-Grade 4 boys, 2004, Virginia

March is upon us and anyone knows that this is a huge month in education, especially literacy. It is Reading Month.  We celebrate Read Across America in the states, Read Across the Gulf in the Middle East, and World Read Aloud Day globally. The first of the 3Rs (Reading) remains just as important today as ever before. Of course with the rise of video games and the Internet reading has changed.  As educators, parents, and stakeholders it is our job to make sure we meet students where they are. What does reading look like in their world? What is important for them to read? What do they want to know more about that can only be retrieved via  text? Below I reflect on two of my favorite reading scenarios as a primary reading teacher.

The quote above stems from when I was a new grade four (year 5) teacher mid-year in Fairfax County, Virginia. I had a class of mostly boys. During my first week I listened closely to gather information about them and their interests. Many talked widely about video games they played at home. So I invited them to bring in the related books to go along with their video games. They did bring in these informational texts. This was introduced as something they could read during independent reading time. They were shocked. Usually these books would be confiscated by other teachers. But in our reading workshop these video game books constituted reading. It was text, something of interest, and they would use the information with a purpose.  Would they read it everyday? No. As they knew the ritual of having a healthy reading balance of fiction, nonfiction, poetry, etc. as modeled by the teacher.

Another one of my favorite stories emerged from teaching grade five (year 6) Flint, Michigan. In a co-taught class of students my colleague and I constantly sought ways to engage all students in reading and books. Many of the boys were in love with the basketball player Michael Jordan. So my mother found six biographies and donated them to our classroom.  Whenever there were new books added we would share them in the morning and tell where in the classroom library these books would be added. On the day Michael Jordan arrived in the classroom he was immediately popular. So popular that we had our own “reading war” as two students wanted to obtain the final copy during independent reading time. This almost resulted in a fight but the students calmed down. Imagine two boys almost fighting over who would get to read the Michael Jordan book first.

So…. how do we engage 21^st century learners in literacy? Is literacy about us as adults or about the students? Do we ask them what they want to read about? What they want to have read to them? Are we listening for what they directly and indirectly share about themselves as readers? Are they able to BYOT or bring your own text? Is this done consistently?  How do you engage all readers? What are some of your favorite reading stories from the classroom?

For more on the upcoming reading events visits the sites below…

Read Across the Gulf http://www.facebook.com/pages/Read-Across-the-Gulf/152381474825524?sk=wall&filter=12

Read Across America http://www.nea.org/grants/886.htm

World Read Aloud Day http://litworld.org/worldreadaloudday

KDSL – Know.Do.Serve.Learn Global Education Collaboration Services, based in the states and abroad, is looking to provide internships throughout the year. KDSL partners with organizations worldwide to increase student achievement, teacher knowledge, and education leadership. The virtual internship will be diverse and challenging. Responsibilities will include:

1. Research. Primary topics of interest for KDSL are: school development, global learning, innovation, curriculum, instruction, assessment, and professional learning. KDSL is seeking an intern with experience and interest in the education field who can perform high-quality research and write clearly. Research tasks would include crafting weekly reports using a wide range of sources.

2. Writing.  KDSL is devoted to sharing and collaborating with K-16 education stakeholders worldwide. This is done via the KDSL Blog, Facebook, Twitter, and newsletter. A KDSL intern would have the opportunity to contribute to these various sources.

3. Leadership. There are many opportunities to learn and expand leadership skills within the organization.

KDSL seeks a resourceful, intelligent, detail-oriented, hard-working individual (college aged-student preferred) who is capable of excelling in an intellectually stimulating work environment. Research experience is desired, strong writing skills a must and Internet experience greatly welcome. The time commitment is 5-10 hours a week for this virtual internship to begin in January 2012 for 3-6 months. This internship can be used to gain college credit or as an independent study. Please browse the KDSL weblog at www.kdsl.wordpress.com and the website at www.knowdoservelearn.org for more information about the organization.

KDSL is an equal opportunity employer. Individuals interested in a fall, winter, spring, or summer internship should send a cover letter, resume, 2 references, and a writing sample to: KDSL2007@gmail.com by January 31, 2012 at 5pm EST. Interviews will occur on Skype.

KDSL and EDspired are teaming up to host a virtual book study beginning in January 2012.  We will be reading Uncertainty by Jonathan Fields.  If you would like to join us, comment below and we will share more information with you by email.

For more information about the book check out: http://www.theuncertaintybook.com/

For more on EDspired visit: http://edspired.wordpress.com/

Below Adam responds to questions on global learning.

In your own words, how would you describe what global learning is?

Global learning to me means a learning experience that has no boundaries.  It’s not defined by time, by technology limitations or by subjects.  It is learning at its purist state.  It’s recognizing our ability to learn is one of the greatest gifts we have and it should be shared.

I always use writing as an example since I was once a writing teacher.  Back when we were in school we wrote for who? Our teacher- our research paper was handed in…and if we had a decent grade we would show our parents.  We were simply writing for a grade. Today our students (and us for that matter) can write for an audience.  This audience may be our classmates, a school down the road or anyone on the worldwide web.

Take that research paper you wrote on honeybees. You found three sources and cited a few magazines you found in the library.  Rewrite that today with a global mindset.

That research could ultimately help in finding ways to protect the honeybee. which is essentially going extinct.  Students archive their research to revisit when they are older, students blog about their findings or work with honeybee farmers across the globe to help educate others about the honeybee.

Student engaged in global learning approach their work with a different mindset. Knowing they are producing information and not just taking in what the teacher provides.

Global learning is finding problems, working with others to come up with solutions to those problems and using what knowledge you have to make changes to better our environment, our outlook on the future and our overall quality of life.

This can and should be applied across all disciplines.

What was your experience at Harvard University’s Global Learning Forum (HGLF) this year like?

HGLF was one of the best experiences I’ve have had in my career thus far.  To sit in a room (on Harvard’s campus) with 100 other educators from around the globe and discuss issues in K-16 education was amazing.  I was by far not the most intelligent person in the room so I used that opportunity to gain perspectives from people that have researched education and social topics for many years.

One aspect of the forum I appreciated is we did not spend every minute on education but every topic could be brought into the classroom.  The most intriguing panel and discussion was wrapped around research on families of poverty.  The speakers did not once mention school, or education but it was presented in such a way I left feeling I had to change a few things we did to make sure all students were ready to learn.  They did a nice job of framing what social justice was and how every educator is in the position of power when it comes to making a difference.

Again- Global learning!!

What would you say are those things that 21st century students need to be successful?

I believe the successful people in the 21^st century will have the same qualities about them as successful people in the 20^th or 19^th century (and beyond).

It looks different in 2011 however than it may have in 1911 or 1811.  My parents were blue collar, hard working people from Flint, Michigan.  They provided for us three boys, adopted my sister from Korea, and are enjoying retirement.  They were able to do this because they worked hard, did their job and benefited from the work that generations before them did to ensure jobs and protection (unions) in Flint and across the state of Michigan.

I would argue my kids need to learn not from my parents, but my grandparents and great grandparents.  My great grandma lived through the depression and saved every dollar she had until she passed. While my grandpa worked at a local glass company and ended up buying it after the war to see it become a million dollar business.  My parents were successful in their time but my kids (our students) live in a different time.

The first and foremost quality every student must have to be successful is a growth mindset (see Dweck)

This mindset does not allow one to be satisfied with the status quo nor does it allow one to give up if they experience failure.  This can be “taught” and practiced and should be in every school/family.

The ability to adapt is huge.  My parent’s generation did not have to adapt, but generations today and in the future will have to adapt to the ever changing technology, the global market and the fact that good jobs are and will be harder to secure.

Creative minds- Schools must allow this and must find ways to STOP squelching creativity.

How would you describe the role of administrators in facilitating global learning?

Administrators have two jobs, to manage and to lead.  When it comes to global learning I have found leading to be more crucial.  Once mindsets change and a staff is working in a global environment- a principal can start to manage the opportunities and experiences.  For example, as the building leader, I was able to manipulate our schedule and rearrange staff this year to provide global learning opportunities for our students outside of the normal class time.  These electives also give our teachers the permission to play around and take risks without them feeling they have to jeopardize the districts expectations of content. In a way this was leading through management!

When it is all said and done administrators need to make a choice of what will be the most important message given.  What do meetings look like? What does he or she want to see when they visit classrooms?  Administrators can shape the environment.

For more of Adam’s work on building a global learning environment

Adam’s blog: http://www.adamhartleybcs.blogspot.com/

Facebook: Adam Hartley-2^nd Street Pioneers

School website: http://www.bcsonline.info/

Twitter: @ajhartleybcs

World Class Education News

         http://worldclassednews.com

We are a small group of passionate global educators who recognize the need to stay informed about world-class educational practices, models, and issues from around the world to be effective in our daily work. Having lived and worked in multiple countries throughout the Middle East, North America, and Southeast Asia, we have discovered that we are not alone in feeling overwhelmed with the wealth of information and the isolation from other practitioners in the field.

Vision:

To close the gap in knowledge about world-class education models and practices and implementation of world-class practices in education.

Mission:

It is the mission of WCEN to become a premier place for educators and those passionate about education to stay informed about world-class educational models, issues, and practices, and to network with one another for sharing ideas, discussing solutions, and developing careers in global education.

Follow us on:

Facebook http://tinyurl.com/7eshyr2

Twitter http://tinyurl.com/75pb259

Will We Not Need Teachers in the Near Future?

As technology marches on to new leaps and bounds, many people wonder what this means for our educational process. Students already use computers as a learning aid, for networking and information, and are increasingly enrolling in online classes. Technology in the classroom and online learning platforms are easy to imagine, since they’re so integrated with the way we function in society today. But is it possible in the near future that the computer will be able to replace the teacher in the classroom? Perhaps in a few hundred years if automatons have been created, but for now technology is simply something teachers can harness to further enrich their instruction.

Let’s Not Forget Empathy

While computers and other fantastic technology can be a great resource for students and teachers alike, in order to properly conduct a classroom and interact with students, some degree of empathy is needed. Children are unique individuals who need patience and understanding from their teachers on a human level.

For example, a teacher may take a student aside who does not understand long division properly and show him or her a less conventional method to aid in teaching. Thousands of mnemonics are available for educational subjects and all have unconventional teaching methods surrounding them. This is likely something a computer would not be programmed to do within the classroom. Similarly a computer would not be able to encourage and emotionally support the student through this learning process.

Aside from the sheer aspect of learning, students need to feel as though they have mutual trust from their educators. While they are a form of authority, they are also outside the familial circle. It’s highly unlikely that this same bond would form with a computer leading the classroom because it’s impossible for a computer to cope with a young student. Technology doesn’t have the emotional capacity to relate with a student or give advice if they need someone to confide in.

Using Technology as a Tool

As the instructor directs the flow of learning, it’s highly unlikely that teachers will cease to be needed. However, the teaching style for these instructors is set to rapidly change throughout the next 10 years as technology moves forward so quickly. A good example of this is looking at how technology has advanced over the past 40 years in education.

Books have long been a staple in the classroom but because of their static nature, new books must be bought every few years at the cost of the district, which can be considerable. For example,modern history was not taught in history classes because the books were a few years old. Many students growing up in the era of the Gulf War have little idea why that war was fought because it was not discussed in their history books at the time.

With the advent of technology, teachers and other educators can begin replacing textbooks with less expensive, more dynamic learning aids such as computers and tablets. Computers are connected to our world, which is ever-changing. Classes designed to teach current events can now become even more current thanks to technology.

Of course, there are others who disagree and believe that technology can in fact replace teachers in the near future. For example, Sugata Mitra, who is an educational researcher, created a popular method of computer based learning called Hole-in-the-Wall Education Limited (HiWEL). HiWEL is a computer based learning station that requires students to learn in an unsupervised environment. It has become so effective that the Government of Delhi in India set up 30 of Mitra’s learning stations around the country and its popularity continues to grow. This is just one example in which students are able to learn without the aid of a teacher and the technology is still developing.

By using technology as an aid in the educational process, more students can be exposed to the world around them through a traditional classroom instead of learning about the world from the Egyptians to World War II. While these periods in history are an important part of shaping the human race, more focus on the world as it is developing needs to be heeded in the classroom and technology is definitely the answer to this problem. As such, technology will most definitely be a considerable aid in the classroom’s future, but it will likely never be a replacement for teachers themselves, who are able to express human empathy and concern.

Lindsey Wright
http://www.onlinecollegeclasses.com

Global Education Conference

Streaming Live Online

November 14-18, 2011

Week-long, world-wide event featuring sessions and keynote addresses highlighting ideas and projects that inspire action in an increasingly connected world

October 22, 2011 – The second annual Global Education Conference, a week-long event bringing together educators and innovators from around the world, will be held Monday, November 14 through Friday, November 18, 2011. The entire conference will be broadcast online for free using the Blackboard Collaborate platform (formerly known as Elluminate/Wimba).

The Global Education Conference is a collaborative, world-wide community initiative involving students, educators, and organizations at all levels. It is designed to significantly increase opportunities for building education-related connections around the globe while supporting cultural awareness and recognition of diversity.

The conference seeks to present ideas, examples, and projects related to connecting educators and classrooms with a strong emphasis on promoting global awareness, fostering global competency, and inspiring action towards solving real–world problems. Through this event, it is our hope that attendees will challenge themselves and others to become more active citizens of the world. Let us learn, question, create, and engage in meaningful, authentic opportunities within a global context!

Last year’s conference featured 387 sessions and 60 keynote addresses from 62 countries with over 15,000 participant logins. Sessions were held in multiple time zones and multiple languages over the five days, and are currently archived as a standing educational resource at http://globaledcon.weebly.com/recordings.html.

For further information, please join our network at http://globaleducationconference.com and follow us on Twitter (@GlobalEdCon) and conference related tweets using the hashtag #GlobalEd11.

For more information, contact:

Steve Hargadon

hargadon@gmail.com

Lucy Gray

lucy@lucygrayconsulting.com

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