1. T Part I: Introduction Students reflect on the ideas in the video, The Danger of A Single Story, by Nigerian novelist Chimamonde Adichie and identify some of the single stories that are found in Curriculum. The students complete reading assignments and exploration of concepts of global perspectives for EC-12 Curriculum and how these perspectives can lead to more successful learning for students in the 21 st Century. Part 2: Reflection on Personal Attitudes and Biases Students take the My Cultural Awareness Profile (myCAP) survey and answer the reflection questions on the survey. (The survey was developed for pre-service teachers; so it was revised slightly for this course because the students are practicing teachers.) Students participate in small group and whole group discussions of the survey. Part 3: Developing Community Resources and Broadening Perspectives Students develop a list of community resources in the North Texas area, including Dallas and Fort Worth, other cities, and the UNT Campus. The students will also visit events or activities of the community groups or interview people in their schools and communities concerning international perspectives on education. Some of the suggested resources include the DFW Alliance, with its links to hundreds of communities in the North Texas area, and the UNT International link to student organization. Part 4: Analyzing and Evaluating Curriculum Students select a curriculum area used in EC-12 schools and analyze the curriculum using checklists and rubrics. The analysis and evaluation consists of the following areas: characteristics of effective curriculum using the frameworks of Understanding by Design, Working on the Work, and the Framework from Fenwick English’s work on Curriculum Design; 21 st Technology Skills; and Global and International Perspectives as presented in the rubric developed by the National Council of the Social Studies. Part 5: Presentation to Class The in-class presentation consists of the community resources, experiences from the community visits or interviews, reflections on the reading assignments and videos that have provided beneficial insights, and the results of the three sections of the curriculum evaluation. Students also propose suggestions for areas where they discovered gaps or areas for improvement. The presentation is posted online, and the students participate in an online discussion of learning from the all of the projects. In addition, they submit an individual reflection paper describing changes in knowledge and skills about international or global perspectives in curriculum development and implementation. Part 3: Developing Community Resources and Broadening Perspectives Students work in a small group to develop a list of community resources that could help them and their colleagues develop broader perspectives and understanding of global aspects in curriculum development and implementation. The students explore resources in the North Texas area, including Dallas, Fort Worth, other cities, and the UNT campus. The students also experience events or activities of the community groups or interview people in their own school communities concerning international perspectives. Some of the resources the students explore are the DFW International Community Alliance, with its links to hundreds of communities and events in the North Texas area, and the UNT international link to student organizations and events. Part 3: Developing Community Resources and Broadening Perspectives Students work in a small group to develop a list of community resources that could help them and their colleagues develop broader perspectives and understanding of global aspects in curriculum development and implementation. The students explore resources in the North Texas area, including Dallas, Fort Worth, other cities, and the UNT campus. The students also experience events or activities of the community groups or interview people in their own school communities concerning international perspectives. Some of the resources the students explore are the DFW International Community Alliance, with its links to hundreds of communities and events in the North Texas area, and the UNT international link to student organizations and events. Part 2: Reflection on Personal Attitudes and Biases Students take the My Cultural Awareness Profile (myCap) survey, including the reflection questions on the survey. This survey was developed for pre-service teachers; so it was revised slightly since the students in this class are already practicing teachers. The students participate in an online discussion of the results of the survey and reflection questions. Part 2: Reflection on Personal Attitudes and Biases Students take the My Cultural Awareness Profile (myCap) survey, including the reflection questions on the survey. This survey was developed for pre-service teachers; so it was revised slightly since the students in this class are already practicing teachers. The students participate in an online discussion of the results of the survey and reflection questions. Part 1: Introduction and Background The introduction of the project revolves around a discussion of the video, The Danger of a Single Story, by Nigerian novelist, Chimanmonde Aicha. Students identify some of the instances where a single story affects what information and ideas are included in curriculum. Students complete a series of reading assignments and reflection activities concerning approaches to global, international, and multi-cultural topics in relation to curriculum in schools. Reading assignments, such as “Multiculturalism: Beyond Food, Festival, Folklore, and Fashion,” by Meyers and Rhoades, emphasize in-depth views of multi-cultural and global concepts. In addition, students select articles for summary and critique that describe educational approaches in other countries and compare them to relevant educational topics from education in the United States, including national standards and high-stakes testing. Part 1: Introduction and Background The introduction of the project revolves around a discussion of the video, The Danger of a Single Story, by Nigerian novelist, Chimanmonde Aicha. Students identify some of the instances where a single story affects what information and ideas are included in curriculum. Students complete a series of reading assignments and reflection activities concerning approaches to global, international, and multi-cultural topics in relation to curriculum in schools. Reading assignments, such as “Multiculturalism: Beyond Food, Festival, Folklore, and Fashion,” by Meyers and Rhoades, emphasize in-depth views of multi-cultural and global concepts. In addition, students select articles for summary and critique that describe educational approaches in other countries and compare them to relevant educational topics from education in the United States, including national standards and high-stakes testing. Part 4: Analyzing and Evaluating Curriculum Students select an EC-12 curriculum area and evaluate the curriculum using rubrics and checklists. The evaluation includes the following areas: General characteristics of effective curriculum using frameworks from Understanding by Design (Wiggins and McTighe) and Working on the Work Design Qualities (Schlechty); Technology and Communication Skills for the 21 st Century using an evaluation checklist from the National Council of Teachers of English; and Global and Multi-Cultural Perspectives in Curriculum using a rating scale from the National Council of Social Studies. International Perspectives Curriculum Project: EDAD 5680 Administration of the EC-12 Curriculum Linda Stromberg, Teacher Education and Administration The course, EDAD 5680, Administration of the EC-12 Curriculum, is part of the Master’s Degree in Educational Leadership and the Principal Certification Program. The course prepares principals and other leaders to apply best practices in curriculum development, alignment, implementation, and evaluation. One of the goals of the course is for future principals to be able to lead schools where students have skills and knowledge for success in the 21 st Century, including an understanding of global perspectives. The project described in this poster helps our program achieve this goal. The project was developed as part of the “Globalizing your Curriculum” Transformational Instructional Innovation (TII) Fellowship sponsored by the Center for Learning Enhancement, Assessment, and Redesign (CLEAR) and UNT - International. This project includes opportunities for students to collaborate in groups, online and face to face, participate in experiential, field-based learning, and reflect on their changing perspectives. Celebrating Great Global Citizens, April 2013