A weekly chat covering topics related to teaching with a global perspective. A rotating cast of guest hosts include education experts and influencers. A must-follow for all educators who would like to open their classroom to global opportunities! Hosted by @HSingmaster and sponsored by @AsiaSocietyEDU
Welcome to #GlobalEdChat! Please introduce yourself and for our ice breaker: tell us the coldest temperature (with wind chill!) you’ve experienced in the last month.
I'm Heather Singmaster from @AsiaSocietyEDU and here in Portland, OR we've been in the low 20s - which I know is nothing compared to the polar vortex! #globaledchat
That's probably a good idea :) I was in San Diego last week where it wasn't too cold, but it was pouring! Not what I had expected for my first trip there, but much needed. #globaledchat
Q1: How do you know a globally competent education leader when you see one? What actions are they taking? What behaviors can you observe? #GlobalEdChat
Q1: How do you know a globally competent education leader when you see one? What actions are they taking? What behaviors can you observe? #GlobalEdChat
A1: I love what Cliff Hong is doing at Roosevelt MS, creating teams and attaching measurable metrics to their mission statement. https://t.co/UJqqH2UcZV#GlobalEdChat
A1 #globaledchat So many things.. They are engaged alongside their students in exploring what they are curious about, making connections along the way with sustainability.. Creating pathways to share their voices.. Humble..
Q1: How do you know a globally competent education leader when you see one? What actions are they taking? What behaviors can you observe? #GlobalEdChat
Hello! This is Julie Midkiff, an elementary Art teacher from Southern West Virginia. We haven't been as cold as the midwest and other surrounding areas, but I think our coldest temperature with windchill was -14. But, @Shrivethe5 might have more accurate info. #globaledchat
A1: Globally competent leaders are working with teachers, collaborating and developing along with them. They prioritze #sel and #community in the school culture. #globaledchat
A1 #globaledchat So many things.. They are engaged alongside their students in exploring what they are curious about, making connections along the way with sustainability.. Creating pathways to share their voices.. Humble..
Q1: How do you know a globally competent education leader when you see one? What actions are they taking? What behaviors can you observe? #GlobalEdChat
My home city recently: Temperature records have tumbled across South Australia, with the city Adelaide hitting 46.6C (115.88F) on Thursday afternoon, the hottest temperature recording in any Australian state capital city since records began 80 years ago. #globaledchat
A2: Two big obstacles are the relevance question - how is this relevant to the community/future? and competing interests. Many people think global knowledge and 21st century skills are the icing rather than seeing them as essential! #GlobalEdChat
A1: #globaledchat Would love us to get specific about the kinds of connections global ed leaders help students and colleagues to make. Always curious about what distinguishes #globaled from other excellent student-responsive forms of teaching.
A2: Lack of time and funds are always culprits, also fear of leading global initiatives if you haven’t had many international experiences #GlobalEdChat
A1 Some globally competent leaders I have met stressed the need to not simply learn another's language but to understand what each other values. #Globaledchat
A2: Avoiding a top down approach can be challenging for school leaders and integrating the foundations of #globaled while honoring mandates. #globaledchat
A1. Actions of a leader are interpreted by others as ‘what is important’. One who acts with care/concern is likely to develop a learning culture with similar values. One who acts as ‘boss’, places an implicit stamp of approval on selfish behaviors/attitudes. #globaledchat
A1. Leaders who are concerned with changing their school/division/faculty culture, must acknowledge the existing culture; recognize and nurture the ceremonies, rituals, symbols, and traditions that already express and underpin a sense of ‘connectedness’. #globaledchat
this is SO important @knowmyworld_org ! #globaled must come from the bottom up. What global issues do you face locally, and what can you learn from others around the world #globaledchat
A2: Avoiding a top down approach can be challenging for school leaders and integrating the foundations of #globaled while honoring mandates. #globaledchat
A2 #globaledchat I think about perspective and the importance of widening my ideas. Sometimes this is a challenge. Service-learning opportunities are helpful because they bring the why of what we need to do to help sustain the world. Thanks to @NatGeoEducation@NatGeo
This is a great question, Joan. One of the differentiating factors is the leader's ability to frame issues in the context of global significance. Another is to connect the local to the global. But there is more! #GlobalEdChat
A1. By valuing diversity & preserving the cultural dignity of the community, a culturally responsive environment will ensue, & subsequent cultural proficiency will promote an instructionally-powerful learning climate with academically achieving & engaged students. #globaledchat
A1 #globaledchat I can recognize a globally competent educator because they are active inside and outside school through displaying projects, sharing photos, and using social media to connect themselves and their students to the world!
That avoidance of top down is the hallmark of any effective leader - but then how does she ensure that others are well prepared to step in and lead? #globaledchat
A2: A lack of knowledge and understanding of why this work is important, along with the time and resources to support this work is often a recipe for the struggles. #Globaledchat
Q1: How do you know a globally competent education leader when you see one? What actions are they taking? What behaviors can you observe? #GlobalEdChat
A2. While the socializing task of school does not lie in replicating cultural dominance and/or social inequalities in the broader community, in general, they are mini-societies that can provide a snapshot of how ‘certain’ adults think about the world. #globaledchat
#GlobalEdChat A2: Yes, I agree @LongviewGlobal Competing interests and relevancy these are the two big obstacles in general; However, there are many other local obstacles depending on a specific country & educational system
#globaledchat@TeachSDGs offers endless ways to explore global education because you begin with your community, their needs. Build on a local need, then connect to a wider audience. People will be there to support and offer resources..
A2: Lack of time and funds are always culprits, also fear of leading global initiatives if you haven’t had many international experiences #GlobalEdChat
A2 I think there are misconceptions about global competence but leaders are working hard against the whole food, festivals and flags perceptions. #Globaledchat
A3: I love what Hingham HS did by adding global citizenship and environmental stewardship to their core values. You can read more here: https://t.co/eIcnvvGlmy#GlobalEdChat
A2. Leaders must see Ss' home language & cultural norms are not treated as shortfalls, but recognized as qualities to effectively connect with & reach them; a commitment to creative & collaborative actions that are purposeful & well-intentioned—a bridge for T&L. #globaledchat
A2 #globaledchat Challenges leaders face when it comes to global education are getting others on board, such as administrators (although ours is open minded), parents, and students on board and excited.
A3: Love the asset mentality of the vision statement at Wellstone. "builds on the assets and experiences of multilingualism and multiculturalism." https://t.co/cC1znZwmxw#globaledchat
A3: The mission at Fort Vancouver Center for Int. Studies prioritizes both #globaled & leadership:
We are leaders who value diversity, and we empower lifelong learners who actively and positively contribute to our school, our community and our world. #globaledchat@FVHS_CIS
A3: Love the asset mentality of the vision statement at Wellstone. "builds on the assets and experiences of multilingualism and multiculturalism." https://t.co/cC1znZwmxw#globaledchat
A2. Meaningful coalitions with families and community groups contribute to stronger coalitions between/among all students, which enhances and advances their educational experiences. #globaledchat
I was just thinking of @NatGeoEducation when I read you say Perspectives. (Just finished Phase 1 of certification so it is front and center in my mind!) #Globaledchat
In reply to
@kkidsinvt, @NatGeoEducation, @NatGeo, @NatGeoEducation
A3. As Duncan-Andrade and Morrell (2008, p. 52) fittingly stated, ‘nothing promotes border crossing or tolerance more than helping students arrive at an implicit understanding of what they have in common with those they have been taught to perceive as different’. #globaledchat
Great list, Julie. There are so many obstacles that can derail the attempts of real sustainable change by leaders. Makes the listening and understanding even more critical! #GlobalEdChat
A3: Beyond a mission statement, it’s important to define what global teaching and learning means and looks like for teachers and students #GlobalEdChat
A3: I love what Hingham HS did by adding global citizenship and environmental stewardship to their core values. You can read more here: https://t.co/eIcnvvGlmy#GlobalEdChat
A3. Improvement plans should be enacted by leaders/mentors who are able to steer/pioneer endeavors that are focused on ‘long-term outcomes’ rather than ‘short-term returns’. #globaledchat
So wonderful you are pursuing your @NatGeoEducation certification. I love the framework and am excited to be taking Geo-Inquiry course soon. #globaledchat
I was just thinking of @NatGeoEducation when I read you say Perspectives. (Just finished Phase 1 of certification so it is front and center in my mind!) #Globaledchat
In reply to
@kkidsinvt, @NatGeoEducation, @NatGeo, @NatGeoEducation
A3: Beyond a mission statement, it’s important to define what global teaching and learning means and looks like for teachers and students #GlobalEdChat
A2 I think one challenge for a leader is the overcoming resistance from peers to doing "one more thing" and also resisting giving into "well its really what we already do." #Globaledchat
A3. A vision for creating a healthy and thriving learning culture should be a collaborative undertaking, and it is a leader’s moral imperative to bring members of the community to the point of shared values. #globaledchat
Define, and make sure that everyone understands the definition. So critical that everyone comes to the table with a similar understanding of terms. #GlobalEdChat
A3 #globaledchat Yes!! I think about the why of how to weave these ideas throughout our day to gay work with students. The students are the heart of my work. I believe in them & hope they will feel inspired and jazzed to care..
A3: Beyond a mission statement, it’s important to define what global teaching and learning means and looks like for teachers and students #GlobalEdChat
A2. Leaders must see Ss' home language & cultural norms are not treated as shortfalls, but recognized as qualities to effectively connect with & reach them; a commitment to creative & collaborative actions that are purposeful & well-intentioned—a bridge for T&L. #globaledchat
A4: Allowing educators to drive their own pd and giving ample common planning times were themes we saw in several schools. Here is a great example at Waverly HS: https://t.co/Rt6WhtmrPM#GlobalEdChat
A3: I love what Hingham HS did by adding global citizenship and environmental stewardship to their core values. You can read more here: https://t.co/eIcnvvGlmy#GlobalEdChat
It's so interesting to think about all the different reasons schools value diversity: some for the sake of school community, others for the sake of planetary and human survival; the need to cooperate and collaborate seems key. #GlobalEdChat
A4: Leaders can value #globaled by providing PD to support it. As former Herricks School District Superintendent Jack Bierwirth used to say about PD, it's not about the money, it's about setting the right priorities and allowing for global to be an option. #globaledchat
It's a delicate balance of introducing something new to make meaningful change while integrating it into what educators already have on their plates #globaledchat
Sharon Davison #TeachSDGs
A3 #globaledchat Yes!! I think about the why of how to weave these ideas throughout our day to day work with students. The students are the heart of my work. I believe in them & hope they will feel inspired and jazzed to care..
A3: Beyond a mission statement, it’s important to define what global teaching and learning means and looks like for teachers and students #GlobalEdChat
A4: Give teachers time to determine how to integrate global content into the curriculum. The @ASCD Globally Competent Learning Continuum has some suggestions #GlobalEdChathttps://t.co/qKtAoWng8F
A3: I think Global Ed vision starts with school culture. Global learning can not be properly introduced without a climate for empathy understanding compassion and communication. #globaledchat
A4. Leadership practices that contribute most to student achievement emanate from those with an inclusive mindset; a vision and belief that all students can achieve at high levels. #globaledchat
A3 #globaledchat We talk about creating future citizens in our school's vision, but I feel that we could strengthen our school's core beliefs in exactly what we mean and do to make this happen. Can't wait to see examples others share.
A4: Leaders can allow a teacher to design a course with global values and habits as the driver, even if it means eschewing another ‘traditiona’ course or curriculum (or maybe because of it!) #globaledchat
Great! Nat Geo Educator Certification is a great pathway to a more global focus, and there are so many excellent resources and opportunities available when you are part of that community! #Globaledchat@NatGeoEducation
In reply to
@tori_mazur, @kkidsinvt, @NatGeoEducation, @NatGeo, @NatGeoEducation
A4: a big one for me is recognizing and including indigenous ways of knowing/pedagogies @atichnorwagner . State of Alaska curriculum is ground breaking. Also resources from @OISEUofT
A4: #Globaledchat I love some of the #GlobalThinkingRoutines developed by Project Zero & others. Critical is the chance for teachers to do the routines themselves--then reflect on what they learned about themselves as lifelong global learners.
A4. Everyone in the school community must be receptive to the many and varied subcultures within their community of learners or otherwise place students at risk of being excluded from the benefits of a quality education. #globaledchat
A4: The biggest thing is for leadership to be open to new ideas & ways of doing things. If they see something that looks “different” in a class then don’t jump to conclusions but instead come w a lens inquiry & happiness that people feel safe to try new things. #globaledchat
You're so sweet, 😊but sadly my Mom never taught me to read/write Japanese.She faced a lot prejudice/racial slurs when she came here,so decided to only do English w/me.🌸 #GlobalEdChat
I was a PISA4U participant. Giving teachers time and encouragement to pursue opportunities like that is a great way to build pedagogies and practices. #Globaledchat
#GlobalEdChat A4 Leaders can provide support and opportunities for their educators to pursue professional development in global education and global collaboration.
A4. Quality teaching & student learning are tightly interconnected. Together they form two sides of a triangle. The third side is often overlooked, but is also integral to teaching quality & student learning—quality instruction & preparation for teachers i.e., PD. #globaledchat
A4 #globaledchat Drive right in! Make global ed. connections to what you are already doing in the classroom and share with anyone who will listen! Then seek new connections inside and outside your school. Community connections are a great place to start.
A4: Leaders in the classroom need to lead by example. Build global excitement with your kids and have them share. Provide PD to other interested educators, invite your students to share (maybe remotely or via video if needed) and watch it grow. #globaledchat
A4: Would love to see PLCs really dig deep into the question of perspectives: recognizing them, taking them (to what extent is that possible), distinguishing between recognizing them and really “getting them.” I think this is a place that art may be able to help. #GlobalEdChat
A4. As with any vocation, Ts need to develop strong identities as professionals. In addition to obvious factors such as recruitment, remuneration, & opportunities for advancement, teacher professionalism is HUGELY impacted by access to quality PD. #globaledchat
A5: We have a lot of immigrants and refugees at our school, which has allowed us to become an official newcomer school for students. With this has also come a lot of connections to global organizations in the community and a commitment to serving all students. #globaledchat
A5. When working with families who are culturally diverse, offer them a choice of language for communication, both at school and between home. If your school doesn’t have easy access to translators, consider recruiting a local university student. #globaledchat
A4: There are many ways the leaders can support! One that often overlooked is to support teachers attending prof conferences BEYOND the usual conferences - we all are learning from each other and need to overcome the "silo" effect @LongviewGlobal@Larisa_Schelkin#GlobalEdChat
In reply to
@atichnorwagner, @LongviewGlobal, @Larisa_Schelkin
A5. Invite parents into the classroom for special activities so they can take part in your community. You might invite them to whole-class debates, classroom performances, presentations, or art gallery walks. #globaledchat
A5 #globaledchat Technology helps to connect local communites to global communities. Through @EmpaticoOrg, Skype in the Classroom, Facetime, etc. and a decent internet connection, you can bring the world, cultures and experts into your classroom.
A5. Gather parent input periodically so you can see what did and didn’t work. Once or twice a year, give parents a simple survey to complete and ask them key questions about their perceptions of their child’s educational services. #globaledchat
For sure! The richness of our students’ stories, backgrounds and understanding of the world is what makes our school such an amazing place to be each day. #GlobalEdChat
A5 Also crucial when engageing in cross-cultural #Globaledchat is to understand other schools’ outcomes and standards, not just use them to meet your own. Everything global is a negotiation.
A5: volunteerism and creating relationships, model helping and community at home...global mindset just considers a larger community. At my elementary level we focus on who needs help, who could benefit from our help, and how can I grow from here #globaledchat
A5. Every now and then, send an email or text or make a quick phone call to update parents on their child’s achievements and share which ideas and strategies have been working well. #globaledchat
#GlobalEdChat A5 We do it through cultural conversations. Spoke with a class in Argentina 🇦🇷 about gender inequality & with a class in Mexico 🇲🇽 about current events. Gave students the opportunity to share their views and learn the views of others. Great way to share culture!
#GlobalEdChat A5 @NatGeoEducation Explorer Classroom, @EBTSOYP Hangouts with global explorers. Letting kids learn to look at the world like explorers with curiosity and empathy.
A4 Active encouragement to pursue learning opportunities in another culture. It can be as simple as writing a statement of support for an application. #Globaledchat Then learning about the trip upon return and exploring connections to school vision.
A6: Such an important topic. Kids who don't traditionally have access to global content and programs can benefit even more from meaningful contemporary content. There are also kids that don't see themselves as global who need opportunities to connect as well #GlobalEdChat
A6: Helping all educators see that #globaled is not an add-on but something to be integrated into their existing curriculum really helps. So do free resources and PD! We have been creating free online PD: https://t.co/rVlsZTdLmq) #globaledchat
Empatico is one of the great sources and they are open and easy to connect with. I have shared my experience with them but I find it difficult to get buy in in my community. #Globaledchat
A6 Music! Music is an entry point to #Globaledchat for so many learners, regardless of circumstance, and there is very little music that is not global these days.
A6. READING - Learning to read, including the related tasks of text comprehension and analysis, is a fundamental skill upon which many other cognitive skills are based. #globaledchat
A6: Giving students authentic learning opportunities abt the world around them & their ability to think & act on a theory of change to make an impact on the 🌎. This can be done through service learning, awareness projects or whatever they dream up! #findyourpassion#globaledchat
A6 #globaledchat Seek opportunites from multiple sources online, guests, consulting an expert, videos etc. with a balanced/equitable approach. I have 7 years (PK-5th grade) to build upon these resources with my students through the lens of art ed.
A6 Global digital exchange provides access to opportunity for everyone through technology; we've been able to identify some of the student learning outcomes, including appreciation for diversity, that highlight the importance of equity: https://t.co/hpOx1BGD7k#GlobalEdChat
A6: This week I started small - focused on teaching Ss to write letters. It’s a lost skill for most middle schoolers, but an important means of communication. #GlobalEdChat
#GlobalEdChat A5: Opportunities are truly unlimited! Amazing technologies supporting global collaboration accessible and mostly free for K-12. You can start tomorrow! We @GlobalSTEMClass proud develop run global STEM collaborative projects in K-12 since 2007 @LongviewGlobal
A6: The #GlobalSPED discussion is a good one for ensuring that diverse learners can all be global learners; helps dispel the notion of #globaled as enrichment vs. as essential learning #Globaledchat
A6 Getting ideas from chats like this is a great way to begin considering the concept of equity with students. Most of my middle school students have not considered much beyond looking at their personal community. They have the access, they just lack the direction. #GlobalEdChat
You can’t be innovative if you are afraid that you will be punished for failing or doing something different. It is so important for a school to adopt a fail forward, grow from your mistakes mindset for all people in the building. #GlobalEdChat
A7 #globaledchat Continuing to engage in my PLN. Globally competent leaders evolve and grow as your network grows. Particpating in chats like this, engaging with fellow collegues that do this work and reflecting &reassessing when things don't quite work.
Children’s Literature is an important entry point for all levels! I loved using picture books with middle schoolers to introduce a topic or to have them analyze messages or point of view. #GlobalEdChat
Music is a universal language and Spotify has a vast library of music from all over the world. I listened to a Mongolian metal band who play on tradition instruments along with western guitars. It captures the imagination. #Globaledchat
A6: I use technology to connect my rural students to experience the world at the same level as students in more urban areas. No museums, no local speakers, no exposure, no problem. I can Skype/chat/connect with anyone on any topic. Experts are a video chat away. #GlobalEdChat
#globaledchat
A6: Don't shy away from challenging students with digging deep into SDGs and reflection. Connect them with other schools and communities willing to get into the nuances of empathy to action. Common language. Reciprocal learning.
#GlobalEdChat A7 I will continue to seek out opportunities to connect my students to the world. I will commit to continuous professional development and sharing of resources to encourage global education for all students.
A7: Immersing myself in other perspectives of what global education looks like/means. Fostering a global community of care through #sel Including everyone in the conversation as global competence is ever growing.
#Globaledchat
#GlobalEdChat A7 continue to search for more opportunities for our students. We also have a primary source speakers program we started in 2013 to engage our students with history makers. Started in our 1980s class and has grown to all our social studies classes.
If you have MG to HS students, may I recommend The Last Cherry Blossom,based on events in my mother's life surviving atomic bomb of Hiroshima,giving info on culture &mindset in Japan & 2show the ones we may think are our 'enemy',not always so diff from ourselves🌸 #GlobalEdChat
A7 and seek out the refugee populations in your community #Globaledchat Understand why they’ve come, and what they have to offer your school community.
This is such a critical point. It is not just about being punished but also ostracized which can be even worse. Different is always risky, especially without admin support. #Globaledchat
#globaledchat
A7: Support Global Education and Sustainable Development around the follow PL principles:
Collaboration & Reflection
Personalization & Relevance
Ongoing & Blended Coaching
Action Research
Building Internal Capacity
Shaping a Culture of Learning & SustainableThinking
#globaledchat A7: Definitely by continuing to connect with other leaders in the field. From Ts to professionals in other related disciplines. Taking as many PD and travel/learning opportunities as possible.
I wish I had an answer which was clear. What I see is a practice of being safe and tunnel vision. It is like people are afraid the standards police will be knocking on their door. Change is always risky and uncomfortable but it needs to be modeled. #Globaledchat
In reply to
@atichnorwagner, @midkiffja, @EmpaticoOrg
A7: I want to get really clear on how I see the role of global education in my school and in my district. I want to be able to articulate that vision thoroughly and be able to help others to see the value in global competence. I have work to do. #globaledchat
Letters matter. A few years ago ours wrote letters to a state official about migrant farm worker conditions and she came to school to answer them. There is still power in a pen. #Globaledchat
A7: I would love to learn more about how to recognize systems, & how to understand & describe their interactions. I guess I personally am trying to understand how much of what we think is local or national is more than that—& then how best to teach that #GlobalEdChat
#Globaledchat is moving to a twice a month schedule. Our next chat will be on February 21 with @Fitbound - we'll be chatting about culture in physical education. Mark your calendar!
