|
DisclaimerThe views herein are those of the author and do not represent the US State Department nor the professionals at the International Research and Exchanges Board. |
Why teach globally? It is a big shift for most of us and it takes a lot of work and mental effort to reframe your classroom in this way. But, if you teach in Portland, Maine, like I do, the reasoning is clear. The world has come to us. Students from hundreds of countries speaking many dozens of languages have breathed new life into our district. They have already seen how interconnected we are to other peoples and other countries. Connecting your lessons and your learning targets to the reality of a small world after all is a way of recognizing what's already true, not creating anything new.
What does it mean to teach globally? You can teach many of the same topics and lessons. But, the framework through which you will present them and ask students to grapple with your big ideas shifts. Everything you do will help students practice the essential skills of good global citizens: investigating the world, recognizing perspectives, communicating ideas, and taking action.
We are already on our way in Portland. Harvard University's Project Zero team conducted its World in Portland project over the course of several years and trained many local teachers the key principals of global education. We have sister-city exchange programs with Russia and Japan. Now, we have the resources of the State Department on our side in the form of Teachers for Global Classrooms. Contact me, David Hilton, for more information.
---
This guide was developed by David Hilton, a social studies teacher at Lyman Moore Middle School in Portland, Maine, as part of the US State Department's Teachers for Global Classrooms initiative. It includes connections and materials to enhance the globally focused teaching you are already doing or to take the first step toward transforming your classroom. Please contact Mr. Hilton for personal assistance adapting these resources.
|
DisclaimerThe views herein are those of the author and do not represent the US State Department nor the professionals at the International Research and Exchanges Board. |