By: Elizabeth Rowland
Global Learning
In my opinion, the most challenging aspect of implementing more of a culturally responsive approach is creating a classroom climate that honors and appreciates the differences in each other. To create this type of classroom climate, I have to start nurturing ethical competencies in students. This includes embedding collaboration, empathy, inquiry, and humility skills in my teaching. I think by using more of an inquiry design model, I can help develop these skills in students. I think this would provide students with a real authentic experience. These activities would require students to use collaboration and inquiry skills to learn about and create a product that raises awareness. By focusing the efforts of raising awareness, students will also learn empathy and humility skills.
Strive to create a more inclusive classroom environment within all students realize that the world and content are seen differently by individuals because of their group membership. Encourage your students to celebrate these differences.
-Mckenna and Robinson
Project Based Inquiry Global
Project-Based Inquiry (PBI) Global is a collaborative, inquiry-based instructional process that connects students around the world through interdisciplinary inquiry projects that require students to ask compelling questions, gather & analyze sources, creatively synthesize claims & evidences, critically evaluate & revise, and share, publish & act.
During my course work I had the opportunity to plan a Global- Project Based Inquiry. This unit is designed to engage students about the importance of conserving freshwater and ways that we can protect our freshwater sources. Students were extremely motivated and engaged in the lessons. They expressed enjoyment in the meaningful task and felt empowered by helping their community.
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https://sites.google.com/ncsu.edu/global-learning-inquiry/
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Standards
North Carolina Standard Course of Study:
English Language Arts:
RI3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI3.4: Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI3.5: Use text features and search tools to locate information relevant to a given topic efficiently.
W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others.
W.3.5 Conduct short research projects that build knowledge about a topic.
W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
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Social Studies:
C&G.2.2 Exemplify how citizens contribute to the well-being of the community’s natural environment.
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ILA Standards for Classroom Teachers
-Standard 2: Curriculum and instruction:Candidates apply foundational knowledge to critically examine elementary/intermediate literacy curricula; design, adapt, implement, and evaluate instructional approaches and materials to provide a coherent and motivating literacy program that addresses both general and discipline-specific literacy processes.
-Standard 4: Diversity and equity: Candidates examine their own culture and beliefs; set high expectations for their students; learn about and appreciate the cultures of their students, families, and communities to inform instruction.
-Standard 5: Learners and the Literacy Environment: Candidates apply knowledge of learner development and learning differences to create a positive, literacy-rich learning environment anchored in digital and print literacies.