Participate in Your PD: Globally Networked Professional LearningCourse Objectives:
Related Specialization:
Course Activities:
Required Work:
In order to earn the badge, you will submit the following pieces of evidence for peer review at the end of this course.
Global Lesson Plan – Media Center
Teacher
N. Pampilo
Grade
3-5
Subject
Technology and Information-Media – Global Integration
Date
October 2017
Directions
Copy and paste a standard below.
Skills are highlighted- that students need to “be able to do” and the concepts that students “must know” are underlined
3.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
3.RP.1 Apply a research process as part of collaborative research.
4-5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.
Determine relevant facts, from diverse cultures, and compare and contrast Philippine symbols with the United States.
Skills
(List Reasoning Students Must be able to Do)
Concepts
(List Knowledge Students Must Know)
Context
(List in what setting.)
Essential Questions:
What are the most significant or relevant information or facts about the Philippines?
What are other symbols that represent the unique culture and traditions of the Filipino people compared with other people around the world especially people in the United States or American culture?
What are the basic information that you can provide in a passport?
I Can:
- Determine relevant or significant facts and symbols.
- Compare and contrast symbols between the Philippines and the United States.
- Create a Philippine passport about the details of my mocked travel to the Philippines.
I DO – The teacher will give introduction and direction on the flow of the lesson and expectations during and after the lesson.
WE DO – The teacher will provide concrete examples of what students should do or provide specific examples then work with students to check whether the kids understand procedures, expectations, and output.
YOU DO TOGETHER (Collaborative Learning) – Students are given the chance to work together when they do research, they can do in small groups with an Ipad or with a buddy to help those who are struggling to follow direction and do the work independently.
YOU DO – Students will do the linoit writing activity independently and answer questions using google docs for their summative assessment.
10 Best Places in the Philippines – Video
Philippine Facts and Symbols
American Symbols
Philippine Flag
United States Flag
Abadeha: The Philippine Cinderella
Philippine Resources using Wikispaces
http://schoollibrarylessons.wikispaces.com/Philippines
Academic Vocabulary List (Tier 1, Tier 2, Tier 3)
Extract Essential Teaching Points (from “Concepts & Skills)
Vocabulary
Students must know to recount a story, passage and or relevant facts to retell it.
Students must know the difference between fiction and nonfiction.
Students must understand that we have a purpose of gathering facts and compare and contrast relevant facts.
Students must understand stories can teach a lesson or convey a message.
Students must identify cultural details which help convey the central message.
(All of this cannot be taught in one week-this could possibly last 2 or 3 weeks or more. I would also integrate additional informational texts during our global integration lesson in the media center to teach about the different cultures and might also integrate “Abadeha – Philippine Cinderella that I have chosen for my fictional text that will emphasize some Filipino culture in the story.)
Determine the Anchor Charts/visuals: Visualize the learning process
Before Reading: Possible Anchor charts are done with the students before during and after reading.
Assessment Blueprints (List question “stems” for the developing of formative/summative assessments)
Formative Assessment: Exit Ticket-Write on your sticky note or submit your finished work using a graphic organizer or write your comments or answer questions using linoit sticky note or participate to answer questions using kahoot or students create slide video presentation or express themselves using flipgrid.
Summative Assessment: Answer questions using google docs as a form of summative assessment or end of unit assessment.
Global PD Reflection Tool
Use this worksheet to find alignment between your existing PD plan and the Global Instructional Practices. This document is a template; to make your own copy that you can edit, click here. Then add your own copy to your collection for this course.
Year 1
Participate Courses
Alignment with Teaching Standards
Alignment with your PD Plan
Use this space to reflect on how the objectives, practices and teaching standards of the Participate courses will help you meet your own PD goals.
North Carolina Teaching Standards
Danielson Framework
ISTE Teaching Standards
Participate in Your PD: Teacher Driven Professional Learning
Objective: Leverage features of Participate platform to support global professional learning and development.
Global Instruction Practices:
Domain 4: Professional Responsibilities
5: Engage in Professional Growth and Leadership
*Continue building and establishing connections with other professionals through chats and discussion feature provided by participate.
*Maximize the use of collections and share them with colleagues.
*Create a Wikispaces of curated significant resources and for reflection and takeaways.
You Belong Here: Culturally Responsive Teaching and Learning
Objective: Establish a culturally responsive classroom environment so that everyone feels like they belong and can learn.
Global Instruction Practices:
Domain 2: Classroom Environment
4: Promote and model digital citizenship and responsibility
*Revisit digital citizenship and the rules of internet safety with the students periodically to consistently remind them of their responsibility as good digital citizen.
*Continue to emphasize that students should adhere to school rules and respect cultural diversity.
*Have a regular conversation with the students and ask for reflection on continuing global lessons to tackle empathy and relevance of the issue or fact and or information in understanding diverse culture and traditions and how the world works in general.
Ask About the World: Guiding Learning through Global Inquiry
Objective: Use the inquiry process to guide global and academic learning.
Global Instruction Practices:
Domains 1 & 3: Planning and Preparation; Instruction
1: Facilitate and Inspire Student and Creativity
*Create a passport to show students would be travel to places around the world with the basic information in it.
*Compare and contrast facts and symbols of countries around the world.
*Recount students learning, reflection and individual perspective about the lesson using kahoot, linoit sticky note writing activity online, google docs or slide video presentation or use of flipgrid to empower the students with a variety of choices that fit their needs and abilities.
Resources: (From #edchatie - Oct. 2 @ 3:30pm)
Digital Compass
Literacy Ireland
Why didn’t Assessment for Learning transform our schools?
Global Awareness Apps, Games, and Websites
Resources: (From #edchatde - Oct. 3 @ 2:00pm)
What kind of mindset do you have?
10 Benefits Of Inquiry-Based Learning
Other Resources From Edutopia:
Global Education
Global Education Resources
How to Go Global in Your Classroom
Global Education in the US and Finland
Education Everywhere: School Success Stories from Abroad
Global Education On a Dime: A Low-Cost Way to Connect
Global Language Education: Learning the Lingo
Teaching Students How to Make Global Impact
Seven Educators on Global Learning: Understanding the Importance of a Global Education
Creating Meaningful Global Connections
Reflection:
I am Nerisa Pampilo, Media Coordinator at Aurelian Springs Institute of Global Learning here in Halifax County Schools, North Carolina. Having global education as our focus in our teaching and learning with the kids is quite challenging and exciting for me. It's a never-ending quest for ways and strategies for our students to become more engaged and interested to learn new things about how the world works. Most of us if not all are overwhelmed when we started with the vision to go global. It’s also a bit of a challenge for all us because there is too much to learn and experience that the teachers and students have to engage significantly on both ways. However, it is very rewarding and a game changer for all of us especially with our students to elevate our level of teaching and learning activities and dig deeper to help our kids become better citizens of the country. I believe too that the world will certainly become a better place to live if all students across the world would be given a chance to understand people's diverse cultures, explore and investigate how the world works. It requires a great deal of communication, collaboration, and commitment for all members of the school community involved in the journey that was evident in the videos. As teachers and students developed our skills over and over from the start to a continuing two-way process of teaching and learning, everyone would be capable of having a smooth transition to establish global connections on any subject across the curriculum. I can feel the excitement and interesting atmosphere every time students learn new things about the world. It will be a game changer for all schools who ventured to embark on this journey to focus on global education so that our students would be well acquainted with the world.
I am Nerisa Pampilo, Media Coordinator at Aurelian Springs Institute of Global Learning here in Halifax County Schools, North Carolina. We had started our school's global initiative officially last year but I believe that the practice of incorporating some global aspects of our lesson has been existing, we just have to document it and put them in a higher level. One thing that helped me in my global instructional practices is joining participate. It gave me a lot of avenues to improve myself as a teacher through the variety of learning platform participate had provided as I joined each course. Even the chat experiences that I had in the previous months had enhanced my skills as an educator and as a learner that always has room for improvement. It also strengthened my communication, collaboration, and teaching competencies. I am very pleased with the way I was learning from many professional experts that I encountered in my previous chats and the readings from different articles and significant sources that I had curated in my Wikispaces.
You've been awarded a badge for completing Participate in Your PD: Globally Networked Professional Learning!
Globally Networked Learner
Sandra Bays commented on a resource
Learning Product for Participate in Your PD: Globally Networked Professional Learning
Hi Nerisa! My name is Sandra Bays. I'm a member of the peer review program and teach 4th grade at Elon Elementary. I look forward to reviewing and sharing feedback. Tks! Sandra
Sandra Bays commented on a resource
Learning Product for Participate in Your PD: Globally Networked Professional Learning
HI Nerisa, Congratulations on earning your global badge. I enjoyed reading you PD Alignment. I agree with teacher driven PD and think your ideas through chats and collections are great. Social Media outlets and connections are so valuable to educators PD growth. For the You Belong Here, have you thought about having your students make connections with the similarities and differences within your classroom and then venture out through Skype and google hangouts to learn more about diversity and culture? I love your focus on student reflection in the Guiding learning through Global Inquiry. Its so important to let student research explore and process findings. The impact is so much more meaningful when it has ownership. Congrats again and good luck in your global journey! Sandra
I really appreciate your thoughts and suggestions to make my practice more meaningful to the kids. Yes, I will take consideration all your recommendations especially on global inquiry that I will be focusing based on student-driven learning or inquiry-based learning that I just beginning to adopt in the media center. I already found it too fascinating and interesting for my kids to see them think of what they are curious about our topic Philippines as our startup lesson. I am also heading to that direction of having skype activities and dig deeper to uncover my students' diverse culture based on their own personal discoveries and findings within themselves then we will move forward exploring and investigating people's diverse culture around the world. Thanks a lot, Ms. Bays.
Click below to visit the resources:
Nerisa Pampilo earned the Globally Networked Learner badge on October 5, 2017.
- Understand what kinds of professional learning most effectively strengthen global teaching practices.
- Get a clear picture of what Participate online courses are like.
- Become familiar with the features and functions of the Participate Learning Platform.
- Reflect on how global instructional practices align with your own professional development goals.
Related Specialization:
Course Activities:
- Introduce yourself on the Participate platform (.5 hour).
- Investigate best practices of global professional learning (1-2 hours).
- Find and organize relevant resources and build your first collection (1 hour).
- Connect with your your PLC or extended PLN and share resources and ideas about professional learning (1 hour).
- Explore and experiment with the different features of the platform (2.5 hour).
- Align your own professional development plan with global instructional practices (2 hours).
- Reflect on your growth as a global educator (1 hour).
Required Work:
In order to earn the badge, you will submit the following pieces of evidence for peer review at the end of this course.
- Discussion Post.
- Learning Collection.
- Global PD Alignment Tool.
- Reflection.
- 10 hours.
Global Lesson Plan – Media Center
Teacher
N. Pampilo
Grade
3-5
Subject
Technology and Information-Media – Global Integration
Date
October 2017
Directions
Copy and paste a standard below.
Skills are highlighted- that students need to “be able to do” and the concepts that students “must know” are underlined
3.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.
3.RP.1 Apply a research process as part of collaborative research.
4-5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.
Determine relevant facts, from diverse cultures, and compare and contrast Philippine symbols with the United States.
Skills
(List Reasoning Students Must be able to Do)
Concepts
(List Knowledge Students Must Know)
Context
(List in what setting.)
Essential Questions:
What are the most significant or relevant information or facts about the Philippines?
What are other symbols that represent the unique culture and traditions of the Filipino people compared with other people around the world especially people in the United States or American culture?
What are the basic information that you can provide in a passport?
I Can:
- Determine relevant or significant facts and symbols.
- Compare and contrast symbols between the Philippines and the United States.
- Create a Philippine passport about the details of my mocked travel to the Philippines.
I DO – The teacher will give introduction and direction on the flow of the lesson and expectations during and after the lesson.
WE DO – The teacher will provide concrete examples of what students should do or provide specific examples then work with students to check whether the kids understand procedures, expectations, and output.
YOU DO TOGETHER (Collaborative Learning) – Students are given the chance to work together when they do research, they can do in small groups with an Ipad or with a buddy to help those who are struggling to follow direction and do the work independently.
YOU DO – Students will do the linoit writing activity independently and answer questions using google docs for their summative assessment.
10 Best Places in the Philippines – Video
Philippine Facts and Symbols
American Symbols
Philippine Flag
United States Flag
Abadeha: The Philippine Cinderella
Philippine Resources using Wikispaces
http://schoollibrarylessons.wikispaces.com/Philippines
Academic Vocabulary List (Tier 1, Tier 2, Tier 3)
Extract Essential Teaching Points (from “Concepts & Skills)
Vocabulary
- Independence
- Justice
- Valor
- freedom
- blood
Students must know to recount a story, passage and or relevant facts to retell it.
Students must know the difference between fiction and nonfiction.
Students must understand that we have a purpose of gathering facts and compare and contrast relevant facts.
Students must understand stories can teach a lesson or convey a message.
Students must identify cultural details which help convey the central message.
(All of this cannot be taught in one week-this could possibly last 2 or 3 weeks or more. I would also integrate additional informational texts during our global integration lesson in the media center to teach about the different cultures and might also integrate “Abadeha – Philippine Cinderella that I have chosen for my fictional text that will emphasize some Filipino culture in the story.)
Determine the Anchor Charts/visuals: Visualize the learning process
Before Reading: Possible Anchor charts are done with the students before during and after reading.
Assessment Blueprints (List question “stems” for the developing of formative/summative assessments)
Formative Assessment: Exit Ticket-Write on your sticky note or submit your finished work using a graphic organizer or write your comments or answer questions using linoit sticky note or participate to answer questions using kahoot or students create slide video presentation or express themselves using flipgrid.
Summative Assessment: Answer questions using google docs as a form of summative assessment or end of unit assessment.
Global PD Reflection Tool
Use this worksheet to find alignment between your existing PD plan and the Global Instructional Practices. This document is a template; to make your own copy that you can edit, click here. Then add your own copy to your collection for this course.
Year 1
Participate Courses
Alignment with Teaching Standards
Alignment with your PD Plan
Use this space to reflect on how the objectives, practices and teaching standards of the Participate courses will help you meet your own PD goals.
North Carolina Teaching Standards
Danielson Framework
ISTE Teaching Standards
Participate in Your PD: Teacher Driven Professional Learning
Objective: Leverage features of Participate platform to support global professional learning and development.
Global Instruction Practices:
- Connecting with networks beyond the classroom.
Domain 4: Professional Responsibilities
5: Engage in Professional Growth and Leadership
*Continue building and establishing connections with other professionals through chats and discussion feature provided by participate.
*Maximize the use of collections and share them with colleagues.
*Create a Wikispaces of curated significant resources and for reflection and takeaways.
You Belong Here: Culturally Responsive Teaching and Learning
Objective: Establish a culturally responsive classroom environment so that everyone feels like they belong and can learn.
Global Instruction Practices:
- Promoting empathy.
- Building relevance.
Domain 2: Classroom Environment
4: Promote and model digital citizenship and responsibility
*Revisit digital citizenship and the rules of internet safety with the students periodically to consistently remind them of their responsibility as good digital citizen.
*Continue to emphasize that students should adhere to school rules and respect cultural diversity.
*Have a regular conversation with the students and ask for reflection on continuing global lessons to tackle empathy and relevance of the issue or fact and or information in understanding diverse culture and traditions and how the world works in general.
Ask About the World: Guiding Learning through Global Inquiry
Objective: Use the inquiry process to guide global and academic learning.
Global Instruction Practices:
- Giving students participatory agency.
- Guiding reflection and metacognition.
Domains 1 & 3: Planning and Preparation; Instruction
1: Facilitate and Inspire Student and Creativity
*Create a passport to show students would be travel to places around the world with the basic information in it.
*Compare and contrast facts and symbols of countries around the world.
*Recount students learning, reflection and individual perspective about the lesson using kahoot, linoit sticky note writing activity online, google docs or slide video presentation or use of flipgrid to empower the students with a variety of choices that fit their needs and abilities.
Resources: (From #edchatie - Oct. 2 @ 3:30pm)
Digital Compass
Literacy Ireland
Why didn’t Assessment for Learning transform our schools?
Global Awareness Apps, Games, and Websites
Resources: (From #edchatde - Oct. 3 @ 2:00pm)
What kind of mindset do you have?
10 Benefits Of Inquiry-Based Learning
Other Resources From Edutopia:
Global Education
Global Education Resources
How to Go Global in Your Classroom
Global Education in the US and Finland
Education Everywhere: School Success Stories from Abroad
Global Education On a Dime: A Low-Cost Way to Connect
Global Language Education: Learning the Lingo
Teaching Students How to Make Global Impact
Seven Educators on Global Learning: Understanding the Importance of a Global Education
Creating Meaningful Global Connections
Reflection:
I am Nerisa Pampilo, Media Coordinator at Aurelian Springs Institute of Global Learning here in Halifax County Schools, North Carolina. Having global education as our focus in our teaching and learning with the kids is quite challenging and exciting for me. It's a never-ending quest for ways and strategies for our students to become more engaged and interested to learn new things about how the world works. Most of us if not all are overwhelmed when we started with the vision to go global. It’s also a bit of a challenge for all us because there is too much to learn and experience that the teachers and students have to engage significantly on both ways. However, it is very rewarding and a game changer for all of us especially with our students to elevate our level of teaching and learning activities and dig deeper to help our kids become better citizens of the country. I believe too that the world will certainly become a better place to live if all students across the world would be given a chance to understand people's diverse cultures, explore and investigate how the world works. It requires a great deal of communication, collaboration, and commitment for all members of the school community involved in the journey that was evident in the videos. As teachers and students developed our skills over and over from the start to a continuing two-way process of teaching and learning, everyone would be capable of having a smooth transition to establish global connections on any subject across the curriculum. I can feel the excitement and interesting atmosphere every time students learn new things about the world. It will be a game changer for all schools who ventured to embark on this journey to focus on global education so that our students would be well acquainted with the world.
I am Nerisa Pampilo, Media Coordinator at Aurelian Springs Institute of Global Learning here in Halifax County Schools, North Carolina. We had started our school's global initiative officially last year but I believe that the practice of incorporating some global aspects of our lesson has been existing, we just have to document it and put them in a higher level. One thing that helped me in my global instructional practices is joining participate. It gave me a lot of avenues to improve myself as a teacher through the variety of learning platform participate had provided as I joined each course. Even the chat experiences that I had in the previous months had enhanced my skills as an educator and as a learner that always has room for improvement. It also strengthened my communication, collaboration, and teaching competencies. I am very pleased with the way I was learning from many professional experts that I encountered in my previous chats and the readings from different articles and significant sources that I had curated in my Wikispaces.
You've been awarded a badge for completing Participate in Your PD: Globally Networked Professional Learning!
Globally Networked Learner
Sandra Bays commented on a resource
Learning Product for Participate in Your PD: Globally Networked Professional Learning
Hi Nerisa! My name is Sandra Bays. I'm a member of the peer review program and teach 4th grade at Elon Elementary. I look forward to reviewing and sharing feedback. Tks! Sandra
Sandra Bays commented on a resource
Learning Product for Participate in Your PD: Globally Networked Professional Learning
HI Nerisa, Congratulations on earning your global badge. I enjoyed reading you PD Alignment. I agree with teacher driven PD and think your ideas through chats and collections are great. Social Media outlets and connections are so valuable to educators PD growth. For the You Belong Here, have you thought about having your students make connections with the similarities and differences within your classroom and then venture out through Skype and google hangouts to learn more about diversity and culture? I love your focus on student reflection in the Guiding learning through Global Inquiry. Its so important to let student research explore and process findings. The impact is so much more meaningful when it has ownership. Congrats again and good luck in your global journey! Sandra
I really appreciate your thoughts and suggestions to make my practice more meaningful to the kids. Yes, I will take consideration all your recommendations especially on global inquiry that I will be focusing based on student-driven learning or inquiry-based learning that I just beginning to adopt in the media center. I already found it too fascinating and interesting for my kids to see them think of what they are curious about our topic Philippines as our startup lesson. I am also heading to that direction of having skype activities and dig deeper to uncover my students' diverse culture based on their own personal discoveries and findings within themselves then we will move forward exploring and investigating people's diverse culture around the world. Thanks a lot, Ms. Bays.
Click below to visit the resources:
Nerisa Pampilo earned the Globally Networked Learner badge on October 5, 2017.