I scooped this content from the Flat Classroom Project Teacher Guide. In this handbook, teachers are given explanations of what the project is. The Flat Classroom Project promotes connectedness between students around the world, using technology. I have never done this in my own educational experience, so I was intrigued by this idea. In EDCI 397, we have discussed global competency’s stress on a flattened global economy. In a contemporary globalized society, it is crucial for globalization to be at the forefront of educational models. The Flat Classroom Project is one such example of this. In my future classroom, I would like to implement this idea of global communication. An example of this could be to converse over the internet with students of a country that we are studying in the classroom. This would support the idea of engagement and communication amongst the student body. The impact of this content on my future classroom has to do with formulating ideas of how to bring in a “flattened world” into my own educational agenda.
Welcome to another post that I know you will want to share and bookmark. As I travel the country I constantly have teachers ask me for places to find some engaging PBL ideas! Below you will find t...
Elizabeth Barnett's insight:
I found this compiled list of project-based learning websites to be extremely valuable to educators. This content called on two EDCI 397 ideas for me. First, one of the components of global competence is investigating the world. Project-based learning should not be limited to meaningful topics within one’s immediate environment. This list allows educators to investigate various ideas for project-based learning that have the potential to reflect various environments, societies, and issues. Second, on of the Whole Child Tenants we discussed inclusivity. As a future educator, I would like whatever project-based learning I implement in my classroom to consider the diverse student body I will be teaching. This content will allow me to find different project ideas that will hopefully represent all different students. As a result, this content impact my understanding in such a way that forced me to step outside my own, possibly narrow-minded, ideas for project-based learning in an effort to support diversity and inclusive engagement.
I have talked about the notion of "classroom teacher" vs. "school teacher" in posts before, and have begun to rethink this notion. Simply put, a "classroom teacher" is someone that focuses on their...
Elizabeth Barnett's insight:
This explanation of what it means to be a global teacher gives insight on how the global teacher’s role differs from that of the school and classroom teacher. According to the content, global teachers should care, and therefore make an impact, for all children and not just those in the educator’s immediate environment. My personal experiences in education mostly reflect concern and care for those children found within my singular school, so I am inspired by the idea of a global teacher reaching beyond the isolated school. In EDCI 397 we have heavily discussed the notion of global competency when making informed ideals about education. What this requires out of educators is to constantly consider the flattened global economy that currently defines our world. Therefore, my vision for my future classroom is one in which I am conscious of issues that connect all children. I want to construct a setting in my classroom that promotes collaboration, sharing, and contribution. Overall, this content impacted my understanding by giving me input on the overarching goals of a global educator.
I found this video explaining a class's project-based learning approach to homelessness in Portland, Maine to be extremely insightful. The class developed meaningful questions and concerns about homelessness, and proceeded to physically step out in the community to make more informed consensuses and observations. Lastly, the class developed beautiful multimedia presentations displaying their group findings. In my own experiences in education, homelessness was rarely explicitly discussed. The irony in that is that grew up right outside of a metropolitan area where homelessness is pervasive. It wasn't until later in my education and my personal research that I received more straightforward knowledge on homelessness and the multitude of aspects of it. I therefore appreciated this video in that it allowed students to collectively address issues surrounding homelessness within a school project. Furthermore, in EDCI 297, our class discussed the importance of a learning community that is dedicated to a common mission when approaching meaningful topics such as homelessness. In the Portland classroom, the students united as one learning community, as they interviewed homeless people together, critiqued each other’s written work, and developed multimedia presentations together. In this way, the students were working together in such a way that supported individual and overall learning. Concerning my future classroom, I think this video gave me ideas on meaningful topics to implement into project-based learning. I like the idea of choosing topics and questions that require a proactive stance on learning that allows students to find out information beyond the classroom. Therefore, this content had an impact on my understanding of project-based learning in that it gave me new insight on learning communities within the classroom and the meaning of project context.
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