December 2011 Archives

Teachers have a hard time teaching what they don't know and a rapidly changing world does pose challenges to teacher education programs. I've asked Jennifer Manise, the executive director of The Longview Foundation, to share some of the Foundation's work on teacher training initiatives happening throughout the country, and to highlight some of the models that have successfully connected classrooms to the greater world.

By Jennifer Manise
There are many great examples of how schools, districts, and states around the country are adopting a global vision, integrating international content into all subject areas, and emphasizing world language learning. There is an ever-improving range of international experiences for students. But before we declare victory, a very real challenge persists. How do we consistently provide all students with the chance to hone knowledge, skills, and values that can be described as global competence and that will allow them to be effective participants in the global marketplace? The work cannot be done independently by students; it still falls on teachers and leaders to cultivate this learning climate. A teacher with a global perspective can infuse the classroom experience with learning about and from the world and simultaneously equip and engage today's student. A teacher without global interest will not.

So, how do we scale small successes to a broader range of teachers? In-service teachers need access to meaningful exchange opportunities as has been discussed in previous blog posts. They also need high-quality professional development resources and a schedule that allows for their active participation.

Another essential element to a sustainable global classroom focus for teachers is teacher preparation programs themselves. Traditional prep programs at schools of education prepare more classroom teachers than any alternative preparation method in the United States. Within the traditional route, many of these teacher preparation programs are internationalizing coursework or strands and some are completely overhauling their programs to be more globally minded.

Teacher preparation programs around the country are embracing innovative approaches beyond traveling abroad and adopting pioneering ideas. As a result, some clear strands of effort have been identified that make a difference in how graduates of that program teach. Specific program elements that make a difference include:

•Internationalization of coursework both in the teacher preparation program and within the colleges of arts and sciences. Some campuses have forged partnerships with arts and sciences faculty (including those in Title VI Centers), while others hold seminars with international visitors or others with international expertise. Some programs who have been working on partnering within their schools to internationalize programs include University of California, Long Beach; Appalachian State; Indiana University; and University of Texas, Austin, just to name a few examples.

•Partnerships between institutions on their internationalization efforts. An even deeper level of exchange and understanding is happening through university collaborations. Kent State University, the University of Akron, and University of Miami, Ohio are in their second year of partnership to manage a fellowship focused on globalizing their coursework. They are actively seeking to transform their classes in every subject matter. In addition, they regularly meet to discuss their progress and program impact. These three campuses also are working toward developing a draft framework to define elements for a Global Certification program for teachers in Ohio. This trend of campuses collaborating to internationalize teacher preparation programs is spreading to other states. New Jersey has a similar effort being started by Rutgers Graduate School of Education. The University of North Carolina's Council of Deans and International Programs just held their second Internationalizing Teacher Education Forum and are looking for ways they can collaborate across campuses. Partnership at this level adds a layer of complexity as every campus has their own distinct approach, but the extra challenge has led to deeper sharing of practice and hopefully a long-term broader impact.

• Another key element is that of connecting pre-service teachers to in-service classrooms that are have already have a global learning focus. At the University of San Diego School of Leadership and Education Sciences, their mission reflects a global perspective and student teachers are placed in field experiences that support building upon the knowledge and skills obtained through coursework. In another approach, Indiana University gives students studying Spanish education the opportunity to participate in service projects oriented toward immigrants and refugees in the surrounding area. Those formative weeks in classrooms culminate in the opportunity to build skills and reinforce the mission and vision of the programs; ultimately, it leads to more globalized classrooms across the region.

•A final element of strong program design is building in connections between pre- and in-service teachers to learn about "the global in the local" through internships, professional development, and fellowship programs. Connecting with local organizations, heritage groups, cultural organizations, and internationally themed schools can provide the local context of a global perspective. Tulane University Graduate Education School is hosting an event for 200 teachers and teacher leaders this spring to map out a plan on how to globalize their practice. The University of Maryland just completed a year-long fellows program for 10 principals in schools across the state to plan, discuss, and execute a globalization project within their schools. Their experiences were shared with the College of Education, who have a similar program for faculty to globalize their coursework. Initiatives like these allow pre- and in-service teachers to deeply examine their practice and connect learning.

Visit these programs to learn more about the great work is being done, but recognize it needs to exponentially increase if we hope to impact a broader audience of classrooms. This work can begin slowly, with the support of leadership and key influencers. Global competence cannot, and need not, remain beyond the reach of all of tomorrow's teachers and students. Teacher educators have begun charting a new course in response to the imperative for reform as they meet the students of tomorrow. More universities deserve our support in internationalizing their programs as they prepare teachers to be ready to meet the demand.

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We all know learning is an anytime, anywhere pursuit. I've asked my colleague, Alexis Menten, who heads Asia Society's Afterschool and Youth Leadership Initiatives, to share why global learning is important beyond school as well.

by Alexis Menten

Where better to learn about the world than out in the world?

We've been hearing a lot about "expanded learning time" lately. Education policymakers and district and school leaders are considering how best to increase learning time for all students. The rationale often cited is the need to help American students become more competitive against their peers in other countries, many of whom go to school for more hours per day and more days per year. (See this Washington Post piece on a new study on this topic.)

However, many argue that the discussion should not be centered on how to extend schooling in order to increase learning time, but how to leverage a variety of non-traditional learning experiences and settings in order to improve learning.

These types of learning opportunities include those offered by community-based organizations like museums and libraries, youth-serving organizations like the YMCA, Boys & Girls Clubs, and other out-of-school providers, and those assisted by technology tools and platforms.

The distinction between adding more learning time to the school day versus incorporating more learning experiences beyond the school becomes particularly important in the context of educating for global competence.

The definition of global competence includes the ability to investigate the world, recognize perspectives, communicate ideas, and take action. In order to help students achieve these four domains of global competence, many schools are finding that they need to think creatively about how they leverage time, resources, and partnerships beyond the classroom and beyond the school day.

For example, schools with a focus on global competence are

• extending class periods and school days to offer in-depth seminars that delve deeply into complex global issues and projects.
• establishing technology-based virtual exchanges after school and in-person travel opportunities during school breaks and summer to help their students experience multiple perspectives firsthand.
• structuring community-based service learning projects linked back to core curriculum that help students uncover the relevance of local issues in a globalized world and the impact of global issues on local realities.
• integrating internships that help students apply their recently-acquired global knowledge and skills to real-world contexts.

Out-of-school programs can be strong partners for schools who want to leverage expanded learning time to help their students achieve global competence. Youth-serving organizations share the broad mission to promote student success in work and life in the 21st century. Out-of-school program organization and management is often based on an asset model that values diversity. In order to attract and retain participants, out-of-school programs are centered around youth engagement through hands-on and experiential learning, often with a focus on 21st century skills, service learning, science, technology, engineering, and math (STEM) education, and others.

This deep connection between global learning and high-quality out-of-school programming was recently demonstrated when Global Kids, a globally focused afterschool and summer program based in New York City, was awarded a 2011 Excellence in Summer Learning Award from the National Summer Learning Association.

Educators, business leaders, and the general public alike have come to similar conclusions—students graduating from American high schools today are ill-prepared to compete for jobs in a knowledge-based global economy. The need is particularly critical for underserved students. What better way to help students learn about the world, than to take advantage of the many learning opportunities that exist beyond the classroom and beyond the school?

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Students have a keen sense of what experiences are relevant to their futures. And what could be more relevant than real world, globe-spanning projects that professionals work on every day?

As I traveled the country in the last few years, I've seen many inspiring projects that engage students on many different levels. Here are a few examples that teachers and afterschool providers can begin to use right away:

• A 30-second public service announcement (PSA). In our 24/7 global media age, is the message understandable beyond our own borders? The Ad Council is a good source for socially minded, well-framed messages, but non-governmental organizations from around the world also put out clever PSAs.
• Virtual museums featuring 10 pieces of art based on a theme. Students curate original or existing artwork and write descriptions under each to explain a perspective offered on the selected theme. A project like this helps students understand the legality of copyrights, too. Museums around the world feature online exhibitions; look for cross-border exhibitions for inspiration.
• An international student newspaper, with student editors, journalists, photographers, and readers from partner schools around the world.
• A radio program featuring three-minute segments. Students, working in groups, take on the roles of executive producers, journalists, and technical producers to make a short radio program based on a theme. Students can interview peers and experts in other countries using programs like Skype. This American Life, Radio Lab, and various other NPR or PRI programs make excellent models.

What are these projects about? That's up to you and your students. Topics should fit with your curriculum. Infusing technology-rich project work is an excellent way to engage students and meet curricular requirements. A few topical examples: Democracy around the World, Literary Geniuses, A Thirsty Planet, The World According to Numbers. The possibilities are limitless.

A well-documented key to success is the involvement of students in planning, anticipating and solving problems, and executing all aspects of the project. A good way to start is to ask a professional to help coach and critique the project. With their help, students can take a critical look at models. Ask students to write down the qualities that make the model interesting and compelling-as well as shortcomings. Students can then create a plan on how to achieve similar excellence from their own starting point.

When I'm in Asia, educators tell me that they look to American schools to see how creativity and innovation are taught. I think it's not so much a skill to be taught but something to be nurtured, and these types of real-world projects seem to do just that.

I would love to hear from you: What types of projects do your students like the most? Is there a correlation between interest and achievement?

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The last in a three-part series, Asia Society's Heather Singmaster questions whether education should get STEAMier.

by Heather Singmaster

Last week Education Week reporter Eric Robelen wrote an article on the case for adding arts to science, technology, engineer, and math—or STEM—education entitled, STEAM: Experts Make Case for Adding Arts to STEM.

It caught my eye because I had just heard the term "STEAM" (the "A" is for "arts") being used in Korea where Tony Jackson and I attended the 2011 Global Education Symposium.

Mr. Jin-Hyung KIM, Director, Global HR Cooperation Team, Ministry of Education, Science, and Technology in Korea, opened the conference by underscoring the importance of well-educated citizens as the engine that drives development and competitiveness. He said, "Great teachers are like the fuel that keeps this engine running."

After the Korean War, the economy there was decimated. Realizing that the country's largest resource was its people, the Korean government invested heavily in its education system. It paid off: the gross domestic product (GDP) went from $2 billion in 1960 to over $1 trillion in 2010, making it the 15th most prosperous country in the world.

A large focus in education reform went into science and math, resulting in not only high PISA scores, but also a top-four ranking in the world in science and technology competitiveness and a top-three ranking in research and development to GDP ratio.

With such an impressive math and science track record, when Mr. Kim adds in the fact that their focus is not on STEM, but on STEAM, the world listens.

While the United States is narrowing the curriculum under No Child Left Behind, the result is the arts are increasingly excluded. Korea, a country at the top of science and technology ingenuity, has been increasing its curricular emphasis precisely in that area.

Mr. Kim spoke about the challenges of global competition and that the key to their response is global education, including STEAM. By including the arts as a component of education, they hope to nurture creative talents with interdisciplinary approaches and problem-solving skills. Improving teachers' global capacities is seen as a way to foster creative and talented people and fuel the drivers of the economy.

STEM, STEAM, or STEAMi?

Learning from other countries is key to the success of high-performing nations. So why shouldn't the U.S. also take these lessons into account? Looking at the practices of countries described in Wednesday's post and in Korea today would certainly point to the adoption of not just STEAM in the United States, but of STEAMi.

STEMi is a term that we at Asia Society first proposed in 2009 but again became a topic of conversation after NAFSA's Vic Johnson posted this excellent piece on the topic.

With our competition clearly focused on bringing an international dimension to their curriculum together with the arts, music, and even physical education, why wouldn't we expand our conversation from STEM to STEAMi?

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What can American school systems learn from academically high-achieving nations? My Asia Society colleague Heather Singmaster shares four case studies.

By Heather Singmaster

On Monday, I wrote about how the global knowledge economy demands a new set of skills. How does a school system meet these new demands?

One place to look is the top-performing nations according to the The Programme for International Student Assessment (PISA). PISA measures student critical thinking skills and has demonstrated a direct correlation with individual as well as a nation's economic success. The top-performing countries on PISA have implemented very purposeful reforms to ensure their students are ready for the global economy.

China

In China, there was a major overhaul of the education system in the mid-1990s. World history and world geography became a standard part of the curriculum and English became mandatory beginning in elementary school. As Chinese State Councilor Liu Yandong stated, "The Chinese government always encourages the public, especially the youth, to learn foreign languages, and through the learning, they are enlightened on the diversified cultures around the world."

China is currently involved in another round of education reform, the 2020 education reform plan, which will update the curriculum to meet real-world needs. For instance, math will no longer emphasize a student's response time and the need to memorize complex and seldom-used formulas. In science, inauthentic demonstrations, calculations, and drills will be replaced with student experiments in real-world applications, including an emphasis on new energy, health, and conservation.

China also has announced a new plan to send 50,000 principals to study successful schools in other countries in order to gain new perspectives and learn best practices.

Singapore

In 2010, the Singapore Ministry of Education announced a plan to strengthen their curriculum around a framework of 21st century competencies. The framework includes global literacy and cross-cultural skills. There are many similarities to the new definition of global competence recently launched by Asia Society and CCSSO, including effective communication, the ability to ask questions, work in teams, and be informed about one's own country and the world. This is an excerpt:

Competencies for a Changing World:

• Confident person who has a strong sense of right and wrong, is adaptable and resilient, knows himself, is discerning in judgment, thinks independently and critically, and communicates effectively.
• Self-directed learner who questions, reflects, perseveres, and takes responsibility for his own learning.
• Active contributor who is able to work effectively in teams, is innovative, exercises initiative, takes calculated risks, and strives for excellence.
• Concerned citizen who is rooted to Singapore, has a strong sense of civic responsibility, is informed about Singapore and the world, and takes an active part in bettering the lives of others around him.

A key element of The Ministry of Education's plan to implement these skills includes strengthening the curriculum in classes such as physical education, art, and music. The Ministry believes these courses are integral to a holistic education and enable students to enhance their creative and expressive capacities, and shape their personal, cultural, and social identity. Additionally, there is a greater emphasis on participation in extracurricular activities to help students learn the value of excellence and teamwork.

OECD data shows that parent involvement is critical to a good education. Singapore has taken this advice and ensures that parents play a critical role as partners. Starting in 2012, all parents will be provided with a "Holistic Development Profile," which will keep them updated on their child's progress in developing these 21st century competencies.

Korea

In Korea, in addition to core subjects like math and science, students are required to take world geography, world history, physical education, arts, and music. English has been required since 1945.

The government is working to improve teachers' ability to teach for a global knowledge economy. For instance, the government provides Korean and American teachers opportunities for exchange and training utilizing the differences in Korean (winter break) and U.S. (summer break) school vacation calendars.

The Korean government also provides outstanding graduates from teachers' colleges with field training in overseas schools. They offer financial support for teachers to complete professional education courses and to obtain teaching certification in that country.

One program I heard about while in Korea last month is the exchange with Bloomfield College in New Jersey. American math and science teachers spend their summers in classrooms in Korea. Meanwhile, Korean elementary school math and science teachers come to the United States and co-teach in American classrooms for six months. Korean teachers also have the option of gaining a teaching license in the United States so they can stay to help to alleviate the shortage of math and science teachers here. The Korean teachers also benefit because there are currently too many Korean math and science teachers looking for posts in Korea. It gives U.S. teachers an opportunity to learn about teaching methods of math and science in Korea—a country that consistently performs at the top of the PISA math and science rankings.

India

India is not an OECD high-performing country. There is a vast disparity in quality and access to education, a gap the government is trying to close.

Despite this larger challenge, the government has realized that preparing students for the global economy is important and must be a part of their reform efforts. In September, the government announced a new pilot program (that is starting out on a small scale), which will include less emphasis on memorization and put more on analytic and communications skills, as well as a global focus in the curriculum.

Students will study three languages instead of two (currently they must take English and Hindi or a local language). Literature from around the world and world history will be required. There will be less focus on textbooks, and an increased focus on project-based learning, service learning, discussions, and experiments as well as international business communication and technology skills.

These are all strategies that the American school system can explore and adapt. My next post will look at how these can be integrated into the current STEM discussion.

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Just as businesses are now collaborating and competing around the world, so are education systems. The nations who best prepare their youth for the global knowledge economy will fare the best in the 21st century. I've asked my colleague Heather Singmaster, senior program associate at Asia Society, to contribute a three-part series on global skills, and how nations are transforming their education systems to teach them.

by Heather Singmaster

The nature of work is changing. Many graduates will be working in 24/7 global production teams. As more routine jobs can be done by computer or outsourced, the advantage will go to workers who can analyze and solve problems, recognize patterns and similarities, and communicate and interact with other people, especially those who do not share the worker's culture. One poignant example is the fact that in 2011, Apple, a digital company based on creativity and innovation, overtook ExxonMobil as the most valuable company in the world. Its cash holdings also surpassed that of the U.S. Treasury.

The prevailing thought is there is a lack of jobs right now. Yet, ManpowerGroup's annual 2011 Talent Shortage Survey shows that about 52 percent of U.S. employers reported difficulty filling jobs. This is nearly a four-fold increase from the previous year. These employers, including those in the United States, cited a lack of experience and workplace skills such as collaboration, critical thinking, and agility that are critical to generate productivity and innovation. And these aren't just management jobs; everyone from sales people to administrative assistants are now required to have problem solving and critical thinking skills.

The Programme for International Student Assessment (PISA), a test of reading literacy, mathematics, and science administered in sixty countries by the OECD, was not designed to measure students' mastery of a school curriculum but, rather, to evaluate what students can do with the information they have learned. It measures both students' capacity to apply knowledge and skills in key subject areas as well as their ability to analyze, reason, and communicate effectively as they pose, interpret, and solve problems. Simply stated, these are the skills students will need to be successful.

Evidence from OECD research suggests that students who have demonstrated these abilities are more successful after high school. A study of 30,000 Canadian students who took the PISA in 2000 found that six years later those who scored at the highest level in reading were twenty times more likely than those who scored at the lowest level to attend a university. Yet, results from U.S. students on PISA show that other countries are quickly passing us by, leaving American students ranked 30th in math, 23rd in science and 17th in reading. And higher performance on PISA can result in a boost to the U.S. economy as well. According to the OECD, if all OECD countries raised their PISA scores by 25 points over the next 20 years, the OECD gross domestic product would increase by $115 trillion over the lifetime of the generation born in 2010.

Quantitative and qualitative evidence sends a clear message: new skills are needed in a global digital age. On an individual level as well as at the national level, our economic success is at stake.

This isn't a time for reinventing the wheel. There are many school systems that have increased student skills markedly in a short time. In my next post, I will share some of the lessons learned.

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I want to continue with the theme of world languages, specifically focusing on Utah's dual immersion programs, which are among the best in the country.

Support for language learning has been strong for many years. As stated by Gregg Roberts, World Languages Specialist for the Utah State Office of Education, "Utah is a small state, so for us, economic development and participation in the global community are vital. With this in mind, we realized that developing global citizens is a requirement for Utah students. For its future economic success in the twenty-first century, Utah needs a global workforce that is multilingual."

In 2007, the Utah legislature funded the Critical Languages Program to support the growth of Chinese dual immersion programs across the state. Support has also been provided for K-12 dual immersion programs focusing on Spanish, Chinese, or French. In 2010, over fifty of these programs existed in the state with a goal to have over 100 dual immersion programs by 2015. One example, Eagle Bay Elementary school in Farmington, Utah, is a K-6 school catering to almost 1,000 students in a Spanish dual immersion environment. Consistently scoring above the district average, the school serves as a model to other programs in the state, receiving visits from more than thirty schools per year.

As you can see in the state's new video showcasing the immersion programs, parents, teachers, members of the state school board and legislature, as well as the Governor are excited and supportive of the program. They realize the opportunities it will bring to the state to keep it economically competitive—not just with neighboring states, but with countries around the world.

On another note, the annual ACTFL convention just finished in Denver a couple of weeks ago. ACTFL released their vision for Alignment of the National Standards for Learning Languages with the Common Core State Standards. View this document and give feedback on their website.

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