Water in the World: Science, Society, & Scarcity Engaging Students in Global Water Issues July 13,...
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Transcript of Water in the World: Science, Society, & Scarcity Engaging Students in Global Water Issues July 13,...
Water in the World:Science, Society, & Scarcity
Engaging Students in Global Water IssuesJuly 13, 2010
Dr. Brad GreimanUniversity of Minnesota
Session Agenda
• Professional Development• Why Global Engagement?• Allen Four-Step Instructional Planning
Model• Application Opportunities• Sharing of Instructional Materials• Graduate Credit
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Professional Development (PD) (Darling-Hammond et al., 2009)
• Congratulations on taking time to study water in a global context!
• Focused, ongoing, and sustained PD for teachers is related to student achievement– Teachers who participated in 49 hours/year
of PD boosted student achievement by 21%– 14 hours/year of PD showed no effect on
student learning
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Why Global Engagement?
• Is learning about global issues important to:– Youth and adults?– Parents and the community?– Administrators?
• Can a global approach increase test scores?• Does a global approach support the school’s
mission?• Can a global approach assist adults operate
more profitable enterprises?4
Why Global Engagement? (National FFA, 2009)
• Framework for understanding, valuing, & embracing diversity
• Obligation to students and adults– Awareness & understanding of global
issues– Career opportunities
• New partnerships– Within traditional partners
and extending beyond5
Why Global Engagement?• United States has responsibility as a leader to
address global needs & assist with MDG (UN, 2010)
1) Eradicate extreme poverty & hunger2) Achieve universal primary education3) Promote gender equality and empower women4) Reduce child mortality5) Improve maternal health6) Combat HIV/AIDS, malaria & other diseases7) Ensure environmental sustainability8) Develop a global partnership
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“We must not fail the billionswho look to the international community to fulfill the promise of the Millennium Declaration for a better world.
Let us keep the promise.”
— UN Secretary-General Ban Ki-moon
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Why Global Engagement?
• Allows for an integrated & multi-disciplinary approach to learning– Teach agriculture, economics,
geography, history, science, social studies, etc. in a global context
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Why Global Engagement for Agricultural Education?• It is our Mission & Purpose
– Agricultural Education prepares students for successful careers and a lifetime of informed choices in the global agriculture, food, fiber and natural resources systems
– National Farm and Ranch Business Management Education Association, Inc. ...Teachers delivering knowledge that works to North America's Farm and Ranch Families
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Allen Four-Step Instructional Planning Model (Hedges, 2000)
Model taught in ~50% of Ag Ed Teacher preparation programs (Greiman & Bedtke, 2007)
1) Preparation
2) Facilitation of Learning
3) Application
4) Evaluation
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1) Preparation
• Teachers focus initially on:– Content– Activities
• Student learning increases when teachers plan with aim of achieving learning objectives (Clark & Yinger, 1987)
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1) Preparation
• Develop learning objectives (LOs)– What do you want the learner to be
able to do?– Crosswalk with appropriate areas
• Agriculture & Science
– Learning domains (3)• Cognitive domain (Bloom’s Taxonomy)• Affective domain• Psychomotor domain
1) Preparation
• Relevancy– Connection of content to learners in a
meaningful way• Learner interest• Learner choice
– Current events• Local, state, region, USA, World
– Local lakes and rivers, Mississippi River, Great Lakes, Ogallala Aquifer (High Plains Regional Acquifer), Caspian Sea
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2) Facilitation of Learning
• Motivation– Interest approach
• Connect to prior knowledge– College students remembered twice as
much by use of prior knowledge (Bransford & Johnson, 1972)
– Hydrologic Cycle (Water Cycle)
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Concept Map
• Visually represent your connection to water– Personal– Professional– Concepts from previous sessions & readings– Future– International– Application goals– Other
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2) Facilitation of Learning
• Select a variety of instructional strategies– Continuum of Instructional Strategies
(Greiman, 2006)
• Chunk instruction and integrate student engagement activities– Especially within PowerPoint
• Think-Pair-Share• Activity• Discussion questions
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3) Application
• Homework assignment (outside of class or workshop)
• Differentiate• Provide opportunity to apply and
practice concepts/skills– Rule of 3
• Model• Guided practice• Independent practice
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4) Evaluation• Use appropriate evaluation techniques
– Provide learner with knowledge of their progress
– Answers the questions: Did learning take place? Did the instructor do an effective job?
– Formative assessment– Summative assessment– Teacher reflection
• Consider differentiation• Student choice• Multiple Intelligences (Gardner, 1993)
Application Opportunities
• Meaningful & relevant product for your professional career
• Share with a larger group of educators
• Individual work and/or collective efforts of group
What ideas do you have?
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Application Opportunities
• Possible categories– Interest approach
• Appropriate for respective learners: youth and adults
– Identify learner & teacher content material• Readings and learner questions
– What WitW readings or parts of readings are appropriate for your learners and teachers?
– What additional content material is needed for learners and teachers?
• Websites, DVDs, curriculum materials, etc.
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Application Opportunities
• Possible categories– Activities
• Google Earth– Continuum: personal connection to international
settings– Tool for decision-making: Given a career or
situation, how can Google Earth be utilized– Date analysis: grids, Excel
• Personal water consumption• Transporting water by bucket
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Application Opportunities
• Possible categories– Interactive lecture by use of PPT
• Chunk WitW ppts into smaller units– Ex: Global Perspectives on Water Resources (David
Mulla)» 129 slides
• Integrate student engagement activities• Identify LOs
– Debate– Problem-solving or inquiry
• Real-world problem: Water testing– Adopt a river or lake 22
Application Opportunities
• Possible categories– Case study or scenario
• Ethics, environmental & leadership challenges • Individual, groups or entire group• Goal: reach a consensus but allow for debate• Problem Identification-Remedies-Prevention• Three possible types
– Make a decision– Review a decision that was made– Simulation: case unfolds over real or condensed time
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Application Opportunities
• Possible categories– Experiment or lab– Role Play
• The Bhatvan Game (Karlyn Eckman)
– Cooperative learning– Inquiry project– Guest speaker– Field trip– Assessments
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Sharing of Instructional Materials• Peer feedback
– WitW website• https://moodle.umn.edu/course/view.php?id=7
714
• Sharing of WitW instructional materials– All contribute: Interest approach and
activity• Due: Friday, August 6
– Available for start of 2010-11 school year• U of MN Ag Ed website• http://ag-ed.cfans.umn.edu/default.htm25
Graduate Credit • Beginning: One page proposal
– Description of the proposed instructional materials to be developed
• End: Due by Friday, August 6– Instructional materials– Time commitment guidelines
• 1 credit = 35 hours, 2 credits = 70 hours, etc.
– Reflective summary• Describe the products and how they will be used• Describe the desired result of the product• Describe the most important aspect you learned
by participation in WitW26
Summary
• Instructional materials– LOs
• Crosswalk with appropriate standards
– Learner and Teacher versions• Reading• Instructions• Teacher: answers, notes for PPT, etc.
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Contact Information
Dr. Brad GreimanUniversity of MinnesotaAgricultural Education146 Classroom Office Building1994 Buford AvenueSt. Paul, MN 55108O: 612-624-5644C: [email protected]
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