Welcome,
In May of 2013 I received notice that I had been accepted to be part of the Teachers for Global Classrooms program (TGC), a year long professional development opportunity to increase global education in to classrooms, that combines both on-line education and an opportunity to visit schools in another country and work with teachers from all over the United States. It has been an incredible opportunity and as the year ends, I am reflecting on how this opportunity has changed my perspectives and my actions, in the classroom and outside.
To define global education is to limit it. As our world becomes more globalized and our students have more access, either literally or via technology, we educators have an opportunity. We have a responsibility as teachers to educate and share aspects of our world, both the world on our doorstep and the world across an ocean, through all subjects, be it science, english, math or athletics, with our students. And in turn we too become more educated. Our planet and human race is consistently challenged by natural disasters, disputes over resources, and a focus on differences in beliefs rather than shared goals and similarities. These things will never stop, but through more education and collaboration, both in the school system and beyond, we can be part of a global team that helps curb the effects of these global challenges. As teachers we can help facilitate empathy, understanding, problem solving and action among our students in global and local issues, and create a population that is able to think critically and act responsibly, recognizing issues of human rights, ecosystem health, and shared values.
This website has been created for two reasons: the first, as the capstone project for TGC; the second, as a mechanism for me to catalog and reference the opportunities and resources available for teachers in the realm of global education and to share them with you. The resources here list examples of unit plans, modifications of standards, links to resources both locally in New Mexico, nationally and internationally. However they represent only a fraction of the material available for educators all over the world, and that can feel daunting. Where to start? It can feel overwhelming. That is how I felt a year ago as I began my exploration of global education. Be patient and involve good people. Twelve months on and I am tackling a large project, revamping my 7th grade life science curriculum to incorporate more global and local aspects, and to move forward in trying to take action with my students.
As always, I remain torn between local and global issues, and in the past year have found more ways to involve both in my classroom and found more connections and parallels than I knew before. We still have a long way to go as a country to support our students in global and local competencies, but I know that I am one of many teachers who are moving in this direction.
Throughout this journey I have met many incredible teachers and students who have inspired me and humbled me. Some of their ideas and work is represented in these pages. I heard someone say once that “the best teachers are thieves” and while I may not consider myself the best teacher, I am a good thief and thank all my colleagues for all of their ideas and inspiration that help me to be innovative and excited about education.
The pages here list examples and ideas of curricula, resources and essential questions that can support our schools as we move through the 21st century. Be as much as a thief as you care to be and please pass on your knowledge to those around you.
UPDATE: It is now a year after visiting the Philippines. Tutham, my cooperating teacher there is in Ohio working on her PhD and was able to visit me in New Mexico this past June. We had a fabulous visit and I wish it could have been longer. My world has expanded and will continue to as I head on another workshop to Oregon with Monterey Bay Aquarium Research Institute.
In May of 2013 I received notice that I had been accepted to be part of the Teachers for Global Classrooms program (TGC), a year long professional development opportunity to increase global education in to classrooms, that combines both on-line education and an opportunity to visit schools in another country and work with teachers from all over the United States. It has been an incredible opportunity and as the year ends, I am reflecting on how this opportunity has changed my perspectives and my actions, in the classroom and outside.
To define global education is to limit it. As our world becomes more globalized and our students have more access, either literally or via technology, we educators have an opportunity. We have a responsibility as teachers to educate and share aspects of our world, both the world on our doorstep and the world across an ocean, through all subjects, be it science, english, math or athletics, with our students. And in turn we too become more educated. Our planet and human race is consistently challenged by natural disasters, disputes over resources, and a focus on differences in beliefs rather than shared goals and similarities. These things will never stop, but through more education and collaboration, both in the school system and beyond, we can be part of a global team that helps curb the effects of these global challenges. As teachers we can help facilitate empathy, understanding, problem solving and action among our students in global and local issues, and create a population that is able to think critically and act responsibly, recognizing issues of human rights, ecosystem health, and shared values.
This website has been created for two reasons: the first, as the capstone project for TGC; the second, as a mechanism for me to catalog and reference the opportunities and resources available for teachers in the realm of global education and to share them with you. The resources here list examples of unit plans, modifications of standards, links to resources both locally in New Mexico, nationally and internationally. However they represent only a fraction of the material available for educators all over the world, and that can feel daunting. Where to start? It can feel overwhelming. That is how I felt a year ago as I began my exploration of global education. Be patient and involve good people. Twelve months on and I am tackling a large project, revamping my 7th grade life science curriculum to incorporate more global and local aspects, and to move forward in trying to take action with my students.
As always, I remain torn between local and global issues, and in the past year have found more ways to involve both in my classroom and found more connections and parallels than I knew before. We still have a long way to go as a country to support our students in global and local competencies, but I know that I am one of many teachers who are moving in this direction.
Throughout this journey I have met many incredible teachers and students who have inspired me and humbled me. Some of their ideas and work is represented in these pages. I heard someone say once that “the best teachers are thieves” and while I may not consider myself the best teacher, I am a good thief and thank all my colleagues for all of their ideas and inspiration that help me to be innovative and excited about education.
The pages here list examples and ideas of curricula, resources and essential questions that can support our schools as we move through the 21st century. Be as much as a thief as you care to be and please pass on your knowledge to those around you.
UPDATE: It is now a year after visiting the Philippines. Tutham, my cooperating teacher there is in Ohio working on her PhD and was able to visit me in New Mexico this past June. We had a fabulous visit and I wish it could have been longer. My world has expanded and will continue to as I head on another workshop to Oregon with Monterey Bay Aquarium Research Institute.
This site is not an official U.S. Department of State website. The views and information presented are the grantee's own and do not represent the Teachers for Global Classrooms Program, IREX, or the U.S. Department of State.