By ROBERTA LENGER KANG
In 2011, three researchers embarked on a journey to better understand how high-achieving schools around the world were preparing students for the 21st century. Their research took them to seven countries, hundreds of classrooms, and thousands of samples of student work. This seminal research had two significant results: first, the development of the original Global Capacities Framework — an outline of essential domains and capacities that outlines students’ needs in education for the next 100 years; and second, a dynamic, collaborative community of K-12 schools and university partners who appreciated the learning experience so much that they didn’t want the research to end. And that’s the story of how the Global Learning Alliance (GLA) came to be.
The founding members of the GLA — from the US, Finland and Singapore — formed the Governing Board, and the community grew to include delegations from China, Australia, Denmark, Sweden, Canada, and South Africa. With roughly 15 partner organizations and 60 individual delegate members, the community comes together every two years to share promising practices, find connections on global issues, and deepen the research into developing 21st century skills through cross-cultural, project-based learning experiences. Professor Suzanne Choo of the National Institute of Education (NIE) in Singapore — one of the original researchers and the leader of our student research projects — said she is hopeful that these types of deep project work can not only jump-start students’ academic skills, but can be a bridge for students to develop lifelong friendships.
The biennial Global Learning Alliance Summit was scheduled to kick off in New York City earlier this year, with a focus on fostering a sense of student belonging at school. Enter: Coronavirus. As we collaborated with colleagues around the world, we were cognizant that COVID-19 was going to have a major impact on the Asian delegations — but we were hopeful that everything would blow over in a few months, so we proceeded with our planning. (Spoiler alert: it did not blow over.) We began discussing the need to postpone the event on behalf of our partners who were being slammed with cases in late February and early March, and then COVID-19 hit home.
Rocked by COVID’s impact on schools, every country has continued to make critical decisions that affect not only students’ learning, but their lives. We’ve learned a lot from one another as we’ve continued our collaborations during this time, and ironically, we’re still talking about the responsibility of schools to create a sense of belonging and connection for students. In fact, this issue seems even more important during a time of disrupted learning. Our approach to implementing cross-cultural projects for students has had a major impact on the development of 21st century mindsets, (outlined in our Global Mindset Framework) that can support students to tackle challenges like COVID-19 in the future.
COVID-19 has undoubtedly interrupted the opportunities for the GLA to meet together in person, but it has also reaffirmed the value of cross-cultural collaborations for students, school leaders, and academic scholars. Teachers College Professor Ruth Vinz reflected, “At all levels, what these projects can do is help us to make connections. When we work together, we learn together.” Clarinda Choh, Director of Staff Development at Singapore’s Hwa Chong Institution, believes that cross-cultural projects build a deeper awareness on learning how students learn, helping students and educators to bring attention to their similarities.
Embracing 21st century mindsets
As we reflect on the Global Mindset Framework in light of the current health, economic, and political crisis, it seems more relevant than ever before. In particular, cultivating a Global Consciousness requires us to engage in Real-World Problem-Solving. In many ways, we are living through a case study of what to do — and what not to do —when approaching problem-solving on a global scale. Using current events, media sources, and government responses around the world will be instructive in how we are able to learn from these experiences and support students to develop the problem-solving and collaboration skills they need as they grow into adulthood.
At best, these are uncertain and unsettling times. Ironically, one of the 21st century skills that I have struggled with, Appreciating Ambiguity, is the one that’s most needed right now. We are learning to shift our mindsets to hold multiple truths: these are very difficult times, and we don’t know what the long lasting impact will be. In times of great uncertainty, there are opportunities for deep learning, powerful collaborations, and inspiring innovations. We don’t yet know when to expect the end of this global crisis we’re in, but we do know that the best way to get through it is together.
That being said, one of the Framework’s skills I’m most inspired by right now is the ability to Imagine. Especially when walking in uncharted territory, it is so easy to become overwhelmed by the pressures and fears within each day. It’s too easy to focus on what should be, rather than on what is. But when we begin to imagine, when we begin to envision what has yet to become, the world of possibilities opens up before us.
By G. FAITH LITTLE
In a recent letter to the community, CPET Director Roberta Kang shared her childhood memory of the Challenger Space Shuttle’s explosion, and her experience as a teacher in the classroom during 9/11. She wrote, “As educators, we are not unfamiliar with working through a crisis. We know that some crises are visible, and some are invisible. We know that some are explosive, while others are slow burns that dismantle a sense of safety bit by bit. We know that some have villains attached, and others are just, well, science.”
Our children will have strong memories of this time. They will recall what it was like when their school closed, when they had to wear masks, stand far away from people, or when open air parks were locked to visitors. Already, children are telling stories about when they went to school, “before the virus came” and what they want to bring to school, “after the virus is over.” Having conversations with children about what is happening around them and within them will support their growth and learning during this challenging time.
Although COVID-19 is a new type of coronavirus, talking with children about scary situations is not new. To support our conversations, we can lean on reliable resources and use age-appropriate methods. The Centers for Disease Control and Prevention (CDC) connects their general principles for talking to children to the National Association for School Psychologists guidelines:
There are many resources online to support our conversations, and it can be overwhelming to sift through for “the perfect one.” During this time of emotional, mental, and physical overload, it’s important to remember there is no such thing as perfect. Using a reliable, science-based option will give you a starting place for you and your kids to generate questions and keep the conversation open.
Pre-K — Elementary
Support your younger students with ready-made resources from PBS. Sesame Street’s Caring for Each Other page has informative, age-appropriate videos and free e-books to support your conversation about what COVID-19 is and what we can do about it. Use their infographic to prepare for your conversation if you are feeling concerned about what to say.
Older elementary students can learn more about germs and build their vocabulary by reading an article together, like What are Germs? — available in English and Spanish, with an option to listen to the article while you read.
Middle school students are moving into a space where they question the answers they are given. Use this natural developmental stage to engage kids with inquiry cycles. Consider not only a focus on COVID-19, but a student exploration into a simple history of viruses.
Whether you adapt lessons from online sources, like three lesson plans for science, math and media literacy focused on COVID-19, or you set students on a path to conduct their own research, trying out an inquiry cycle can help students gather information and generate real questions that lead to deeper exploration.
Don’t have a template of your own? Give ours a try — within this template, students can share their findings in discussion groups while you use the written information as formative assessments, make adjustments to lesson plans, and provide supplemental materials or advice for students as they explore.
During this time of distance learning, we have the opportunity to see what happens when self-discovery and experimentation places learning in our students’ hands. As students get more autonomy, we get to see firsthand what teaching looks like when students are at the front of the class.
Students at this age can do their own research on the topic starting with the CDC’s Coronavirus-19 page (available in at least five languages), which covers symptoms, how to protect yourself, slowing the spread, daily life, and coping and is updated regularly to include subjects like cloth face coverings.
As new questions arise, students can create a simple art project, like an infographic. With them, you can research to find answers, add them to your infographic and draw, color, or paint for emphasis. If infographics aren't your thing, consider having kids create one of the following to illustrate their research: