though I am a high
school student, I [can]
make a positive impact
on my community.
Youth who are experiencing homelessness
can see that there are people around their
same age and in their community that care
about them, and know that they are there,
and will not turn their eyes away.
Q & A