Global educationpresentation

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Global Education Presentation

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ISS in Orbit Over Earth

The ISS is a monumental collaborative effort

Astronauts from many countries have and will serve on it

Resupply is exclusively from Russia Modules were built by Japan, Canada,

Russia, U.S. (and others)

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ISS in Orbit Over Earth

A truly global effort This well represents the future of our

students It connects with us right now as well; we

have had an experiment on the ISS, we have written code to collect data from low Earth orbit CubeSats

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Purpose of Presentation

For a chosen lens (next Slide), look into L&N today, then suggest what a look outward (tomorrow) might focus

The “lens” is taken from an interesting online book; “Preparing Our Youth to Engage the World”, a product of the Asia Society

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The View from 10,000 Feet

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Investigate The World: Today

Our students are already being taught to identify issues, generate questions about them, explain their significance in their English and Social Studies classrooms

Our students are comfortable with multimedia

Our students are institutionally being taught to analyze, integrate, synthesize and develop arguments; all classes, emphasis in Science courses

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Investigate The World: Tomorrow

Using existing technology tools, partner with schools in world-areas important to our student’s futures, collaborate with them real time

Important world areas: China, Russia, Arab world

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Recognize Perspectives: Today

Not required of us by existing state, college board, etc. standards. There is no institutionalized push to make this happen

There is no prohibition to doing this

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Recognize Perspectives: Tomorrow

Following could be done in Design Thinking classes, AP Computer Principles, and perhaps in the Service Component version of AP courses

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Students choose a world area, and then quantify that area’s access to knowledge, technology, intellectual freedom, plus the cultural setting that these will exist in

Discuss how this setting affects the world area now, and is likely to affect it in the future

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Need cross cultural input and dialog in this effort

This will require faculty\planning support

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Communicate Ideas: Today

Within our classrooms students are taught to listen effectively, communicate, seek consensus and use a electronic tools to communicate

We have excess capacity; Camtasia and supporting hardware are not at 100% utilization. Skype is not often used.

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Communicate Ideas: Today

We are not deliberately developing our communication skills for different audiences:

Middle school Significantly diverse schools Other language schools (international)

We are monolingual in all of our communication

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Communicate Ideas: Tomorrow

Develop partnership with a partner school in another world area.

Would require language support, depending upon the area

Create world language learning opportunities for students and faculty

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Investigate The World

Possible Enhancements: Using existing technology tools, partner

with schools in world-areas important to our student’s futures, collaborate with them real time (Northern\Southern Hemisphere) or via data exchange (Far West, Far East)

Important world areas: China, Russia, Arab world

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Take Action: Today

I am not as fluent at this as I could be, I am likely a boat anchor for either existing efforts, and have limited vision for future efforts

Many of you are more visionary than I am in this manner

So are our students

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Reality Check

Where are our students today in this? If we start teaching them against a global setting, are we answering a question that they are not asking?

Is this another good idea that we are supposed to implement in that 40 free hours of time we have each week?

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Reality Check

Does this conflict with our standards, with our rubrics, with parent expectations?

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Reality Check: First Question

Where are our students today in this? If we start teaching them against a global setting, are we answering a question that they are not asking?

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AP Computer Science students start each unit with a demonstration program. They compile and run it, then modify it.

The program deals with unit concepts that they have not yet learned, and is a “hook” for those topics as they are explained.

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The Chapter 5 Demo program dealt with JAVA interfaces, code isolation technique

The initial interface had several menus, several series of prompts, all in English that guided program execution

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Students were then required to write two more interfaces in languages of their choice

Student feedback is that they enjoyed the project

Extra credit was awarded to students who vetted their phrasing with a native speaker

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Several students did this Students chose languages that required

an alternate character set (Russian, Korean, an Indian Dialect). This made the translation strings very complex, yet several students chose to do so

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Knowing the risk of making projections from a single data point, this at least suggests that our students would like to broaden their project work in this manner

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Reality Check: Question 2

Is this another good idea that we are supposed to implement in that 40 free hours of time we have each week?

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If this becomes an “either-or” situation, then yes, it does create curriculum, planning, delivery conflict which can only be resolved in one direction

However taking the “lens” items described earlier as a “how” we teach instead of prioritizing them as a “what” to teach would seem to be a good first step

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Does this conflict with our standards, with our rubrics, with parent expectations?

It cannot be allowed to do so, and it doesn’t need to do so if considered on a small scale

It is possible that an expression of this would resonate with many L&N parents

Global educationpresentation

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