Teaching without Borders

Kate Woodward, Ph.D.Datta Kaur Khalsa, Ph.D.

Preparing Teachers for theGlobal Age

Teachers: Models of Global Citizenship

Outline of Session

•Where we came from

•What we are and are not

•What we were thinking

•Where we are now

•Where we are going

U.S. and Other Countries

• Learn about other countries

U.S. Other Countries

• Learn from other countries

U.S. Other Countries

Khalsa Research

Trust in…

Organization

International Collaboration

Students

Pedagogy

Technology Skills

Teamwork Skills

Self-efficacy

Support

Outline of Session

•Where we came from

•What we are and are not

•What we were thinking

•Where we are now

•Where we are going

Teachers: Models of Global Citizenship

Purpose of a Global Strand

What?

Globally-skilled teachers beyond a one-course program requirement. 

Why? Need to progressively acquire global,

interactive knowledge, skills and dispositions with technology integration.

Preparation of 21st century educators

Outline of Session

•Where we came from

•What we are and are not

•What we were thinking

•Where we are now

•Where we are going

Global Strand: Categories, Rounds

3 Categories Knowledge, skills & dispositions

3 Rounds Round 1, 2, 3

__________________________________

3 Categories Knowledge, skills & dispositions

3 Rounds Round 1, 2, 3

Rounds: Sequencing of Global Thread

Advanced KnowledgeSkills and

Dispositions

GlobalTechnology

Developing KnowledgeSkills and Dispositions

Beginning Knowledge, Skills and Dispositions

Global TechnologyRound 1

Round 2

Round 3 Culminates in global course (Program continues)

Global Strand: Categories, Rounds, Constructs

5 Constructs Definitions Rationale Standards Collaboration Project-based learning 

__________________________________

3 Categories Knowledge, skills & dispositions

3 Rounds Round 1, 2, 3

____________________________

3 Categories Knowledge, skills & dispositions

3 Rounds Round 1, 2, 3

•Definitions•Rationale•Standards

Global Conundrum

“The thing is, through all of my classes, no one ever explained

exactly why we must do this ‘noble deed.’

I think it was supposed to be assumed” (Anonymous student).

Definitions

Global dimensions of content, citizenship, languages, & relation to diversity

Beginning Knowledge

Expand digital information literacy skills and search for sources of online learning communities

Beginning Skills

Self awareness and learning from others

Beginning Dispositions

Round 1 in the Program

• Beginning Knowledge - Global dimensions of content, citizenship, language, and relation to diversity

• Beginning Skills – Expand digital information literacy skills and search sources of online learning communities

• Beginning Dispositions –Self awareness and learning from others

Definitions

Rationale & Standards

• Beginning Knowledge - Rationale for global perspective as related to curricular content & 21st century skills

• Beginning Skills - Compare and contrast varied perspectives • Beginning Dispositions- Appreciation for development of social capital

and/or social resources

Global Strand: Constructs, Categories, Rounds

5 Constructs Definitions Rationale Standards Collaboration Project-based learning 

__________________________________

3 Categories Knowledge, skills & dispositions

3 Rounds Beginning, developing, advanced

__________________________________

•Definitions•Rationale•Standards

•Collaboration•Project-based learning 

CONSTRUCTS

Advanced KnowledgeSkills and

Dispositions

GlobalTechnology

Developing KnowledgeSkills and Dispositions

Beginning Knowledge, Skills and Dispositions

Global Technology

•Definitions•Rationale•Standards•Collaboration•Project-based learning 

Categories

Categories

Categories

Outline of Session

•Where we came from

•What we are and are not

•What we were thinking

•Where we are now

•Where we are going

Exiting Graduate Student

Criteria

Communication: Multicultural global participant

Leadership: Leader in creating global communities

Research: Digital global context

Multiple literacies: Global integration

Project-based planning: Global voices

Curriculum: Sequencing of Global Framework

Advanced KnowledgeSkills and

Dispositions

GlobalTechnology

Developing KnowledgeSkills and Dispositions

Beginning Knowledge, Skills and Dispositions

Global TechnologyRound 1:First 3-9 credits

Round 2: Next 12-18 credits

Round 3: Next 21-27 credits Culminates in global course (Program continues)

Outline of Session

•Where we came from

•What we are and are not

•What we were thinking

•Where we are now

•Where we are going

“One can’t believe impossible things.”

http://www.logoi.com/pastimages/alice_in_wonderland.html

“I daresay you haven’t had much practice,” said the Queen.

“When I was your age I alwaysdid it for half-an-hour a day.

Why, sometimes I’ve believed as many as six impossible things before breakfast.”

Lewis Carroll

Thinking about Global Thread: Categories, Rounds, and Constructs

Advanced KnowledgeSkills and

Dispositions

GlobalTechnology

Developing KnowledgeSkills and Dispositions

Beginning Knowledge, Skills and Dispositions

Global Technology

CONSTRUCTS

•Definitions•Rationale•Standards•Collaboration•Project-based learning

Categories

Categories

Categories

Round 1

Round 2

Round 3, (Culminates in Global Course, Program Continues)