1. Curricular Design and Academic Expectations

2. Participant Expectations
Curriculum Development
Short-term Project
Long-term Project

3. Build awareness about the Andes
Promote study of the Andes in K-12
Develop content to support the study of the Andes
Engage educators in professional development
Highlight and advocate for travel abroad

4. Curriculum Development
Align to school curriculum and state academic standards
Reflect experiences from program
Integrate the Common Good and other relevant themes
Feature participatory pedagogical practices

5. Short-term Project Ideas
Give a presentation within community
Host a workshop for teachers
Participate in a conference, workshop, or other PD event
Collaborate with CLAS to deliver a webinar

6. Long-term Project Ideas

7. Publishing Ideas Publish travel journal Publish curriculum
Publish narrated slide show

8. Presentation Ideas Present at national conference
Check schedule for proposal deadline
Collaborate with other participants
Organize around a theme
Explore different presentation options
Current topic, creative, innovative
Implement in classroom first in order to have data and examples to share
Engaging and Interactive, preferably

9. Content Development Ideas
Develop annotated anthology—teacher resources or student resources
Collaborate to create resource repository—online photos
Curate artifacts for lending library
Contribute content to CLAS website
CLAS
CLASP

10. Outreach Ideas Coordinate visit to “Great Inka Road” exhibit
Lead service project in collaboration with students
Use technology to connect to and collaborate with teacher from trip
Link to Great Inka Road exhibit

11. Approaches to Teaching the Andes in the Classroom

12. Instructional Goals Design engaging learning experiences
Improve students’ global and cultural competence

13. Instructional Goals Develop creative, innovative content
Stretch yourself professionally

14. Participatory Pedagogies

15. Service Learning
Collaborative approach in which teachers integrate academic learning, relevant and meaningful community service, and critical reflection. Teachers and students work in partnership with community members.

16. Interdisciplinary Teaching
Approach which emphasizes the integration of curriculum (typically organized around a topic or issue). Learning is enhanced by helping students to make connections across disciplines.

17. Inquiry-based Learning
Approach in which students build conceptual knowledge and deepen their understanding of the world by posing questions, investigating and gathering information, and formulating answers.

18. Blended Learning
Approach where traditional face-to-face instruction is combined with online learning in order to provide more personalized learning experiences for students.

19. Global learning
Approach in which students work toward developing global competence. Teachers use tools and resources to build knowledge and connect with classrooms across the world.

20. Culturally Responsive Teaching
An approach based on principles of equity and social justice. CRT makes the connection between the academic curriculum and culturally relevant experiences of the students explicit.

21. Arts Integration
Pedagogical approach in which students’ learning of core content is enhanced through various art forms.

22. Design-based learning
Approach in which students apply design thinking and principles from various disciplines to arrive at innovative and creative solutions to problems.

23. Technology Integration
The use of learning technologies—computers, tablets, apps, software, etc.—in academic instruction. Involves the integration of technology, pedagogy, and content.

24. Begin with Self-Assessment
Indicate approaches you have used in your classroom

25. Scavenger Hunt

26. Small Group Discussion

27. What approaches have you implemented with the most success?

28. What opportunities do you see for teaching about the Andes?

29. What are the strengths and limitations of using these pedagogies to teach about the Andes?