Can policymakers overcome partisan bickering in the service of language immersion programs? Aiden Fleming, Legislative Liaison for the Arizona Department of Education, tells how it happened in Arizona and shares three strategies you can use in your community.
Classrooms and teachers can go global with Twitter. Try one or more of these 12 ideas to Tweet your way around the world.
Worldwide competitive events provide multiple opportunities to explore global content such as international relations, geography, economics, the origin and history of games, and the qualities of collaboration and sportsmanship. Terri Marini of MindWorks Resources explains how she teaches youth to investigate the world by asking questions about the World Cup.
American disinterest in acquiring language skills to adapt to linguistic and cultural situations in which they find themselves is hurting an entire nation's likelihood of maintaining a predominant role in 21st century world matters. World interconnectedness coupled with the savvy of other world powerhouses has dictated that English is no longer the language needed to join the exclusive and elusive club of success and opportunity.
Globally focused teachers create a place where students learn science from interdisciplinary and global perspectives. Using a science curriculum with global case studies engages students in problem-based learning tasks and scientific investigations founded on research in scientific literature.
By deeply diving into the core tenets of global competence, Denver Center for International Studies students find that learning is engaging and relevant, while preparing them for college, careers, and the global society they will graduate into.
We share ten strategies to help districts create an effective system of professional learning for teachers.
We know that by bringing global perspectives to the classroom, we can engage students at a deeper level. Today Shawna Bryce shares tips to help design projects that include real-world, global aspects.
Seven teacher leaders have co-authored a new report entitled "A Global Network of Teachers and Their Professional Learning Systems." Representing Seattle, Toronto, Denver, Shanghai, Singapore, and Lexington, they offer recommendations for how school systems can better structure and support professional learning for teachers.
As cultural comparisons among educational systems have taken center stage in the media and educational research, a fundamental question can be asked: What distinguishes quality educational systems across the world? This post looks at the similarities and differences in the beliefs and practices of national award-winning teachers in the United States and China.