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Josephine Dervan
I became interested in global education because my school is the home of the district’s English as a Second Language program. Many of our students are coming from new locations around the globe. I felt that by focusing on global education our new immigrants would feel more at home and our student body would be more accepting of them. Primary Resources:
Global Education Education/Strategies: Everyday Life in South Africa Grade Level – grades 3rd to 5th Duration- 8 weeks Subject- Language Arts, Technology, Social Studies Materials- Internet, e-mail, globes, maps Method- A group of Third graders in my school exchanged e-mail with students in a school in East London, South Africa. In the messages, the students exchanged information about their schools, their social life and holidays in each country. Our students studied the geography of East London by using maps, globes, the Internet and books about the country. A web page was set up on our school’s website about the experience. It is at: http://www.marsd.k12.nj.us/st/3GRInternetProject/3gintproj.htm How Does It Sound in French?
Grade Level- K through 3rd Duration- one class period per book Subject- World Languages, Language Arts
Materials- French copies of classic American picture books and the corresponding American books Method- While we were on different vacation trips to Paris. My daughters and I have purchased French versions of classic picture books. I read the American version to the students and then I read the French version. The students compare the two versions of each book with regard to rhyme, meter, sound and content. The books in this collection include Madeline by Bemelmans, The Little Red Hen by Byron Barton, Jumanji by Van Allsburg, The Very Hungry Caterpillar by Eric Carle, Good Night Moon by Margaret Wise Brown and Frederick by Leo Lionni. Used Book Sale for Worldwide Charities
Grade levels- First grade to Fifth grade Duration- 2 weeks (1 week collection, 1 week sale) Subject-Math, Social Studies Method- In Library class, we discuss parts of the world where there have been recent disasters or crises. We vote on which would benefit most from a donation of cash. Then the children collect and bring in donations of gently used paperback and hardcover books for the sale. The sale is held in the cafeteria during lunch periods for one week. Paperback books are sold for $.25 and hardcover books for $.50. Students and parents assist the Librarian in selling the books. Students set up the books and help count and roll the coins. A check is then sent to the charity that the students voted upon. Past recipients have been the Grand Forks (ND) Educational Foundation after a devastating flood, an elementary school in Birmingham, AL that was hit by a tornado and the refugees in Kosovo (donation to Red Cross). Ways to Extend the Lesson: I have shared my global perspective with other teachers in my district in several in-service courses. I have taught teachers and other librarians how to use the Internet for educational purposes as well as how to create collaborative lessons for their students. I have also taught an online course on collaborative learning in the K-8th classroom. This coming semester I shall be co-teaching another online course for educators under the auspices of the University of Northern Iowa. I also shared this information in an online interview with South Central Regional Technology in Education Consortium http://www.4teachers.org/testimony/dervan/ Finally I have shared this information on our school website. Advice: The first thing that I would suggest that a teacher do to adapt my lessons to their classroom is to assess the needs of their curriculum. Find out which of these projects fits the needs of the curriculum and the school. Once a project has been decided upon, it is imperative to do research on other projects of this type that are appealing.. The Internet can be used for this research and also to find any necessary collaborator. Teacher websites like Global School House (http://www.globalschoolhouse.org) and Kathy Schrock’s Guide for Educators. (http://school.discovery.com/schrockguide/index.html) are excellent starting points. Evidence That it’s Working: The students in my school and my district have benefited from a global education in many ways. As a result of the visit of our South African friends there has been a continuation of e-mail contact between students and teachers in both schools. There has been data exchanged between our district administrators and administrators in South Africa. A group of middle school students and a teacher are exploring the idea of a trip to South Africa. All the students in our district are aware of what life is like in East London, South Africa. Our children have become more aware of world crises and are constantly looking for worthy projects for future book sale profits.We have a collection of multicultural books that is for use by students, teachers and parents. What I can share with other teachers: If a teacher contacts me about my projects I can offer guidance, lists of resources and contacts with other schools around the world.
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