Global Collaboration: A Model for Developing Critical Awareness and - - PowerPoint PPT Presentation

Global Collaboration: A Model for Developing Critical Awareness and Multiple Perspectives of Issues

Bob Adamson – Fort Richmond Collegiate – Canada September 2015 Tallinn, Estonia

Overview

• Canadian Education
• Defining the Context
• Learning for and in the 21st Century
• International Science Schools Network - ISSN
• Shifting Culture in School and Community
• Partners in Learning – Collaborative Projects
• Next Steps

This presentation identifies and addresses the issues related to developing a sustainable model that engages the whole school community. It focuses on educational engagement that allows teachers to work in interdisciplinary, multi-school partnerships to support student learning and enhance student attitudes towards science and math.

Canadian Framework for Education

• Education: Provincial Jurisdiction
• CMEC (comprised of Ministers of Education across

Canada)

• Frameworks to guide the development of provincial

curriculum – Common Framework of Science Learning Outcomes K-12: Pan Canadian Science Protocol

• Provinces typically comprised of school divisions or

districts

• Manitoba Provincial testing in Math and English

Grades 6, 9 & 12

A Vision for Science Education: New Evidence from a National Panel

John Murray, Faculty of Graduate Studies, University of Manitoba

Global Trends Affecting the Future of Science Education in Canada (2015 – Manitoba ASCD)

• Globalization Influences
• Skills for the 21st Century
• Science Education and Sustainability
• Emergence of New Technologies for Learning
• The Relevance of Science Education for Students
• Science, Technology, Engineering and

Mathematics (STEM)

Educating Students in a Changing World (ASCD Position Statement 2008)

As educators in the 21st century, we are charged with educating students to be successful in a complex, interconnected world. This responsibility requires schools to prepare students for technological, cultural, economic, informational and demographic changes. ASCD supports changes in teaching, learning and leadership that adequately prepares students for the 21st Century.

Learning For and In the 21st Century

Successful, student-engaging learning opportunities often combine:

• Learning that is relevant, real, and intentionally interdisciplinary;

moving learning from the classroom into the community.

• Technology-rich

learning environments including scientific equipment, multi-media resources, industrial technology, and diverse forms of portable communication technology.

• Positive, challenging, and open learning climates that encourage

risk-taking and guide learners to reach high expectations.

• Collaboration between students & teachers from diverse cultural

backgrounds working together to plan, research, develop, share, and implement new research, strategies, and materials.

• A culture of learning – teachers & students are learning together.

The 6 Cs of Education for the 21st Century

To engage in authentic and meaningful learning, students need opportunities for experiences that reflect and promote the following learning components. The 6Cs include:

• Communication
• Collaboration
• Critical thinking
• Creativity
• Citizenship / community involvement / connectivity
• Culture

Source: www.P21.org/

Pedagogy should at its best be about what teachers do that not only help students to learn but actively strengthens their capacity to learn” David Hargreaves, Learning for Life, 2004.

International Science Schools Network

As we move forward in this decade, there is a greater understanding in the educational community of how cultural differences and diverse student needs can be met. Global exchanges and science, math events are excellent examples of how we can provide rich learning environments in which both our students and educators can engage in authentic collaborative activities.

The ISSN Mission is to:

• Facilitate

leading-edge interaction and collaboration for secondary students in science

• Build professional capacity and collaboration in

science and math education between principals, teachers and students

International Science Schools Network (ISSN)

The schools previously involved with the ISSF have established an identity, as a collaborative and influential body of schools that speaks clearly to a wide range of audiences about the nature, purpose and significance of the network and its capacity to be a forum in promoting leading edge science on a global scale.

ISSN Executive* and Steering Committee

• Mahidol Wittayanusorn School – Thailand
• Korea Science Academy / KAIST – South Korea
• National University School of Singapore High School of

Math & Science – NUS*

• Australian Science & and Mathematics School – Australia*
• Camborne Science & International Academy – UK *
• National Junior College – Singapore
• Ritsumeikan Senior High School – Japan
• Moscow Chemical Lyceum – Russia
• City Montessori School – India
• Fort Richmond Collegiate – Canada *
• John Monash Science School – Australia *

Insert of picture

Peter Corkill, Principal of John Monash Science School welcoming us to Australia for the ISSF 2015 at the conclusion of the Moscow ISSF 2014

International events…

• platform for talented young students from all over

the world to explore science collaboratively, creatively and purposefully

• provide enrichment and networking opportunities

for students and educators in science and math from a global perspective.

Fort Richmond Collegiate Science / Math Learning Model

• Informed by research and practice
• Supports

successful, student engaged learning

• pportunities
• Offers opportunities that address a blend of local and

international issues. The goal is to have a learning platform that encourages young students to become involved in authentic science and math research and inquiry. The vision for the program is that students will see science and math as opportunities for further study and further involvement that will positively influence their career and educational choices.

Shifting Culture in School and Community

The following goals and outcomes provide the framework and goals for Fort Richmond science and math programs. These programs are both international and provincial with a focus on encouraging young students to become involved in science and math research.

• Use science and technology to acquire new knowledge and

solve problems

• Critically address science-related issues
• Practice teamwork
• Gain knowledge of the wide variety of careers related to

science and technology

• Develop a proficiency in science and math that will create
• pportunities for them to pursue progressively higher levels
• f studies

Engagement of a Senior Leadership Team

Senior Administration

• Deputy Minister of Education to ISSF 2009 in Singapore
• Deputy Minister of Education to ISSF 2010 in Australia
• Ass’t Deputy Minister of Education to ISSF 2011 in Thailand
• FRC Principal to ISSF 2011,
• FRC hosts ISSF 2012
• Ass’t Superintendent Schools to ISSF 2013 in UK
• FRC Principal to ISSF 2014 in Russia
• FRC Principal on ISSN Executive Team – in Singapore April

2015

Engagement of School Leadership Teams

School administration and teachers

• FRC Administration team (3)
• PTSD Principal’s team (4)
• PTSD HS Science Leadership team (5)
• FRC Science and Math teachers Leadership team (6)
• FRC and PSSD Leadership team (3)

Opportunities for the upcoming year are developed in collaboration with and shared with all of the above teams including the criteria for student selection to attend special events.

Partners in Learning – Collaborative Events

• Manitoba Bio-Innovation Week (s)
• Opportunities & Challenges in Attaining Global Food Security,

October 2015

• Disease & Vaccines – Global and Social Implications April 2016
• Manitoba Math Challenge (March 2016)
• Theme to be determined
• International Events
• Camborne Sustainability Forum July 2015 - UK
• ASMS International Science Fair September 2015 - Australia
• JSSF November 2015 – Japan
• ISSF December 2015 – Australia
• ISYF January 2016 – Singapore
• Singapore Math Challenge May 2016 – Singapore
• ISSF May 2016 – Singapore

Partners in Learning – Collaborative School-Based Projects

• 2015 Classification of Indigenous Species International

Research Project

• 2015 Invasive Species International Research Project
• U of M Faculty of Agriculture at Glenlea Research Farm –

Chemistry of Soils and Food Workshop

• Advanced Microscopy Workshops at Institute of Cell

Biology Genomic Centre

• Lake Winnipeg Research on the research vessel “Namao”
• Sustainable Farm Plan

Partners in Learning

• St Boniface Hospital Research Centre
• University of Manitoba Faculty of Agriculture & Food

Science

• University of Manitoba Faculty of Environmental

Studies

• Richardson International Kelburn Research Farm
• Cancer Care Manitoba – Institute of Cell Biology
• Lake Winnipeg Research Consortium
• Nutrients for Life Education Foundation
• National Microbiology Lab

Indicators of Success

Students are learning about real-world, authentic science issues. They are communicating and collaborating in a global learning community to address these issues using creativity and critical thinking skills. Our students are expanding their perspectives, learning to think and act as global citizens taking into consideration cultural perspectives, and sharing responsibility for finding positive solutions to global issues.

Bioinnovations: where International students increase their critical awareness of global biotechnology issues.

credit to http://pixabay.com/en/autumn-apples-red-food-fruit-19617/ credit to http://nellygrace3103.deviantart.com/art/Water-Drop-01-450436035

STUDENT WORKBOOK

• 1. Welcome! Before you attend, please do the following as a team …
• a. We would like you to think about what makes food and water both secure and sustainable.

Manitoba BioInnovation Week October 5th to October 9th, 2015 Are Global Food and Water Supplies Secure & Sustainable?

“Opportunities and Challenges in Attaining Global Food Security”.

Critical Inquiry

• Are global food and water supplies secure and

sustainable? Guiding Questions

• Is technology a friend or foe to global food security?
• Is global food security a myth?
• What are critical interactions between water security

(watersheds) and food security?

• Which concern deserves more attention when

resources are limited, global food security or global water security?

Scenario One

Japan Super Science Fair November 2nd to 6th, 2015 A Sustainable Farm Plan for Feeding the World

Scenario Two Flowchart: Lesson One: Introduction and Cultural Perspectives Activities

• Definition of Food and Water Security
• Issues of Food and Water Security – Local to Global

Lesson Two: Soil and Water Testing Lesson Three: Presentation Preparation Lesson Four: A Sustainable Farm Plan for Feeding the World

2015 Invasive Species International Research Project (UK and Canada) An invasive/exotic/alien species is any organism (plant, animal, fungus, protist or bacterium) that is not native to a region, and has perhaps been introduced via human activities. It may have negative effects on the economy, the environment, or human health. Not all introduced species are

• invasive. Invasive plants and animals are the second greatest

threat to biodiversity after habitat loss. You will be collaborating with another student internationally

Part 1: Individual Work - research Part 2: Collaboration / Sharing - Part 3: Communicating – representation of problem and solution?

Photo taken from a display from the Singapore Flower Dome January 2015

2015 Classification of Indigenous Species International Research Project (Australia & Canada)

Species that inhabit a particular region or ecosystem as a result of natural processes, with no human intervention are known as indigenous or native. For example, there are 200 mammal species native to Canada, one of which is the North American beaver, Castor

• canidensis. There are 45 species of kangaroos and wallabies native

to Australia, including the Eastern grey kangaroo Macropus giganteus. You will be collaborating with another student internationally during your research,.

Part 1: Individual Work - research Part 2: Collaboration / Sharing Part 3: Communicating – representation of problem and possible solution?

Next Steps:

• Reflect and revise current activities & PBL challenges
• Continue to work with teachers to strengthen

collaboration in interdisciplinary programs

• Develop and support the next PBL learning packet

around disease and vaccines – global responsibilities to health and social well being

• Enhance our promotion of science research to be

more inclusive

• f

Math and provide more

• pportunities for student engagement in local

initiatives

• Support mentorships that will enable students to

expand their work with their peers to encourage

• thers to become more involved in SCIENCE!

Thank You