Tag Archive: T2M


 

“CHANGE THAT EMANATES FROM TEACHERS LASTS UNTIL THEY FIND A BETTER WAY.”

Roland Barth- Improving Schools From Within

Welcome to the Coalition for International Initiatives’ series of short, informational screencasts that are designed to help promote international collaboration, communication, and creative problem-solving.

Please click the link below to view the first 4 min. introductory video:

http://www.screencast.com/users/GMcGough/folders/Jing/media/bcb5eca0-0e4a-4f78-bb0d-f19dd12cf810

At the conclusion of the viewing, please feel free to share comments or questions for the eKWIP community.

Gregory M. McGough, M.Ed.

CII Chief Academic Officer

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Dear Educational “Initiators,”

This is a blog post written for all those educators in the eKWIP community who are feeling a bit overwhelmed with the process of collaborating at the international level. Understand that the feeling of being overwhelmed is natural at this point in the process. If there wasn’t some element of frustration or cognitive dissonance, then the eKWIP web portal would fail to be a true educational innovation.

You were selected by your administrators because of your ability to innovate and to truly meet the educational needs of your students. Here at CII, we believe that the Triggering Teachable Moments (T2M) instructional design model will allow educators from around the globe to invite international co-teachers into their classrooms to enhance the learning environment. It is our belief that already existing lessons can be enhanced with a standards-driven T2M.

Let’s take a look at one possible example for a T2M extension on a standard. The common core standards call for third grade students to work with narrative traditions. Sure, public and charter schools purchase anthologies that contain multi-cultural materials from around the globe. We at CII believe that instead of turning to text book companies, educational initiators can call upon their international peers within the eKWIP community. One possibility might be to allow students to share their favorite childhood storybooks containing myths and fables. This interaction would allow for real international collaboration at the student level. The core standards are still being taught but now with a much more relevant spin. It is important to note that during the implementation of the eKWIP platform you always have the full support of the eKWIP global community. The following core standards would be used to develop a rubric for assessment purposes with this mythology T2M.

Common Core State Standards Initiative : Pennsylvania Department of Education’s (SAS) Standards Aligned System

Reading Standards for Literature K-5

Grade 3 students:
Key Ideas and details
1.    Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
2.    Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how   it is conveyed through key details in the text.
3.    Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

One of the wonderful dimensions of T2M is its ability to fit within any existing curriculum framework. The main purpose of the eKWIP portal is to connect international educators and provide them the opportunity to collaborate, communicate, and problem-solve classroom issues and lessons. Please make use of the Teacher Forum discussion board to share ideas both nationally and internationally with your eKWIP learning community.

Once I was paired with MGIS (Mahatma Gandhi International School), I began by downloading their brochure in order to understand their academic mission and goals. This very interesting and informative brochure allowed me to discover new educational perspectives. At MGIS teachers are called “initiators.” What a beautiful yet simple concept; all great learning and innovation began with an “Initiator.”

Be excited and willing to push through your cognitive dissonance so that your classroom is open to the world.

Please RSS this blog so that you get the most recent updates, and feel free to comment to this post or respond directly in the Teacher Forum.

Gregory M. McGough, M.Ed.

CII Chief Academic Officer

Interest does not tie nations together; it sometimes separates them. But sympathy and understanding does unite them. -Woodrow T. Wilson

Naan is a traditional bread of Northern India, and it was one of the Indian food selections offered to guests of the Coalition for International Initiatives(CII), at last night’s dinner. Innovative 21st Century school leaders from Spring Grove, Conewago Valley, Eastern York, and Gettysburg School Districts decided to attend a demonstration of the eKWIP website held at the New Hope Academy Charter School in York, PA. These leaders understand the impact of globalization and recognize that educational programs and practices must prepare children for international collaboration.

The 21st Century is being defined by the ability of organizations to connect to people from all nations around the world. This powerful innovation process has been felt by commerce and industry but has had less of an impact on mainstream school populations. Granted there are those forward thinking teachers in districts who seek out innovation and creative practices on their own and have connected internationally using Moodle tools and Skype. These teachers are to be applauded for their efforts in developing 21st Century skills in tandem with their core curriculum.

One of the areas of difficulty with this singular teacher approach is that it is difficult to model and implement across disciplines within schools. Techno-phobia is causing paralysis in innovative educational technology practices because the fear of user error is too strong.

The eKWIP (educating Kids With International Possibilities) is an open-source online learning platform that was developed through the cooperation of CII, LogicBay and IETS, a division of IL&FS, an India-based infrastructure Company. These collaborators believe in the mission that children can develop international sensitivities through standards-focused teachable moments. It is the academic rigor of the lessons that allows the eKWIP platform to transcend those surface online programs that have weak academic merit. Although rigorous in instruction, the program was designed with a user-friendly approach to aid in ease of dissemination across educational institutions.

At the demonstration last night, leaders from the aforementioned schools experienced the site and willingly signed up to take part in the R&D of the site and companion teaching model of T2M during the spring semester. Grade levels within the K to 12 sequence will be represented in this research project.  School children in the US and India will be able to communicate and share artifacts of learning collected during the teachable moment phase of the learning process. This international collaboration will trigger more teachable moments and bring a cultural richness to a curriculum that is recently becoming too sanitized and standardized.

It is at this moment, that we at CII would like to thank New Hope Academy Charter School,  DPS Gwalior, and the Mahatma Gandhi International school for their participation in the soft-start of this online program in late November and early December, 2010. We would also like to extend a warm thank you to the school leaders who met last night to put children first in international collaboration.

Gregory M. McGough, M.Ed.

CII Chief Academic Officer

“In 2010, trade between our countries [India & U.S.] is not just a one-way street of American Jobs and companies moving to India. It is dynamic, two-way relationship that is creating jobs, growth, and higher living standards in both our countries.”

– U.S. President Barack Obama on Tour in India

On Sunday (Nov. 6), CNN news reported a story detailing President Obama’s 2010 Asian tour and its political ramifications. This three-day Presidential tour marked the longest trip to a foreign country that President Obama has made since taking office. He announced on Saturday that American companies like Boeing and General Electric are going to benefit from an increased business relationship with India that will result in $10 billion in economic growth. While in India, the President and first lady visited the Mahatma Gandhi museum in Mumbai because of his fascination with the life of Gandhi. On the cultural side, the President and First Lady also took part in the celebration of Diwali, the Indian Festival of Lights. This trip marked a renewed interest in building cultural and business alliances between the two countries and their leaders President Obama and Prime Minister Singh.

The proliferation of Internet technology has connected the four corners of the world allowing countries like the U.S. and India to collaborate and communicate in innovative and creative ways.  The type of international collaboration that President Obama is calling for with India relies upon the strength of the education systems in both countries to change their perspective  from a local to an international scope. No longer will schools be able to just develop a harmonious cultural landscape within their own brick and mortar walls. The development of Smart classrooms coupled with Web 2.0 technologies is driving innovation in instructional practices that will allow for collaboration of global classroom communities. The T2M(triggering teachable moments)  instructional design model housed on the eKWIP (educating Kids With International Possibilities) platform was developed to create the proper environment for cross cultural collaboration between Indian & U.S. schools. The eWKIP website was launched less than two weeks ago and is almost ready to manage student work uploaded from both sides of the world.

On Friday (Nov.5), I had the chance to take the eKWIP platfrom out for a test with my first triggering of a teachable moment. Traditional teachable moments usually occur organically as an aside to a preplanned lesson. A student questions a particular element of a lesson, and the teacher leaves the script to offer a clear explanation in order to satisfy the curiosity of the student. The power of the teachable moment rests in the motivation to understand a concept because of an innate curiosity in the mind of the learner. One of the problems with teachable moments is their relative unpredictability. The T2M model was designed on the premise that teachable moments can be triggered with the proper environmental conditions and teacher support.

This past Friday (Nov.5) I was planning on teaching a sample lesson using eKWIP with my high school seniors. I strategically started the day by asking them to respond on a notecard to the triggering question, “What is the significance of the holiday of Diwali?” It was their inability to answer this question that caused a desire to know. The students asked the purpose of the question, and I explained that Nov. 5 is Diwali in India. One student quickly raised his hand and asked why we would want to learn about a country that is stealing American jobs. I explained that Americans have much to learn when discussing future relationships with India.

After the triggering question and negative student response, the rest of the class was interested enough to vote unanimously to participate in my 20-25 minute teachable moment. My plans made use of what I believe to be the key elements of a teachable moment: one academic standard, triggering question(s), a sequence of instruction, international collaboration, and authentic assessment. We began by locating India using the the Google maps link on the eKWIP website. After establishing the correct geographic location, the students read a small passage, lit a traditional Diwali lamp, and ate authentic Indian candy: Besan Ladoo & Kaju Burfee. They were skeptical at first but most of them made an attempt with the sweets. The students also enjoyed the ancient Indian artform of the Rangoli and wanted to know more about how they were designed. A rangoli is a colorful sand art display that acts as a welcome decoration for homes during Diwali.  At the conclusion of the lesson, the students were asked to reflect on the teachable moment. Here are a few of the comments they wrote:

1. “What I liked the most is how they have a holiday that brings their families together.”

2. “I learned that Diwali is a national holiday in India. They celebrate for 5 days and light fireworks and give gifts. I like the candy too!”

3. “The festival of lights is a celebration of prayer for good health, peace, and wisdom. Lakshmi, the Hindu goddess of wealth and prosperity visits Indian children on Diwali.”

4. “Diwali is a yearly celebration that combines many of the traditions of multiple American holidays.”

5. “Would it be possible to write some questions for you to post on the site for students in India to answer?”

 

One of the wonderful elements of T2M is the ability to stack moments together to develop a deeper understanding of complex issues. As part of a non-fiction reading assignment I am teaching on Monday (Nov. 8), I am going to have my students read the CNN article titled Obama in India for Start of Asian Tour . I will start by reminding my class about the comment one of them made about Indian citizens stealing our jobs. The students will draw on schema from Friday’s lesson and will be able to make connections to the article that would have eluded them before. It is as if the first moment sparked interest and understanding in the second moment. The President’s tour in Asia heralded a new era of equitable international partnerships between India and U.S., and schools in both countries should be preparing students to take part in this important endeavor. In developing broad international perspectives, schools can begin the process of multi-cultural learning one moment at a time.

Gregory M. McGough, M.Ed.

CII Chief Academic Officer

“Carbon, the basis of all known life on earth, has surprised us once again.”

— STATEMENT from the Royal Swedish Academy of Sciences

 

 

Photo credit: Brookhaven National Laboratory - http://www.flickr.com

 

 

 

 

At the beginning of any positive social/educational movement, a team of innovators must have a vision that transcends the horizon of known limitations. This small core group is charged with the responsibility to somehow share this vision with others and recruit them to believe that they too can see beyond. The Coalition for International Initiatives (CII) has five founding members who all have a noble vision for a better tomorrow for global school children in India and the US. Logic Bay, our web-developer, has been attempting to bring our vision to reality by programming the eKWIP website. This Web 2.0-based site houses global collaboration tools as well as the standards-based lesson plan format called T2M (Triggering Teachable Moments).

In a recent exchange with our web-developer, I was having a difficult time explaining the new “teachable moment” format for lesson design. The T2M format is based on previous research studies in Problem-based Learning(PbL). The PbL movement is itself less than 50-years-old and has not yet been adopted into mainstream educational institutions–we’re working on it! How does one explain a lesson design that begins with a “fuzzy,” ill-structured problem with no pre-determined solution? It is also difficult when the program sets expectations of classroom educators to act as facilitators of students pursuing the iterative process of creating possible solutions and testing them out.

In our vision of the eKWIP platform, the sucesses and failures will be shared between global partners in India and the US  in order to generate new and unique possibilities for solutions. This is a shared vision of the core team of CII developers, but it is difficult to explain in terms of the concrete schematics of a web design. I have spent many nights wondering how to demonstrate our vision. Then…

Earlier this week,  I turned to the back page of our local paper. The 2010 Noble Prize in Physics was just awarded to Andre Geim and Konstantin Novoselov, two physicists at the University of Manchester, England for their nanotech discovery, graphene . Their story is one that helps to illuminate eKWIP, a multi-dimensional social/educational experiment. Take a look at their story on this brief YouTube clip:

It all starts with a problem and a team of dedicated thinkers who have the ability to wonder, “What if?” Did you notice that I said a team? Two heads are better than one, and when hundreds of heads from around the world collaborate online problems get solved in new and unique ways.

For these two Noble scientists, their problem was to wonder “if” there might be a new material that would prove more effective and efficient than currently existing materials. The solution to their problem was truly at their fingertips the entire time. Graphene, as you saw in the video, is a two-dimensional material that has uses in almost every facet of life. The fact they were able to isolate the atom with a piece of ordinary Scotch tape is what makes this story so amazing. Simply, they had the ability to see the extra-ordinary possibilities in the ordinary objects of a piece of tape and a lump of graphite. They had a “moment” of genius because they started with a clearly-defined goal but allowed for the wiggle room of wonder-filled exploration.

When analyzing this story one can find insights into the capacity we are trying to build by designing teachable moments around academic standards.  In the T2M model we base all of our “teachable moments” on a single academic standard triggered by a problem and assessed with a project -based rubric. The problem must be harvested from events in the “real” world that trigger the students to wonder, “What if?”

 

Photo credit: K-idea : http://www.flickr.com

 

By the way, it was not always the Nobel committee calling for Andre Geim. In 2000, Geim won an Ig Nobel award for his work with frogs and magnets. He was experimenting with the possibility of levitating a frog using a magnet. The failure of this project and his global condemnation could have blinded his vision of solving future problems. At CII we believe that failure is a necessary part of the learning process. Failure alllows the problem-solver to change course and direction in order to eventually find success. When transcending the horizon of the known world, one cannot be fearful of a flat world.

To you Dr. Geim and Dr. Novoselov, we at CII congratulate you both on your prestigious award and for  your ability to seek extra-ordinary solutions through collaboration and the belief that wonder is a Noble pursuit. CII is creating a Web 2.0 program with a creative pedagogical application that helps to trigger teachable moments that turn the ordinary into the extra-ordinary.

On another note, I would like to see a frog levitate–how about you, reader?

Gregory M. McGough, M.Ed.

CII Chief Academic Officer

You must be the change you wish to see in the world. – M. Gandhi

 

 

One need not look too deeply into the media to see that the world is caught up in a struggle that seems to be impacting every nation on the planet. Whether it is armed conflict, economic collapse, or failing schools, superlatives label those who are deemed the best and subjugate those who fall short. As Thomas Friedman tells us in his seminal work The World in Flat: A Brief History of the 21st Century, the world is growing closer as technology connects nations including small towns in the US with villages in India. His book has been taken by many a progressive educator to be a rallying cry for improving the “failing” education systems of the West in order to compete with the rising economic powers of the East, India & China.

Several years ago, I was attending an Innovations in Education Conference at Penn State University when I came across a book in the “free rack” in my hotel lobby. I traded a worn Stephen King novel for Thomas Friedman’s non-fiction book. A shared text from an anonymous reader, what a fantastic way to come across a book that would ultimately change the way that I perceive the world. The impact the book had on me is different than most readers. I don’t want to see the world in terms of winners and losers. Instead, I would like to see the world as a network of collaborative participants working to make the human experience on this planet a happy, healthy, and productive one.

In the United States, we have an obsession, based on tradition, with selecting those teams or individuals that rise to the top of their sport or competitive field. I don’t see education as an area of human endeavor that requires competition among participants. Instead, I view education as a shared experience where learners help each other to construct meaning in an otherwise abstract world. In this light, the United States is not competing with the educational systems in other nations of the world, but rather using technology and Friedman’s “flat world” theory to allow students to collaborate and transcend the artificial boundaries of the world’s nations. I heard a speaker say that looking down from space the boundaries between nations cease to exist. Boundaries between humans are created in the very minds of those we deem winners and are reinforced to allow these winners to stay on top and in power.

At the Coalition for International Initiatives (CII), we are attempting to make a positive impact by building a computer platform that will allow for collaboration between schools in India and the United States. Children will not be ranked or measured but will be allowed to explore their world and construct meaning that fits their individual realities and expands their learning beyond the classroom walls. It is our belief that if given the technological capacity to collaborate, students will connect and teach each other about their country and culture. As the program advances, we hope to focus these students on the task of solving some the world’s most pressing social problems and issues.

I am currently working on a “teachable moment, ” a small mini-lesson that builds with other lessons to help students solve a common problem, that will have inquisitive students in the US attempt to connect with Indian students to explore the holiday of Diwali. I am somewhat embarrassed to admit that I am a highly-educated teacher who until accepting my position with CII never heard of Diwali. As the largest national holiday in India, this tradition is important to the understanding of the complex social network that is modern India. Not sure what Diwali is all about–check out the following video from National Geographic on Youtube:

It is through collaboration and global communication that education can transcend the adult-created problems of the world and allow students to find solutions for their future. I welcome your comments to this blog post and would love to hear from our readers around the world. Collaborate with us in order to create the change we wish to see in the world.

PS. Happy Diwali to All of You Who Celebrate the Victory of the Light!

 

Gregory M. McGough, M.Ed.

CII Chief Academic Officer

…each student and teacher is engaged in the art of composing a life.”

-Anne Murray Orr & Margaret Olson

When I was hired by the Coalition for International Initiatives for their positive global impact initiative in education, I was reading an article by Anne Murray Orr & Margaret Olson titled Transforming Narrative Encounters. This particular research study focuses on the power of narrative-inquiry as a legitimate research tool in educational settings. The authors explains that transformations can be made in education through careful reflection and inquiry into the individual stories of teachers and students. As a part-time consultant and full-time English teacher, the notion that our lives are nothing but intersecting storylines appeals to me on a level that transcends the everyday.

One of the areas that interested me was the idea that curriculum development is shaped by teachers and students as they attempt to make sense of their worlds through the various rising actions and conflicts. It is this constructivist notion of curriculum that now drives the Triggering Teachable Moments (T2M) lesson design on the eKWIP website.

After reading the article on narrative inquiry, I began to think about the educational power of allowing students to author their own worlds with collaborative global partners. The eKWIP website is designed to open a collaborative platform for students in the US and India to attempt to share their stories and ultimately their worlds. The T2M model focuses on allowing students to develop narratives that add a rich narrative content to the otherwise stale academic standards. Teachers using eKWIP will be asked to establish an environment that is conducive to the development of a rich story line between the learners in the two countries and written in a purely digital medium.

As the storyline develops, the eKWIP team will be blogging about our journey as we try to make a positive global impact in global education collaboration.

Gregory M. McGough, M.Ed.

CII Chief Academic Officer