Global Teaching: System Connectedness

Part I:Component

System Connectedness

• Definition: a concept suggesting that each individual finds their identity, meaning and purpose in life through connections to the community, the world and values (Holistic education, 2013); similar to holistic education

• Student-friendly explanation:

What I do affects other people.

What I do affects me.

I need various systems, society and the world.

We need each other and are connected to each other.

 

What is the current research on system connectedness?

• According to Cara, implementing this concept into the classroom can help create a sense of connectedness (2012).

• This type of environment can enhance teaching and learning for not only the students, but teachers as well.

• Students develop an intrinsic motivation to learn (Alsharif & Atweh, 2010).

• A study by Battisich, Solomon, Kim, Watson & Schaps (1995, 1995a) researched over twenty elementary schools. Positive correlations between sense of community and a range of positive attitudes across all schools were revealed. The levels included enjoyment of class, liking of school, intrinsic motivation and educational expectations.

• A sense of community in the classroom supports improved learning (SEALS 2005).

What are the challenges to teaching and including system

connectedness?• Educational reform has less

of a long-term impact on students if they do not value the specific content area.

• For mathematics, teachers and students are unable to develop a direct connection between the content and the real-world (Alsharif & Atweh, 2010).

Part II: Integration

How can you integrate system connectedness into your

curriculum?• This topic can be integrated as a unit

and/or throughout content areas.

As a unit….

• Teachers can incorporate system connectedness with a ‘Community Helpers’ unit for younger students.

• Roles included: Bankers, Police Officers, Teachers, Store Clerks, Lawyers, Doctors, Postal Workers, Firefighters, Dentists, etc.

For more ideas on the theme of Community Helpers:

https://www.pinterest.com/christyr_sts/themes-community-helpers/

Across the content areas…There are many ways we can promote system connectedness via technology. While using technology, it can help students understand others and connect them to other parts of the world.

•Reading/ELA_ Read aloud book to classroom in a different English-speaking country or ESL classroom using Skype, Google Hangouts and other video-based applications.

•Social Studies_Facilitate discussions on concepts through Edmodo. This is a tool used to bridge the gap between students’ home and school lives. It is also helpful with connecting all learners.

•Math_Help students to gain understanding by relating to future education and/or future jobs. Explain that they will not be successful in middle/high school and college if they do not learn how to perform basic operations. Examples include receiving/giving change in retail store, reading amount on paychecks, etc.

How can you use classroom rituals to promote system connectedness?

• I Love You ritual_ Students can create cards or letters to students that have extended absences due to illness (Conscious Discipline, 2013).

• Chants, music & movement_ Students sing such as Welcome, I Wish You Well, and People to People to help build a sense of community (Conscious Discipline, 2013).

REFERENCES• Alsharif, K., & Atweh, B. (2010). Gaps in understanding and implementing

connectedness in mathematics teaching by Saudi student teachers. Australian Association Research in Education. Melbourne. https://www.aare.edu.au/10pap/2525AlsharifAtweh. pdf

• Battisich, V., Solomon, D., Kim, D., Watson, M. & Schaps, E. (1995a). Cited in Ludwig, K. A. and Warren, J. S. (2009), Community violence, school-related protective factors, and psychosocial outcomes in urban youth. Psychology in the Schools, 46: 1061–1073. doi: 10.1002/pits.20444

• Battisich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students. attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32, 627–658.

• Conscious Discipline (2013). Retrieved from www.lovingguidance.com

(cont.) REFERENCES

• Cara, C. (2012). It takes a Village to Raise a Child: Team Teaching and Learning Journeys. International Journal Of Interdisciplinary Social Sciences, 6(10), 49-66.

• Holistic education (2013). Retrieved from http://en.wikipedia.org/wiki/Holistic_education

• SEAL. (2005). Department for Education and Skills, Excellence and enjoyment: The social and emotional aspects of Learning. London: DFES.

• Luttrell, V. R., Callen, B. W., Allen, C. S., Wood, M. D., Deeds, D. G., & Richard, D. C. S. (2010). The mathematics value inventory for general education students: Development and initial validation. Educational and Psychological measurement, 70 (1), pp 142-160.