Standards Based Global Education Update
Since these Speaking & Listening Standards are skill-based and could be applied to a range of subjects, I will be adapting them for use in my 8th grade “Perception” unit, which will be taught in Exploration, an interdisciplinary subject.
Standard #1: College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration: CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integration of Global Education
Specific Lesson Plan Modifications for Global Competencies
Informal Outcome Assessments
Standard #2: College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas:
Integration of Global Education
Specific Lesson Plan Modifications for Global Competencies
Informal Outcome Assessments
Standard #1: College and Career Readiness Anchor Standards for Speaking and Listening
Comprehension and Collaboration: CCSS.ELA-LITERACY.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Integration of Global Education
- Students will engage in both online and in-person class discussions around such topics of race, gender, socioeconomics, etc.
- Students will recognize that different individuals approach these topics with different understandings and perspectives, depending on background and experience.
- Discussion questions will be framed in a global context, with examples used from countries outside the U.S.
- (Potential) Students will engage in a virtual conversation (via Skype or other medium) with a class in another country, discussing and contrasting how topics such as race, gender, etc. are portrayed differently in other societies.
Specific Lesson Plan Modifications for Global Competencies
- Students will investigate how identity-qualifiers such as race, gender, etc. are portrayed by mass media, both in the U.S. and abroad.
- Students will consider how their personal background and experience impact their sense of identity, and how they view “others.”
- Students will communicate their opinions and listen with an open-mind to classmates with diverse opinions.
- Students will use platforms such as video, social media, and in-person presentations to take action to change and challenge stereotypes about racial, ethnic, socioeconomic groups, etc.
Informal Outcome Assessments
- Students will participate in rich, engaging, and respectful dialogues with their classmates, both through an online forum and in-person.
- Students will become aware of diverse perspectives amongst their classmates, and in the larger society.
Standard #2: College and Career Readiness Anchor Standards for Speaking and Listening
Presentation of Knowledge and Ideas:
- CCSS.ELA-LITERACY.CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCSS.ELA-LITERACY.CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
Integration of Global Education
- Students will view and present media sources from both the U.S. and abroad, to establish a misconception or stereotype of how a group or population is commonly depicted.
- Students will elicit empathy and understanding from their audience for diverse groups, some of which may previously have been regarded as “other.”
- Students will include an assessment of how their personal views and judgements have shifted.
Specific Lesson Plan Modifications for Global Competencies
- Students will present multiple perspectives/interpretations of the same issue.
- Students will understand historical and global context (slavery, racism, patriarchal societies) of current social issues in the United States.
- Students will incorporate multiple digital formats into their presentation (Thinglink, Prezi, etc).
- Students will have the option of using a worldwide platform like Facebook, Instagram, etc. to disseminate their cause marketing campaign.
Informal Outcome Assessments
- Students will create and deliver a multimedia presentation that contains evidence of the stereotype they wish to challenge, rationale for the techniques they employed to create their cause marketing campaign, and an assessment of the impact of their campaign on changing perceptions.