Global Citzens
Sharing Experiences
Worked well
Didn't work well
Lessons from the DEi Conference (Dan)
Global Competency is a lens through which teaching occurs. It has been reported as a foundation, a lens, a vehicle and an umbrella.
It is about focussing on empathy and understanding of other viewpoints (which is already a HASS skill!).
Whilst HASS content lends itself to the approach, it really is about pedagogy across all subject areas.
I found the concept of think-question-wonder useful for my practise and use this for starting each lesson (and used it above in Gapminder).
Reflections from Site Visits (Ryan)
Chris: Perspective. Shared four images that had multiple different interpretations. Used the structure of 'What do I see, What do I feel, What do I wonder." Students engaged well in the 'feel' and 'wonder' sections for each image. The source was New York Times 40 photos.
Students easily did the identification type tasks
Sam: Using inclusive language. Discussed a range of terms, such as gay. Then moved into First Nations terminology and language. Understood the cultural-historical baggage and how they influences speech. Variety of small activities to raise consciousness.
Dan: Intercultural TEEL. Used Gapminder as an entry for a practise TEEL paragraph writing task. Students then repeated the process for their Biomes assessment task, thereby completing a component of the task and allowing teacher to assess literacy
**Kathryn and Dave: E+B, Design Thinking. Students guided through design thinking process, which starts with empathy, definition, ideation then testing. MOD competition is around 'invisibility' and making it visible. Students needed to speak with groups and be active, not just using online resources.
Danyon: Connecting current to history. Used a series of images to demonstrate how Medieval Europe influences society today, e.g. farming, city construction, religion. 'What do you think is happening, What are similarities, How might this connect to the globe?' Throughout unit this allowed jumping back and forward in time and place.
Aiden: Fall of Rome, Empathy, Bias. Stations set up with the reasons that it occurred. Students wrote a paragraph on why this reason contributed to the Fall. Students then brainstormed existing knowledge on Goths, Franks, Huns, etc. They only could link Rome with pop-culture references. Teacher connected that Rome knowledge is relevant to Aus culture, also how other tribes didn't have written forms.
Students engaged in the skillset of HASS
Some students didn't engage/see the point
Generated higher-order thinking
Where do these activities go? Is it formative, an intro activity, or standalone?
Students could understand what they didn't know
Some activities allowed for pre-assessment, too
Fall of Rome when 'over the heads' for some students
Bell Work: embrace baby warmer activity. Cheaper than an incubator!
Play Pumps: playgrounds to pump water. But noone used the equipment and it was not useful - didn't empathise. Used two video sources to demonstrate empathy and the user.
Excursion to MOD
Real-world connections to other cultures
Assess their skills using intercultural understanding
I just want to do my assignment
Made aware of other cultures even in the classroom, let alone across the world
Claire: empathetic connection between present to history: What do you see? How is this connected to Black Death or COVID? Allowed students to see how the current pandemic is similar to the Black Death. Also mapped how pandemics spread and how people were blamed.
Students knew a lot about their local places and developed knowledge of other places
Distractions by the content and broad scope
Make clear what the destination is
Takeaway Messages
Make the destination or end-point of the activity clear
Emphasise empathy and perspective-taking/exploring
Make the connection to today and students lives obvious
Expose students to opportunity to unpack bias, individually and collectively
This framework is part of a broader wave of pedagogy, therefore the work we are doing is pioneering and experimental
QLD has defined Global Competence and a continuum for school. 22 schools trialed over two years.
Provided handouts on the Four Dimensions of Global Competence - these were connecting well to our experiments!
Round 1 SA schools showed tokenistic implementation rather than curricular or pedagogical changes
GC builds better students and citizens
Oksana: Crime and Punishment Currently. Connecting punishment to contemporary examples, such as Russian persecution of basketballer.