International Project-based Learning opportunities:
There are thousands of resources available to make your classroom more global! Here are some sites that will help you get started. Once you "go global," you will be amazed at how often you will find activities that complement your existing curriculum.
- iEARN (International Education and Resource Network): This is the world's largest non-profit global network. Use the internet to collaborate on projects with classrooms from around the world (http://iearn.org)
- ConnectAllSchools: This site offers a platform for schools to share their stories and projects with classrooms who share similar interests. (www.connectallschools.org)
- Global Wisconsin: The Wisconsin Department of Public Education has done a fabulous job building a site with comprehensive educational links, along with the GEAC (Global Education Achievement Certificate). http://www.globalwisconsin.org/
- WorldWiseSchools: A fabulous site that matches Peace Corps volunteers to U.S. teachers. The connection may be while the volunteer is in the field or it could be a visit to the classroom from a returned volunteer. (http://www.peacecorps.gov/wws)
- Asia Society's Partnership for Global Learning: One of the most comprehensive programs available, with suggestions for strategies to incorporate global competence and global learning into the classroom. (http://asiasocietyorg/education)
- Around the World with 80 Schools: Connect your class to another class in a different country! (http://aroundtheworldwith80schools.net/)
- ePals Classroom Exchange: Connect your students with international friends in a safe environment! Start as epals, and progress to project-based activities and lessons. (http://www.epals.com/#!/main)
- Flat Classroom Project: Inspired by the book, The World Is Flat, this site works to join middle and high school students. Students must be willing to include audio or video components, a written wiki, a personal multimedia response, and post-project reflection. (http://www.flatclassroomproject.org/)
- Primary Source: A great resource for teachers, with seminars, resources, and curricula. (www.primarysource.org)
- People to People International's School and Classroom Program: Connect to a classroom from another land for a pen pal exchange. (http://ptpi.org/programs/SchoolClass.aspx)
- Omprakash Foundation: Consider one of the many global service-learning programs, or apply for a grand to build an international friendship. (http:/www.omprakash.org/classroomportal)
- NASA Global Precipitation Measurement Missions: For elementary classes, this site contains images, videos, documents and overall, a bunch of "cool stuff" from NASA. (http://pmm.nasa.gov/GPM#GPM_science_and_applications)
- Earth Day Resources for Elementary Grades: Lesson plans for a variety of ages to help understand the global implications of the finite resources available on our planet. (https://www.populationeducation.org/sites/default/files/Elem_Earth_Day_Resources.pdf)
- Earth Day Resources for Middle Grades: Lesson plans for a variety of ages to help understand the global implications of the finite resources available on our planet. (https://www.populationeducation.org/sites/default/files/Middle_Earth_Day_Resources.pdf)
- United States Institute of Peace: Global Peacekeeping Center An amazing site with an incredible variety of resources to address world issues. (http://www.usip.org/)
local community resource list:
Oshkosh, and Wisconsin in general, has many ties to international trade. Take a look at this image, showing local businesses that focus on the global economy:
If you would like to "go global," here are several local enterprises with international ties. A great contact for more information is the Oshkosh Chamber of Commerce. The Chamber's educational consultant, Patti Andresen-Shew, is a fabulous resource who will work with you and area Chamber businesses for speakers, field trips, or other ideas. Her email is: [email protected]
1. Bemis Corporation (our school partner)
2. Oshkosh Corporation
3. University of Wisconsin Oshkosh
4. Oshkosh Partners in Education
5. Kimberly Clark Corporation
Standard-s based Global Education:
The following are existing Standards are from Oshkosh Area School District, Level 2 World Languages. Sometimes we feel that we can't address global citizenship because we need to "teach to our standards." Here are a few examples of how we can address our standards globally:
WL2.12.A.1.1 Speaks in context using verbs (present, past, and future) appropriately
Integration Technique: Connect with community and business partners
Suggestion for application: Utilize the local Chamber of Commerce, University Speakers Bureau, the local chapter of World Relief, and local families who are immigrants to the area as classroom visitors. There would be a wide variety of perspectives (from international marketing to English Language Learners) who could enrich our curriculum. It would also be an authentic speaking opportunity for our students.
Possible Assessment: Because many of the speakers would be at a level far beyond my Spanish 2 students, to prepare students for the target-language discussion, I would ask students to pre-write questions for the speakers. Additionally, I have found that students are not able to continue with a follow-up question, so I would like to practice by having them imagine the response, and what possible follow up questions could be. As we progress, we would focus on “gradual release” and students would be expected (and graded) on not only their pre-written questions, but also, spontaneous responses/follow up questions. Oral exams are a big portion of the Spanish 2 assessment category, and these would fit nicely into that category.
WL2.12.C.1.6 Writes with level-appropriate fluency, clarity, and transition words
Integration Technique: Encourage International Exchange Partnerships (as suggested by Asia Society: Internationalizing Education)
Suggestion for application: ePals, People to People, or similar online penpal format to connect students with peers abroad
Possible Assessment: Teacher could have access to online conversation in order to give participation points for work. I would not suggest that students be graded on grammar for this type of activity. An alternate assessment would be to ask students to write, in the target language, a summary of interactions, in case students would feel uncomfortable with the teacher having access to personal correspondence.
WL2.12.D.1.1 Demonstrates an understanding of the relationships among the practices, products and perspectives of the cultures studied.
Integration Technique: Have students read/watch BBC Mundo News on a regular basis to gain a different perspective on world and national news
Suggestion for application: For this activity, “front load” information, because students have very limited vocabulary and also, many students do not watch national or international news and would have a very difficult time understanding the background of the presentation. My goal would be to give that information the day before we actually do the presentation in basic, comprehensible input. On the day of the presentation (which could be a written article or a video news clip) I would ask students to write down both images they could identify as well a list of what they were able to “catch” and understand from the presentation.
Possible Assessment: The assessment here would need to be formative rather than summative, since listening to/reading native-level discourse is very scary for beginning language learners. However if I asked students to keep track of progress throughout the semester/year, I believe they would see how useful the activity has been and how much proficiency has been gained over the year. This is the kind of feedback I don’t give my students as much as I should--they keep finding out there is more to learn, but we should celebrate successes along the way more often!
WL2.12.A.1.1 Speaks in context using verbs (present, past, and future) appropriately
Integration Technique: Connect with community and business partners
Suggestion for application: Utilize the local Chamber of Commerce, University Speakers Bureau, the local chapter of World Relief, and local families who are immigrants to the area as classroom visitors. There would be a wide variety of perspectives (from international marketing to English Language Learners) who could enrich our curriculum. It would also be an authentic speaking opportunity for our students.
Possible Assessment: Because many of the speakers would be at a level far beyond my Spanish 2 students, to prepare students for the target-language discussion, I would ask students to pre-write questions for the speakers. Additionally, I have found that students are not able to continue with a follow-up question, so I would like to practice by having them imagine the response, and what possible follow up questions could be. As we progress, we would focus on “gradual release” and students would be expected (and graded) on not only their pre-written questions, but also, spontaneous responses/follow up questions. Oral exams are a big portion of the Spanish 2 assessment category, and these would fit nicely into that category.
WL2.12.C.1.6 Writes with level-appropriate fluency, clarity, and transition words
Integration Technique: Encourage International Exchange Partnerships (as suggested by Asia Society: Internationalizing Education)
Suggestion for application: ePals, People to People, or similar online penpal format to connect students with peers abroad
Possible Assessment: Teacher could have access to online conversation in order to give participation points for work. I would not suggest that students be graded on grammar for this type of activity. An alternate assessment would be to ask students to write, in the target language, a summary of interactions, in case students would feel uncomfortable with the teacher having access to personal correspondence.
WL2.12.D.1.1 Demonstrates an understanding of the relationships among the practices, products and perspectives of the cultures studied.
Integration Technique: Have students read/watch BBC Mundo News on a regular basis to gain a different perspective on world and national news
Suggestion for application: For this activity, “front load” information, because students have very limited vocabulary and also, many students do not watch national or international news and would have a very difficult time understanding the background of the presentation. My goal would be to give that information the day before we actually do the presentation in basic, comprehensible input. On the day of the presentation (which could be a written article or a video news clip) I would ask students to write down both images they could identify as well a list of what they were able to “catch” and understand from the presentation.
Possible Assessment: The assessment here would need to be formative rather than summative, since listening to/reading native-level discourse is very scary for beginning language learners. However if I asked students to keep track of progress throughout the semester/year, I believe they would see how useful the activity has been and how much proficiency has been gained over the year. This is the kind of feedback I don’t give my students as much as I should--they keep finding out there is more to learn, but we should celebrate successes along the way more often!