Video Gallery

Global Schools Presentation-- Amanda Abrom (Jan. 17)

Go to Video Gallery Added Jan 19, 2022 •

Copy this URL:
Embed code:	<iframe class="edlio-embed-player" type="text/html" width="640" height="360" src="//acs.leoniaschools.org/apps/embed/?v=332854" frameborder="0" allowfullscreen></iframe> Change dimensions

Go HD

Show Transcript

the match score of the introduction I think you for the invitation to be here I will share my screen shortly I just wanted to quickly introduce myself so I'm the program manager for the global schools program which was set up under the auspices of the United Nations as a we're very happy to have a global schools Advocate Miss Lori with us today I'm just working hard in the school as well and I have a background in education was a former teacher did a lot of work on on extracurricular program as well I'm working mostly as English as a second language teacher as well as geography and history and I've done a lot of work with University students on programs for participatory governance mostly from students in sub-Saharan Africa work for a ride organization so I'm very excited to be here today and share a little bit more about global citizenship in the context of Elementary education let me just share my screen okay hopefully everyone can see my screen feel free to stop me at any point if there's any technical difficulties and you're not able to see the things that I'm presenting so this is really my agenda for today we have about an hour but I also wanted to make sure it is time for Quest answer on anything that was presented so I will just go a little bit more in detail about what we do at Global schools and then talk about the United Nations sustainable development goals but more so global citizenship specifically because there are a lot of different Turkish no Frame Works with and the sdgs then we'll think about this in the context of Elementary and then talk a little bit about project and problem-based learning an inquiry with your finally will go through some practical examples and then have a question and answer at the end of the session I just wanted to start out today with a story from our Network so we have about 1,200 schools in the network and we really believe that teachers are at the center of global citizen and the center of bringing on this type of planning to students so this is an example of one of our advocates in Lagos Nigeria and his name is Saudi and this is his student here Peter and Peter was one of those. stop before engaging in this type of learning was at the back of the classroom not really engaged at all you really didn't want to be a part of the lessons that Saudi was teaching and just for your information so he has a health education teacher so can you really just wasn't interested in some of topic but after Saudi really introduced global citizenship and the sustainable development goals Peter really found a spark to do something in his community so without telling anyone else he went out to his village with his dad and he started collecting trash trash and he started collecting materials because he wanted to upcycle them and so him and his dad began looking at YouTube videos and trying to figure out what they could do with this trash and you didn't even tell his you're so deep it was all a surprise for his teacher we came back into the classroom and hopefully you can see this picture on the right I know there's a little some Nails here but he use the materials that he found to create a and for the classroom that everyone I'm could you that said it was very very hot and Legos and said he was so shocked that basically Peter had gone the extra mile to really take these things to heart and the students elected him as the head of their Global school program project and he was able to beat a session showing all of the other students how to make these upcycles fans those really a story of powerful impact of a student I was able to be more engaged after understanding how what he was learning in the classroom was really connected to the outside world and connected to his village and getting his community or his dad involved in what he was learning in the classroom I just stared at 3 to put into context the mission Global schools so really what we do at the United Nations is we want to support schools and Educators and shaping a sustainable world and having students learn about the sustainable development goals for this program was actually started Alba and it really has grown into what it has today and at the heart of our mission is really work with teachers and do training on a do professional development because we really think that at the core in the classroom is where start impacting sustainable Behavior I've mentioned we have about 1,200 schools in the network and 950 Advocates and these Advocates are focal points Educators and teacher oftentimes they're also School leadership that really helped us bring these types of themes across the entire School so now I got a little bit more into the content of the presentation today and global citizenship brief overview of the program and the story about a week so what we really do is we work on bringing the United Nations sustainable development goals into the classroom and I have a photo of the goals here and they're really in three buckets which are I'm in the societal space be environmental space and the economic space so these goals were goals that were agreed to by 193 countries back in 2015 at the United Nations and they are non-binding but they are Universal so the way that countries monitor these are through voluntary National Review that they submit to the United Nations at the UN General Assembly in September and so these are the type of topics that were really trying to promote in the classroom but I also want to stress that we really go beyond talking about what these things are not just talking about what are the sustainable development goals what is poverty or what is hunger but really using these topics as a mechanism to promote critical thinking to promote collaboration to promote problem-solving and things that are more in the overall framework of creating Global Citizens so I want you to think as more like topics and as a mechanism to bring these topics into the classroom so they really are three dimensions of Education 2030 is what the United Nations has two combine all of these different Frameworks in all of these different buckets when we talk about sustainable development goals and what we're going to talk about today is this sent her one here which is specifically on global citizenship and it is important to put in the contacts why will the citizenship is important it's not just an extra thing that were asking teachers to do in the classroom or that teachers do in the classroom to you have an add-on to their Edition national standards and requirements but there is a myriad of research out there that actually shows and proves that global citizenship can actually lead to more positive learning environment I can leave you increase academic skills and it can meet you increase student engagement it also helps the school being more connected with the local community and creating Partnerships working with parents and a lot of the themes and global citizenship such as Environmental Education taking suit outside play Space learning is also proven to have a lot of mental health benefits for students creating more healthy students so this just reveals and I have a PDF with research so if you would like me to share that after the call as well with a different studies might but it really shows you know there is an importance and an academic importance to promoting global citizenship and it's not only good for society but it's good for students as well and their academic well-being there's just one example of those gummies that I showing today so this was an analysis done by Stanford University by an educator and they reviewed 120 study around Environmental Education review of 120 studies and in 98% of those studies they found that schools and teachers and communities that were engaging in Environmental Education which is a part of global citizenship those students knowledge games in the classroom and 83% of the studies found that students actually had enhanced environmental action and behaviors over here on the right you'll find other things that were found in the studies such as increase emotional and social skills students also exhibited increased academic skills unication analytical thinking and problem-solving and there was increased motivation to learn and anecdotally we have experienced recyclable schools as well there's a story of a school in Tanzania that after integrating a problem-based learning they actually saw that student attendance went up and they were able to track student attendance because you didn't I'm more motivated to come to school and they were more motivated to engage in Creative projects and this was a community where student attendance and teacher motivation was extremely low so I dropped an anecdotal example but it's something that we have seen here in our work as well I want to get more specifically for all you in the global citizenship Frameworks and this is something I pulled from UNESCO but I'll also show you weather screen work after this so when we're talking about global citizenship for students this really falls into three different buckets of what we want to think about when designing problem-based learning and when designing a lesson plan and other units in our classroom so the first bucket is the cognitive Dimension so I'm sure you all noticed but this is all of the the standard knowledge of the students must gain in there dance classes the specific information they need about their communities how to define cities all of those things that you would see on a traditional assessment so the cognitive knowledge here is the first bucket of global citizenship can back it up level citizenship when were talking about this UNESCO framework is really helping students with the values and attitudes around these types of beans do they have empathy how do they feel I'm towards their classmates how do they understand their Community Connection to the rest of the world do they understand differences and diversity and Asthma said by the moderator this is a very important they'd be talking about that as well so that's the second bucket here is the socioemotional portion of global citizenship and then finally we have the behavioral question here and this is really promoting student action different actions in the community and actions were the environment and really understanding how their actions as individuals can make a difference or connect to their wider City and the importance of children and children's rights and children being able to take action so I'm just go back for a second if you remember these colors here this is kind of the blue the pink and the green so when I go to the next slide you'll see how these really play out in more learning outcomes and learning objectives according to UNESCO I'm not going to read all of these to you you can definitely take a look at these here but this one up here is the knowledge based learning objectives so being able to list Global issues using inquiry skills this one here is the values and attitudes understanding sameness and difference recognizing how he's getting to the world I mentioned that as well and then these down here or kind of the action topics to action learning objectives so recognizing the importance of Civic engagement and understanding passalacqua you can take this is just one of us Frameworks for global citizenship and there are quite a lot of them so I will just show you one more as an example this is another example based on Pisa Google, the advance so you have probably heard of the the pizza exams for math and reading which are international exams used to standardize different countries they have a new exam on global citizenship that came out in 2018 is how an NGO interpreted that standardized exam so they define global citizenship as these different bucket areas self-awareness respect for differences Global Connection curiosity flexibility analytical and critical thinking and Percy understanding of global issues and Intercultural knowledge so you can kind of start to see the crossover is between the different Frameworks and that it's not necessarily those sdgs no poverty you know hunger but it's really going beyond that and talking about attitudes and values critical thinking and collaboration in the classroom so I can it's hard when you afterwards as well but this just really shows the importance as we're trying to transition now to talk about elementary and early childhood. Even for early childhood development a lot of these topics are very important you talk about where the achievement of the United Nations sdg agenda and this slide shows why it's important to basically have Early Child Development on these things to combat poverty or to combat hunger and different interventions to help with malnutrition and house so this is kind of overall broad going these beings interconnected to society remember thinking about early childhood education it's so jeez this is how I really like to think of the core learning areas so I have the cognitive social emotional and behavioral here but then also they're still language and literacy and Mathematics and seeing how we can incorporate all these so this is a framework that UNESCO the dogs in partnership with Thomas the Train Thomas and friends and they did a variety of educational videos that are very applicable to the Elementary classroom the sustainable development goals and I have that resource on the final slide for you all if you like would like to take a look at it on your own time and the resource shows exactly how each sdg is connected to these core learning areas play for early childhood education I'm going to take you through a couple sustainable development goals so you can see some examples of how to take this into the Early Childhood classroom and Grill start talking about these Concepts so here I have a sdg 11 sustainable cities and communities and this example really goes into that knowledge bucket bucket that I was talking about with global citizenship and so these are some of the things that would be covered under sustainable cities and communities within the elementary contacts so making citysafe understanding your community understanding where you been learning how the world is nice and understanding some basic Community problems and I have an example to show here from one of our Advocates he was working on a project with her students and as you can see here the students are working on a map and they were tasked with mapping the different playgrounds in their local communities and mapping the different areas where they sell space which Streetsboro steak sandwich streets that they felt like they were a boy you play on and which streets probably had more traffic and this really helped them understand the safe areas of the city where people lived where different houses were where the different local law enforcement was in case they ever need to talk and this was a collaborative project you can see their outside working on this using little sticky notes to Mac their whole entire city and this activity actually extended a little bit more and the students able to design their own playgrounds and design what would be a perfect play area for them what would be friendly that would encourage the neighborhood to come together and it was a very interesting project and this is in Iran actually sold another purpose of this project was to bring some of the refugee students that were on the street to participate in the mapping so that's where this picture comes from so I pulled some learning songs that you can see from New Jersey to see how this might fall into the scg 11th of May to build cities and communities bucket some of these are from the new climate mandates that are happy and others are from Civics and geography but there definitely are more than this this is just a bit on the slide so here's an example of the values and attitudes so this really goes into a CD 16 piece dresses and strong institutions as well as SB G5 which is gender equality so here are some topics that we can think about when it comes to Elementary education identity recognizing emotions learning how to ask for help that's one of the basic things needed if they do see an injustice learning what makes us similar and different respect and you can read all of these books I have here when it comes to thinking about school citizenship with usdg is in this context and I have an example of an activity these are not our students but our students have done a similar activities where they created a hero on their self identity and how did they identified that hero and afterwards they were able to discuss all together sharing the drawing sharing the photos and what makes that hero similar or different to each other so it was a discussion Tiffany where the students were able to talk about the different identities of the heroes that they created what emotions they might have and how they might engage in different actions such as I'm stopping villains how they would agree and disagree and it was very interactive activity I was told from The Advocates that participated and carried out those activities so this is something that also can be replicated in your classrooms as well and I'll get more into the problem Beast morning after example so here is what example of sdg 6 clean water and sanitation and this really goes into the behavioral aspect of global citizenship when were talking about elementary school I'm so here's some examples talking about healthy habits personal hygiene washing hands and decision-making and this was very prevalent during this time as well as are all facing the pandemic but helping students understand how small decisions such as washing their hands really can affect the local community is something that is encompassed in this school and those two samples from this this picture right here on the far right is a project that was done Pena in an elementary school where students actually created models of what the local Rivers looks like back in the back of their school you can hear they use Sam's different colored and Judah pick the rivers and they also just use some leaves that they found outside to make the forest and I actually think this goes beyond their school cuz you can see it though see here and pain and this is a really creative activity to do as well when you trying to think about maybe different biospheres are different climates and how water is really affected integrated another activity that was done by our schools on this is a stock photo but basically specifically with dirty water or clean water we've seen a lot of schools just practice dumping water in two different containers so seeing how dirty it can be when you sift it through a strainer or seeing how dirty water is or how much capacity of water takes off if it's in different containers what is it like to have no water or water being empty so simple things such as having students examining the dirty water would be more of the Early Childhood stage a hear some other learning outcomes that I pulled as you can see analyzing data and test so that actually goes with my problem based learning example which all didn't you for clean water planning out different tests on clean water so this is another example on sdg 15 life on land and behaviors so what we can see here once again is the different topics think about the Elementary classroom and these are some photos of students planting Community Gardens and as I mentioned before planting Community Gardens and doing a lot of play Space work and using the school compound and the entire school as a source of learning is something about is really beneficial to students learning outcomes so this is the photo of the students during the different seedlings and then they went out and planted the ceilings in the car and once again we have some other running outcomes and I'm happy to share this at the end of the session then I want to take all of this global citizenship think about these sdgs in this context and go a little bit more into problem-based learning and I'm sure many of you have experience with this before but this is just how I like to think about this in the context of the sdgs and go citizenship and it sounds like you're doing a lot with this already so made it basically the reason problem-based learning or inquiry-based learning is really important when it comes to the sdgs is there a lot of research that shows that pedagogy and the way that you disseminate or talk about these type of activities is far more important than the content of the lesson itself of course we want to be teaching our students about the importance of climate change but giving a lecture versus a group activity will definitely impacts how they take that lesson to Heart there is a lot of other research on open classroom environment creating a classroom for discussion where students still respected that also we need to those BSD outcomes I shared in the beginning so it really requires a driving question and I'm sure all of you notice a driving question to get students really engaged in the problem and start doing research and thinking about Solutions as a business an example of a poster that was done and I believe the students were in middle school so a little bit older but they were tasked with looking at the causes of pollution on burning fossil fuels this is how this didn't interpret interpret project and did a poster on the greenhouse effect so when you're thinking about designing a project-based learning unit where a problem-based learning unit what I always say to the advocates in our training course is to really think about the local context b l how can you make this unit localized how can you relate it to the community and how can you relate it maybe to you I'm engaging with their parents and I'm with other teachers how can you really bring that all together of course relating it to your subject area and the standards as well and thinking about what the prior knowledge is on the students so I got a lot of project-based learning and problem-based learning but more at the secondary level but this is the step-by-step process that I personally like to think about and this is another learning framework here that you will see in the grass so Daquan when I really say to everyone is to design and plan your problem based learning unit think about what is that driving question what do you want your students to really research and engage in and of course making sure you were are aligning to those standards step to introducing the topic to your students giving them any background that they might need of course going through everything that you normally do in the classroom daily routine any types of motivation activities also are important for your specific students at 3 is probably the longest process time I'll give examples of this based on the sdgs on the next slides so it's really the role of the teacher in this case two build and manage the inquiry base activities so in my case when I was doing a lot of problem based learning at the secondary school level most of the research of the students were doing was online giving presentation working computer skills but in this case for elementary what I would suggest is a lot of they can do community interviews you can have someone I'm on Zoom talk to the classroom maybe someone from another country they can practice asking questions that way another thing that I've seen which I really liked as well as doing a scavenger hunt within the school to do problem-based an inquiry-based research maybe they're learning about the school cafeteria and their toy is to go I'm asked the people that work in the cafeteria about where the food comes from where food waste goes and such things like that so it's easier to provide those inquiry-based opportunities in the school or in the school yard when it comes to the elementary students and staff for of course is the soonest Osman and I always find it is also very important for them to have a way to Showcase their work whether that's a student Symposium whether that's making out a brief statement or speech to their other students and it really puts a nice bow on the entire project and within this process the teacher really acts as the coach of the project and really  the culture that is going to be a note environment so here are some possible questions I thought of when we're thinking about allowing students to do their own inquiry and this is specifically related to sustainable development goal 13 which is climate so these are some things that students could be searching for you could give them a worksheet I'm asking them to fit a thing does your school have solar panels does your school compost or depending on the research facility is that you how students can of course do their own research on these topics as well just you didn't know how to recycle and what happens to trash after it leaves the classroom so here's just an example School investigation worksheet and what it could look like and this one I have here is for clean water asking them about hand washing asking them to take no other students may be in the bathroom do they wash hands in school and then I'm going to go into some specific projects and probably just learning that I have seen work really well in the classrooms across our Network I think I have four examples here so this one is specifically for a c g 6 clean water cuz I know we had seen some of those learning objectives and topics before on the previous slide so this is the driving question what is the best way to remind ourselves practicing daily hygiene so with this project was the teacher did was he passed students to monitor brushing their teeth so they had worksheets and they were supposed to calculate and use data how long did it take them to brush their teeth and they had to monitor this for about 1 week and they wrote down the minutes that it would take them to brush their teeth afterwards the teacher help them calculate how much water they were wasting based on how much time are brushing their teeth and then from there that was his introduction to the topic from their students were able to engage in their problem based learning finding out the best way to encourage their entire family or whoever let the West to cut down on this time so it was a challenge so students were able to design their own experiments so what some students did is they set a timer some students decided that they would have a specific song but they would either have a family member staying or either play in the background and have that song be the best way to remind them to brush their teeth for a shorter amount of time so with these human design experiments in many cases it was the first time that they had really collected data and the teacher helped them that make some grass that they could go back to the classroom and do presentations on those projects and from there they were able to have a discussion around me driving questions what was the guy way to help us save water when brushing our teeth this was a second project that we saw that was very successful so this was done at both levels of education but you can see these students are older but their question was how to promote biodiversity in their schoolyard this was in Latvia so it's a very cold place this is in the the winter time they were doing this I'm so what they were doing with research and inquiry the school yard into what animals usually on lived around their area and they decided to build birdhouses so this one a little bit within their engineering classrooms and science classrooms but also I'm with an environmental dictation is kind of bear driving question and everyone came up with the design of these birdhouses which you can see here solving a problem to provide more spaces for animals in their local school cop so this one is simple is the same activity that I shared before with the mapping here mapping of their Community but this can also be in a project-based learning unit where base unit learning unit as well so how can we designed safe spaces for students to play what is your ideal playground how can we design a playground that the class would want this could also be extended to work with other classrooms in leaving other students into getting other classrooms going into those ideas out of working together operation and maybe collaboration as well we've also seen projects where you didn't have created other types of energy structure like Bridges Like Houses like homes and designing ideal homes there's a lot of great activities about this where wnd has where it shows different homes around the world and how different children and students list soda the great idea to promote the values and attitudes and empathy skills showing students houses and homes from around the world and this is one of the last examples I have but of course there are so many where I'm happy to answer questions about this but this was on the transforming trash and upcycling materials so this was also in some cases can be a play-based learning activity if it's a lot more unstructured or it can be in problem-based learning so what do we do with the waste that is you know being constantly disregarded not recycled from the cafeteria from the classrooms for these are some creative things that we saw do they both the chandelier out of water bottles we've seen students also build flower arrangements out of water bottles a day to find this circular structure here and we've also seen students create models science classes of the eye of the heart may be using materials or paper that other classrooms didn't want to use so this was a specific activity that was more a place where students were doing tie dye different shirts and learning about economies of what people could sell in the local community as far as arts and crafts I'm so this picture is not as much project-based learning but this is another example of the students could be given and looking through units to understand how to make the school last week. So ask me what I have here is just three examples of schools that were very successful and how their school really transformed after bringing global citizenship into the the business of school in Nigeria as well so after going through the entire program and really trying to bring these tenants and SUVs within their school culture they developed new curriculum committees on education for sustainable they started composting on Bay Bridges cafeteria waste and all of these things were student-led so all of these things on where the things that students learned about students research and students pushed to the school leadership about things they wanted to change with their school we're here for another very successful story of a teacher in Turkey so through using the lesson plans and through using the global citizenship activities I will say our lesson plans are a lot more focused on global citizenship then education for sustainable development the other framework but through using those on she saw that there was an increase in individual student achievement so now the school is developing a long-term sustainability I need to really bring global citizenship across the whole entire school so she is leading this entire department now to really take these tenants the word and here's one more example of a school in Kazakhstan so this teacher was an arts and poetry a teacher actually in Kazakhstan so what she decided to do was to test the students with understanding what kind of local folklore poems and stories were related to the and students were also able to create poems and create stories that were related to their local communities so this program she kind of took across her entire school and then have the opportunity presented at 50 other schools so she really took the opportunity to have language and are involved as sometimes it's a little bit harder to see those Pathways compared to the science and geography Forces Bowl of her school so just to say some further learning on these topics I know we could probably dive deeper into every single one of these projects that I mentioned but we have a course with our sister organization called as the economy so they a course called the best start in Life or early childhood development for sustainable development and if you are very interested in this I would suggest that you take a look at that course it's a completely free online Luke it goes more into the just the early church development space not necessarily in formal education but even with outside of the formal education so we have the global schools lesson plans like I said are very focused on global citizenship and there are 60 lesson plan and there's about by Harvard University we also have the local schools Advocate Program So within a few months we'll be opening another Coke work for the training for Advocates and will be developing this training little bit more in detail based on the feedback we got from teachers so if people are interested in becoming an advocate for these type of topics taking the training and being connected with like my mind the teachers all over the world we encourage you to buy for cabbage program and like I said before one of the Publications that has been really helpful is the Thomas & Friends were early childhood education they have a lot of different activities and they have a chart for each individual EG I think about six or seven of them and how the preschool kindergarten and lower Elementary classrooms can be thought of a crossbow is learning the name the cognitive social emotional and behavioral and they also have different shows that go with those sdgs that could be interesting to show in the classroom that's another really good resource

Video Gallery

Global Schools Presentation-- Amanda Abrom (Jan. 17)

Popular Videos