1. Curriculum Collaboration in a Global Learning Community
It’s a Learner’s World
Curriculum Collaboration in a Global Learning Community

2. Links https://todaysmeet.com/CEESA14LearnersWorld
Chic Foote
Links
facebook.com/HelixConsultingNZ
Twitter: chicfoote

3. Enduring Understandings
Collaboration beyond the classroom and school empowers teachers and students to enrich the learning culture
As educators we have a responsibility to model a culture of global collaboration and learning
Strategies used to develop personal learning networks can transform curriculum and related teaching and learning opportunities

4. Essential Questions
What has my personal learning network got to do with transforming curriculum?
Why go beyond the classroom and school walls?
How might global collaboration affect achievement?

5. Transfer Goals Participants will:
Establish strategies to regularly examine global perspectives and actions through their PLN
Model global collaboration to transform learning opportunities for all students
Apply outcomes of global collaboration to upgrade and adjust curriculum

6. Are your students mastering the school system
Are your students mastering the school system? or Are they mastering the capacities and dispositions required to be successful in a our global society?

7. Consider the current situation: Is it creating a culture of dependence
Point for Reflection
Consider the current situation:
Is it creating a culture of dependence Or
Equipping learners for their future as: - independent critical & creative thinkers
- globally networked members of society
Todays Meet:

8. It begins with us….

9. Thinking Differently About Learning
How thin are your classroom walls?
Do you talk to strangers globally?
Are you transparent in modeling the skills and dispositions needed?
What does this mean for Learning Landscapes in the 21stC?
Source: Three Starting Points for Thinking Differently About Learning. Will Richardson

10. Why?
“The world is being flattened. I didn’t start it and you can’t stop it, except at a great cost to human development and your own future” Thomas Friedman. The World is Flat (2007)
Preparing our students to participate fully in today’s and tomorrow’s world demands that we nurture global competence, herein defined as the capacity and dispositions to understand and act on issues of global significance
Veronica Boix Mansilla & Anthony W. Jackson in ‘Mastering Global Literacy. Educating for Global Competence: Redefining Learning for an
Interconnected World.
“The critical skills of global connectedness, communication, and collaboration need to become a part of the fabric of all learning”
Silvia Rosenthal Tolisano in ‘Mastering Global Literacy. The Globally Connected Educator: Talking to the World – Not Just about the World (pg 35).
Reference: Heidi Hayes Jacobs (et al.) Contemporary Perspectives on Literacy. Solution Tree Press 2014

11. And What Else? A World in Transition
New educational demands?
Opportunity to examining the worlds cultures, systems and issues. To Inquire, Act and Reflect?
The knowledge, skills, and dispositions needed for the global innovation age?

12. Global Competence Globally Competent Citizens…… Investigate the World
- beyond their immediate environment
Recognize Perspective
- their own and others
Communicate ideas
- effectively with diverse audiences
Take Action
- to improve conditions

13. Achieving the End in Mind What is required?
From:
To:
Unconnected thinking
An environment of isolation
Perceived reality
Individual autonomy
Systems thinking
Collegiality
Information driven reality
Collective autonomy
Source: Hall, Pete. Simeral Alisa.(2008) Building Teachers’ Capacity for Success. Alexandroa, VA:ASCD

14. So what does this mean - For the the school?
Design
Effective Professional Inquiry
Context
Relevant and Embedded
System
A Comprehensive Approach
Source: Darling Hammond, Linda. (2010) The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future Teachers. New York: College Press.

15. What does this mean - For the teacher?
Develop and follow a personal professional global network: PLN
Globally Connect, Communicate, Collaborate
Identify, follow and use new forms of communication & expression
Model expectations of the learner
Make learning visible
Establish clear processes –work flow fluency (Silvia Tolisano)
Transparency – Reflect and Share
Source: Silvia Tolisano :

16. Creating a Culture of Collaboration
Start small
Establish protocols
Follow or connect to only those who fit the network you are seeking to develop
Link across networks
Follow and share
Filter
Initiate discussion threads
Respond
Question
Coach others less confident

17. Global Citizens Meeting the Challenge
Handing over the locus of control
Inspiring
Encouraging
Scaffolding learners who are
Curious
Creative
Caring
Global Citizens

18. Global Communicators & Collaborators
Digital Learning Roles
Tutorial Designer
Student Scribes
Digital Learning Farms( Pg. 20). Who Owns the Learning? Preparing Students for Success in the Digital
Age. Alan November. ( 2012) Solution Tree
Global Communicators & Collaborators
Student Researchers
Curriculum Reviewers

19. So how do we make this a reality?

20. Becoming a Collaborative Global Educator Changing Behaviors
21st C
Learning
Review
Current Behaviours and Practices
Reflect
On Changes Required
Revise
Previous Behaviours and Practices
Renew
Establish Revised Behaviours and Practices

21. Changing Behaviors Try Something New Establish Routine Follow Links
Reflect
Respond

22. Collaborate to Impact Learning
Getting Started
Collaborate to Impact Learning
Jump In
Identify a point of focus
Follow
Read and learn
Respond and share
Apply
Skype, Twitter, Blogs
Images, Video, Infographics
Talk to Strangers: Experts, Peers, Eye-Witnesses
Amplify
Upgrade Units
Make connections to new networks
With thanks to Silvia Tolisano

23. What does this mean…..? For the Learner? Owning and leading learning
Questioning, curious and creative
Communicate, cooperate, collaborate
Coaching and tutoring others
Curators of Learning

24. Learner Teacher & Student Competencies Self Motivated Self Directed
Reflective
Literacies
Basic
Global
Network
Information
Media
Digital (Citizenship/Identity)
Skills
Communicate
Collaborate Connect
Create
Think Critically,
Problem Solve
Presentation
Designers and Communicators
Information Curators
Find
Evaluate
Analyze
Remix
Present & Share
Fluent Demonstrator Evidence of Learning & Sharing
Tutorial Designers
Ownership, Autonomy, Mastery & Purpose
Globally Connected
Networked with individual and groups for a variety of purposes
Source: Silvia Tolisano

25. A Few of the Endless Possibilities …..
blogs.independent.co.uk
commons.wikimedia.org
userlogos.org
cevikarda.com
lehigh.edu

26. Guides and Processes for Implementation
Develop as a part of personal experience
Invite learners to co-construct
Review and revise over time
Share globally and seek input

27. Skype in the Classroom
langwitches.org/blog/wp-content/uploads/2013/01/taxonomy-skype.pdf

28. Skype Pathway – An Example
Explored a focus big idea
Discussed current knowledge
Identified questions and curiosities
Identified strategies and audiences to seek further information and perspectives
Organized the schedule to suit both groups
Identified the roles of members of the group : Note takers, curators, researchers, investigators etc
Established protocols
Synthesized outcomes

30. Blogging to Learn with thanks to Silvia Rosenthal Tolisano www
Blogging to Learn with thanks to Silvia Rosenthal Tolisano

31. Blogging Example Novice bloggers Teacher honesty and inclusivity
Shared collaborative community –owned by all
4,000 hits in the first month
Sharing their learning journey with the world
Enriching relationships
- Teacher to student
- Students to students
- Home/school partnerships
room8pomaria.blogspot.co.nz/2014/03/what-up-on-our-walls

32. Are You Ready for Twitter with thanks to Silvia Tolisano www
Are You Ready for Twitter with thanks to Silvia Tolisano

33. Twitter Pathway – An Example
Checked twitter feed over a cup of coffee
Open Link
Takes me to
Links to:
Uploaded to

34. Teacher generated, organized and led Task oriented Classroom based
Shifting From……..
…………..To
Meets requirements
Topic focused
Context specific
Knowledge based
Teacher generated, organized and led
Task oriented
Classroom based
Balanced, purposeful, relevant selection
Big ideas
Conceptual Understanding
Skills and Competencies
Transfer & Application or knowledge, skill and understandings
Student generated. Teacher guided as needed
Problem based
Globally connected

35. Establishing a Globally Connected Learning community

36. Considerations:
How is global awareness and education important to students?
How do we effectively develop the focus on Global Awareness/Global Competencies in our crowded curriculum?
How effectively do we infuse culture BEYOND food, music, games, festivals, language or art?
What do we need to do as educators in order to implement a globally connected learning environment?
Adapted from questions developed by Silvia Tolisano

37. Global Competencies

38. Global Citizenship Big Idea
Potential Global Collaborations and Connections
The qualities of citizenship affect the global "footprint" we create now and in our future world.
Identify goal?
Identify problem/s to solve
Critical Skills to be applied
How will you:
Investigate the world
Recognize Perspective
Communicate Ideas
Take Action
How could you use these to engage the global community (chose one)
Blogging
Twitter
Skype
What other Digital skills might be applied?

39. Big Idea: Blog Skype Twitter Other Competencies
The qualities of citizenship affect the global "footprint" we create now and in our future world.
Blog
Skype
Twitter
Other
Competencies
Recognise Perspective
Communicate ideas
Investigate the world
Take action

40. Resources Task Select a concept or big idea
Identify 2 curriculum goals
Go to and explore possible resources

41. Lessons Learned…….
Before our learners can be globally connected we MUST be!
We do not need to know it ALL!
Let our LEARNERS LEAD
Change IS happening….we must be a part of the changes.
Forget the tools and think about SKILLS – then select the most appropriate approaches – or let the Learners chose those with relevance and purpose
Its not as hard as it looks!
Share, Share, Share

42. Resources Skills not Tools
langwitches.org/blog/wp-content/uploads/2010/02/SET-Skills-not-Tools.pdf
Skype Mystery Class
Paul Solopek
Around the world with eighty schools
Teddy Bears Around the World
Flat Classroom Project

43. A Few Other useful tools
Show Me
GapMinder
Visual thesaurus
Zooburst
Goggle Art Project
Goggle SketchUp
Museum Box
Livebinders
ScratchED
Haiku Deck
Educreations

44. Connect
Communicate
Collaborate