Please enable JavaScript.
Coggle requires JavaScript to display documents.
The Global Pandemic as Learning Opportunities about the World: Extending…
The Global Pandemic as Learning Opportunities about the World: Extending School Curriculum 
- Engaging in
Global Literacy Practice
Purpose: To promote students’ awareness that the world is interconnected through literacy activities (Yoon, 2016; Yoonet al.,2018).
Specific example:
Recognize the global issue
Invite students to:
:red_flag: Gather basic information of the pandemic through an Internet search.
:red_flag: Conduct critical research (WHO, CDC, PBS, JHU)
:red_flag: Find out other fundamental information about virus.
(Origin and infected countries.)
Extend School Curriculum
:red_flag: Compare the first dates of confirmed case, testing kit and mask, identified cases among countries.
:red_flag: Affords a natural topic to take across content areas.
a. English language arts (e.g., reading about the virus and discussing it).
b. Mathematics (e.g., comparing death rates with other countries)
Examine the role of world community for the good of humanity
:red_flag: Educator promote exploration about preventions, elements influenced of each country's government to cope with tehe virus.
Definition: The practice that focuses on promoting global perspectives as a way to understand “self” and “others” around the world (Hanvey, 1976)
- Engaging in Critical Literacy Practice
Definition: The practice that focuses on promoting students’ critical consciousness about the world.
Purpose: To read the world as active agents, not as passive readers.
:<3: Raising students’ critical consciousness about the world and the local areas where they live.
Specific example:
Invite students to:
:red_flag: Pose :check: questions about the world, :green_cross: simply accepting it.
:red_flag: Discuss about relation to regulations and bans that has applied to individuals’ lives during the pandemic.
Educators
:red_flag: Using discussion formats that
promote dialog around real world challenges with pandemic.
(e.g., the fight over of hoard supplies stored - toilet paper)
Extend School Curriculum
:red_flag: English language arts (e.g., reading and critiquing news media contet on the coronavirus)
:red_flag: Mathematics (e.g., reviewing and comparing the statistics on the shortage of essential goods with other countries through graphs)
Purpose of article: Offer middle grades educators with suggestions on how to use the global pandemic for young adolescents’ learning opportunities to critically analyze the complexities of living in an interconnected world.
-
Background:
:warning: The outbreak of the COVID-19 pandemic forcefully interrupted schooling globally.
:warning: Teachers were confused and unprepared to cope with this sudden reality.
:warning: Kesson (2020) points out in her recent essay in Middle Grades Review, the current enforced “unschooling” situation might provide students with different learning opportunities.
:warning: Global awareness absents in public school curriculum in the US.
- Engaging in
Multicultural Literacy Practice
-
-
Specific examples:
Educators promote students to:
:red_flag: Understand that all countries’ cultural practices are different.
(e.g., the use of facial coverings, reacts to the starting of novel virus)
:red_flag: Compare the issue of wearing masks in public places
:red_flag: Analyzing and reflecting on issues of discrimination in the midst of the coronavirus crisis.
Extend School Curriculum
:red_flag: English language arts (e.g., reading and discussing the connotation of wearing masks in each country)
Inviting students to achieve diversity, justice, and equity.
Middle grades educators can integrating global and multicultural dimensions into literacy teaching and learning)
-
-
-