Global Readiness and Response to Intervention

D2L On-lineSession 6

Global Readiness and Response to Intervention

Session 6EDUC 616

Benedictine University


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.


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)



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




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




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




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




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




IMPLICATION OF GLOBAL TRENDS ON EDUCATION




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



GLOBAL COMPETENCE AND GLOBAL CONNECTIONS




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


(Jacobs 21, Chapter 6)


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)





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





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




http://www.afterschoolalliance.org/issue_41_global.cfm

http://www.afterschoolalliance.org/issue_41_global.cfm


IMPLICATIONS FOR GLOBAL COMPETENCE AND GLOBAL CONNECTIONS




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




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





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





According to the Asia Society (Asia Society, 2009), there are five areas of investment to help create 21st century learning environments




1. Benchmark

2. Incentives

3. Investment4. Capacity

5. Expansion


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





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





3. Investing in our education leaders' and teachers’ knowledge of the international dimensions of their subjects to modernize our education workforce





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





TODAY’S STUDENTS AND TOMORROW’S WORKERS


Unless otherwise cited the content from this section is referenced from: • Wagner, T. (2008). The Global Achievement Gap. New York: Basic Books.


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?


(Wagner, Chapter 5)


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?



(Wagner, Chapter 5)


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)



(Wagner, Chapter 5)


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



(Wagner, Chapter 5)


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



(Wagner, Chapter 5)


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



(Wagner, Chapter 5)


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



(Wagner, Chapter 5)


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



(Wagner, Chapter 5)


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



(Wagner, Chapter 5)

Documents

Global Readiness and Response to Intervention