Posted: September 20th, 2022

group discussion

 

  1. What did you find challenging/provocative/relevant about the group’s reading presentation? why? (Provide specific citations from the readings).
  2. How does the article/group’s presentation relate to developing a global perspective? (Provide specific citations from the readings)
  3. How do the readings illustrate Hanvey’s 5 dimensions of global perspective? Provide specific citations from the readings)
  4. As you consider other students’ posting, what might be some connections you can make to others’ responses?

Group 2
Presentation

Becoming a Globally Connected Educator

Carlos Aguilar, Caroline Greenberg, Alexandra Kaleel,
Bianca Marcellus-Bucknor, Olena Sinko, and Victor Ruiz.

01

Raising
awareness

Making a
commitment

Developing your
competence with
contemporary tools

Building
your
personal
learning
network

03 0402

Five Sections to Becoming a Global Connected Educator

05

Making a
commitment

#1 Raising Awareness

● Gain a global perspective: listen to, watch, read and stay informed about global news and issues
on television, radio, newspapers and the internet

● Read authors from countries other than your own – Subscribe to blogs such as “Books Around
the World” and “Around the World in 80 books”. (p.35)

● Read books about global topics – include books in your readings that inform you about global
projects “Flattening the Classroom, Engaging Minds,”

● Start a conversation – make the effort to contact and engage with people who speak other
languages, celebrate different traditions, Speak with colleagues who already has participated in
global projects.

● Watch television show with a global perspective: choose a show filmed in or about a distant
place.

● Watch foreign film – learn about difference in ways of life and points of view through stories

Strategies for Awareness

#2 Making a Commitment

Developing Regular Habits

● Regularly read news in foreign languages. Use an online translator if necessary.
Subscribe via an RSS reader (for example Feedly, Flipboard)

● Participate in Global Oriented Conferences. Could be physical or virtual
● Share you own globally connected experiences as a learner and as a teacher.

Participate in platforms by blogging, tweeting, collaborating in a wiki, joining a
Google Group.

● Use tools, platforms, instructional methods: Engage with colleagues on the other
side of the world. Connect and expose your students to similar experiences.

● Model Global Connections
● Provide small, regular infusions of global connectedness: rather than giving large

projects once a year, infuse global connectedness learning as a part of everyday
learning. Ex. Communicate via pen pals for letter exchange.

#3 Developing your Competence

Extend your learning to contemporary tools that encourage and support connection and
collaboration. Dig deeper into the tools, developing true competence beyond mere technical

know-how.

Contemporary Tools

● Skype (2022: Microsoft Teams, Zoom, and Google Meet): Video-conferencing tool for class-to-class
communication in real time.

● Twitter (Instagram or TikTok): Social Network microblogging platform for global communications.

● Google Apps: A family of tools that globally collaborating educators use to organize, plan, share
and document.

● A wiki: Develop collaboratively by a community of users. Allows users to add and edit content. Also
allows relatively easy creation of information hub that includes text, video, images, etc.

#3 Developing your Competence

#4 Build Your
Personal Learning
Network (PLN)

– Student blogging challenge

– Teddy bear around the world

– Flat-classroom project

– Video conferencing

– Twitter

– Curriculum 21 network

Strategies for Incorporating a Global Network into the Classroom

#5 Amplifying Your Curriculum

World languages: Students reviews a foreign language vocabulary app
on their blogs, including suggestions on how to improve it. The teacher tweets
about the student’s blogs with links of the reviews provided. The developer
considers the reviews and makes updates on the next release of the app. This
shows the student that their opinions matter and have value.

Math: Students create video tutorial on difficult topics. The teacher connects
with other educators in another country via twitter and creates collaborations
between the two student groups in the creation of the tutorials. Students
compare different methods and perspectives used in their unique cultures.

Social Studies: Students go beyond the textbook to learn about
Christopher Columbus. They create a survey to collect their own data on global
perspectives about this historic figure. Students disseminate the survey on their
classroom via Twitter to collect hundreds of responses from around the world
within a few days. Students analyze the data from the survey to learn about how
perspectives differ based on geographic location. Students interview a Native
American via email and a teacher from South America via Skype to learn about
their unique perspectives about Columbus.

Amplification Examples

Discussion Questions

1) What are some ways you can become a
globally connected educator in your school?
How can you amplify your curriculum and
embed international activities into all
learning?

2) What are some ways that educators can build
their personal learning networks? What
strategy will you use in your classroom?

Thank you!

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