Special Topic in Education Content Outline
NOTE: Topics are arranged randomly
Professional Learning Community • Discipline is concerned with how students behave
• Classroom Management is concerned with how things are done
• A Professional Learning Community (PLC) is a community of educators committed
to working collaboratively in ongoing processes of collective inquiry and action Classroom Management Styles
research to achieve better results for students they serve. • Authoritarian – make heavy use of rewards and punishment; student
• Continuous, job-embedded learning for educators. compliance is main goal
• Laissez faire – rely heavily on students liking and respecting them
Big Ideas of a PLC
1. A Focus on Learning • Authoritative – goal is for student to regulate their own behavior; set rules
➢ Knowledge, skills dispositions but adjust as students show their ability to regulate their own behavior
➢ Assessments • Indifferent – unconcerned with student’s behavior
➢ Intervention Characteristics of well-managed classroom
➢ Enrichment • Students know what they are expected to do and generally experience the
2. A Culture of Collaboration feeling that they are successful doing it
3. A Focus on Results • Students are kept busy and engaging in teacher-led instructional activities
Key characteristics of PLC: • There is little wasted time, confusion or disruption
• Work together collaboratively to become crystal clear on the KSAs and • A no-nonsense work-oriented tone prevails, but at the same time there is a
dispositions that all students must acquire relaxed and pleasant atmosphere.
• Monitor each student’s learning on a frequent and timely basis Establishing Rules:
• Shared mission, vision, values, goals 1. Select 4 or 5 rules that you will set guidelines and limits for behavior in your
• Collaborative teams focused on learning classroom
• Collective inquiry into best practices and current reality 2. State the rules in terms of positive expectations of behavior you want to see.
• Action orientation and experimentation 3. Think specific examples of behavior that would demonstrate each rule
• Commitment to continuous improvement 4. Post the rules in your classroom
• Results orientation 5. Teach the rules just as you would academic content
• Provide systematic-intervention for students who are experiencing difficulty
Types of Bullies
and enrichment for those already proficient
1. Physical Bullies
• Extend and enrich learning when students have already mastered the
2. Verbal Bullies
intended outcomes
3. Relational Bullies
• Use evidence of student learning to inform and improve individual practice, to 4. Reactive Bullies
identify and respond to students in need, and to fuel continuous
improvement Reasons for Bullying
• Engage in collective inquiry into: 1. Biological factors
➢ Best practices about teaching 2. Gender-related cultural influences
➢ A candid clarification of their current teaching practices 3. Academic skills and performance
➢ An honest assessment of their students’ current levels of learning 4. Interpersonal, cognitive, problem-solving skills related
_______________________________________________________________________ 5. Psychosocial factors (identity formation)
6. School environment
Classroom Management with Intervention to Bullying
Guidelines for Bullying Intervention
Features of Responsible Classroom Management • Intervene immediately
1. Responsibility is taught • Talk to the bully and victim separately and calmly
2. Instruction is interactive
• Don’t automatically send to peer mediation
3. Student classroom participation is high
• Check written policies of school about bullying
4. Students practice internal behavior control
,Special Topic in Education Content Outline
NOTE: Topics are arranged randomly
• Inform all parents as soon as possible Global Classroom
• Involve victim in activities that will increase their social skills and confidence
Characteristics of a Global Classroom
• Monitor the behavior of the bully and safety of the victims 1. Appreciate people from other cultures
• Do follow-up meetings 2. Develop sensitivity to the needs of people
• If the bully continues with his behavior despite repeated intervention and 3. Increase knowledge about people around the world
warning, he should be the one remove from the class/school not the victim 4. Help students develop cognitive skills and attitudes such as emphathy,
Classroom Discipline Plan interconnectedness, perspective taking, cross-cultural understanding, action
• A discipline plan is a plan that aims to promote good behavior so that all orientation, and prejudice reduction
students are able to learn 5. Help students learn firsthand about cultures of other countries
• It supports the teacher by providing a framework of goals and outcomes 6. Share what they (students and teachers) are learning locally and globally
made by students with others
• It creates the necessary behavioral conditions of an orderly classroom 7. Collaborate on common national boundaries
_______________________________________________________________________ 8. Study and live in other countries with students from other countries
9. Welcome global career opportunities
Understanding by Design (UbD) Curriculum Model 10. Develop capacities for success in a global village
• UbD is a curriculum model advocated primarily by Jay McTighe and Grant Wiggins Requirements of Teaching a Globally Oriented Curriculum
3 Elements/Stages of UbD 1. Global perspective is integrated in many subjects
2. Encourage international travel
• Stage 1: Set Targets
3. International focus courses (anthropology, regional history, foreign
➢ Content Standards – what students should know and do
language, world religions, international business, music and art)
➢ Performance Standards – what student can demonstrate/apply
4. Internationalizing instructional methods and materials
➢ Essential Understanding – what student should remember even after a
5. Partnership programs with other schools and countries
long time
➢ Essential Questions – open-ended, provocative questions that spark 10 Specific Topics of Study in a Global Education Curriculum (Cushner et al, 2009)
inquiry and thinking 1. Conflict and its control (Terrorism and national security)
➢ Curriculum Objectives – express in terms of specific KSAs which are 2. Economic systems and international trade
expected to be taught and learned 3. Global belief systems (Philosophies and religions)
• Stage 2: Determine Evidence of Understanding (6 Facets of Understanding) 4. Human rights and Social justice
➢ Explain 5. Management of Planet’s Resources
➢ Interpret 6. Political Systems
➢ Apply 7. Population
➢ Perspectives 8. Human Commonality and diversity
➢ Empathize 9. Technocratic revolution
➢ Reflect Self-knowledge 10. Sustainable development
• Stage 3: Plan Instruction (WHERETO)
➢ What and Why will be learning
➢ Hook
➢ Equip Experiences
➢ Rethink, Revision, Refine
➢ Evaluation
➢ Tailor
➢ Organize
, Special Topic in Education Content Outline
NOTE: Topics are arranged randomly
Characteristics of a Global Teacher Critical Thinking
Critical Thinking
• …the ability to analyze facts, generate and organize ideas, defend opinions,
make comparisons, draw inferences, evaluate arguments and solve problems.
(Chance, 1986)
• …a way of reasoning that demands adequate support for one’s belief and an
unwillingness to be persuaded unless support is forthcoming. (Tama, 1989)
CHARACTER COMPETENCE The Educator: A Critical Thinker:
• Logical
• Commitment • Pedagogical Content • Decisive
• Love for learners • Problem Solving • Skillful and Relevant
• Accountability for • Critical Thinking • Self Awareness/Control
high standard • Creative Thinking • Appreciative
• Sociability • Concern for others
• Sincerity • Objectivity
• Open-Mindedness
• Credibility
Elements of Critical Thinking (Edward Glasser):
THE GLOBAL 1. Attitude of being disposed to consider in a thoughtful way
2. Knowledge of the methods of logical inquiry and reasoning
TEACHER 3. Skills in applying those methods developing critical thinking in children and
adult
_______________________________________________________________________
Distance Education
LIFELONG Distance Education
• a field of education that focuses on the pedagogy and andragogy technology,
LEARNING and instructional systems design that aim to deliver education to students
who are not physically on site.
• Distance learning, open learning, e-learning, online learning or web-based
learning
Characteristics of Distance Education (DE)
• Provide learning opportunities to individual learners and groups who may
not have the chance to attend formal schooling
• Learner-centered
• Provides learning packages designed for self-directed learning utilizing
various media
• Clear institutional systems and procedures for managing
• And ensuring academic supervision
• Outgrow of research on theoretical and conceptual models of learning
NOTE: Topics are arranged randomly
Professional Learning Community • Discipline is concerned with how students behave
• Classroom Management is concerned with how things are done
• A Professional Learning Community (PLC) is a community of educators committed
to working collaboratively in ongoing processes of collective inquiry and action Classroom Management Styles
research to achieve better results for students they serve. • Authoritarian – make heavy use of rewards and punishment; student
• Continuous, job-embedded learning for educators. compliance is main goal
• Laissez faire – rely heavily on students liking and respecting them
Big Ideas of a PLC
1. A Focus on Learning • Authoritative – goal is for student to regulate their own behavior; set rules
➢ Knowledge, skills dispositions but adjust as students show their ability to regulate their own behavior
➢ Assessments • Indifferent – unconcerned with student’s behavior
➢ Intervention Characteristics of well-managed classroom
➢ Enrichment • Students know what they are expected to do and generally experience the
2. A Culture of Collaboration feeling that they are successful doing it
3. A Focus on Results • Students are kept busy and engaging in teacher-led instructional activities
Key characteristics of PLC: • There is little wasted time, confusion or disruption
• Work together collaboratively to become crystal clear on the KSAs and • A no-nonsense work-oriented tone prevails, but at the same time there is a
dispositions that all students must acquire relaxed and pleasant atmosphere.
• Monitor each student’s learning on a frequent and timely basis Establishing Rules:
• Shared mission, vision, values, goals 1. Select 4 or 5 rules that you will set guidelines and limits for behavior in your
• Collaborative teams focused on learning classroom
• Collective inquiry into best practices and current reality 2. State the rules in terms of positive expectations of behavior you want to see.
• Action orientation and experimentation 3. Think specific examples of behavior that would demonstrate each rule
• Commitment to continuous improvement 4. Post the rules in your classroom
• Results orientation 5. Teach the rules just as you would academic content
• Provide systematic-intervention for students who are experiencing difficulty
Types of Bullies
and enrichment for those already proficient
1. Physical Bullies
• Extend and enrich learning when students have already mastered the
2. Verbal Bullies
intended outcomes
3. Relational Bullies
• Use evidence of student learning to inform and improve individual practice, to 4. Reactive Bullies
identify and respond to students in need, and to fuel continuous
improvement Reasons for Bullying
• Engage in collective inquiry into: 1. Biological factors
➢ Best practices about teaching 2. Gender-related cultural influences
➢ A candid clarification of their current teaching practices 3. Academic skills and performance
➢ An honest assessment of their students’ current levels of learning 4. Interpersonal, cognitive, problem-solving skills related
_______________________________________________________________________ 5. Psychosocial factors (identity formation)
6. School environment
Classroom Management with Intervention to Bullying
Guidelines for Bullying Intervention
Features of Responsible Classroom Management • Intervene immediately
1. Responsibility is taught • Talk to the bully and victim separately and calmly
2. Instruction is interactive
• Don’t automatically send to peer mediation
3. Student classroom participation is high
• Check written policies of school about bullying
4. Students practice internal behavior control
,Special Topic in Education Content Outline
NOTE: Topics are arranged randomly
• Inform all parents as soon as possible Global Classroom
• Involve victim in activities that will increase their social skills and confidence
Characteristics of a Global Classroom
• Monitor the behavior of the bully and safety of the victims 1. Appreciate people from other cultures
• Do follow-up meetings 2. Develop sensitivity to the needs of people
• If the bully continues with his behavior despite repeated intervention and 3. Increase knowledge about people around the world
warning, he should be the one remove from the class/school not the victim 4. Help students develop cognitive skills and attitudes such as emphathy,
Classroom Discipline Plan interconnectedness, perspective taking, cross-cultural understanding, action
• A discipline plan is a plan that aims to promote good behavior so that all orientation, and prejudice reduction
students are able to learn 5. Help students learn firsthand about cultures of other countries
• It supports the teacher by providing a framework of goals and outcomes 6. Share what they (students and teachers) are learning locally and globally
made by students with others
• It creates the necessary behavioral conditions of an orderly classroom 7. Collaborate on common national boundaries
_______________________________________________________________________ 8. Study and live in other countries with students from other countries
9. Welcome global career opportunities
Understanding by Design (UbD) Curriculum Model 10. Develop capacities for success in a global village
• UbD is a curriculum model advocated primarily by Jay McTighe and Grant Wiggins Requirements of Teaching a Globally Oriented Curriculum
3 Elements/Stages of UbD 1. Global perspective is integrated in many subjects
2. Encourage international travel
• Stage 1: Set Targets
3. International focus courses (anthropology, regional history, foreign
➢ Content Standards – what students should know and do
language, world religions, international business, music and art)
➢ Performance Standards – what student can demonstrate/apply
4. Internationalizing instructional methods and materials
➢ Essential Understanding – what student should remember even after a
5. Partnership programs with other schools and countries
long time
➢ Essential Questions – open-ended, provocative questions that spark 10 Specific Topics of Study in a Global Education Curriculum (Cushner et al, 2009)
inquiry and thinking 1. Conflict and its control (Terrorism and national security)
➢ Curriculum Objectives – express in terms of specific KSAs which are 2. Economic systems and international trade
expected to be taught and learned 3. Global belief systems (Philosophies and religions)
• Stage 2: Determine Evidence of Understanding (6 Facets of Understanding) 4. Human rights and Social justice
➢ Explain 5. Management of Planet’s Resources
➢ Interpret 6. Political Systems
➢ Apply 7. Population
➢ Perspectives 8. Human Commonality and diversity
➢ Empathize 9. Technocratic revolution
➢ Reflect Self-knowledge 10. Sustainable development
• Stage 3: Plan Instruction (WHERETO)
➢ What and Why will be learning
➢ Hook
➢ Equip Experiences
➢ Rethink, Revision, Refine
➢ Evaluation
➢ Tailor
➢ Organize
, Special Topic in Education Content Outline
NOTE: Topics are arranged randomly
Characteristics of a Global Teacher Critical Thinking
Critical Thinking
• …the ability to analyze facts, generate and organize ideas, defend opinions,
make comparisons, draw inferences, evaluate arguments and solve problems.
(Chance, 1986)
• …a way of reasoning that demands adequate support for one’s belief and an
unwillingness to be persuaded unless support is forthcoming. (Tama, 1989)
CHARACTER COMPETENCE The Educator: A Critical Thinker:
• Logical
• Commitment • Pedagogical Content • Decisive
• Love for learners • Problem Solving • Skillful and Relevant
• Accountability for • Critical Thinking • Self Awareness/Control
high standard • Creative Thinking • Appreciative
• Sociability • Concern for others
• Sincerity • Objectivity
• Open-Mindedness
• Credibility
Elements of Critical Thinking (Edward Glasser):
THE GLOBAL 1. Attitude of being disposed to consider in a thoughtful way
2. Knowledge of the methods of logical inquiry and reasoning
TEACHER 3. Skills in applying those methods developing critical thinking in children and
adult
_______________________________________________________________________
Distance Education
LIFELONG Distance Education
• a field of education that focuses on the pedagogy and andragogy technology,
LEARNING and instructional systems design that aim to deliver education to students
who are not physically on site.
• Distance learning, open learning, e-learning, online learning or web-based
learning
Characteristics of Distance Education (DE)
• Provide learning opportunities to individual learners and groups who may
not have the chance to attend formal schooling
• Learner-centered
• Provides learning packages designed for self-directed learning utilizing
various media
• Clear institutional systems and procedures for managing
• And ensuring academic supervision
• Outgrow of research on theoretical and conceptual models of learning
