The Globalization of Curriculum
The combination of March winds (we had a very windy day here yesterday) and the need to provide complex, authentic curriculum for gifted students, coupled with a news story I just read, reminded me about the importance of incorporating global content into our teaching and also reminded me how easy that is to do. Here’s one example to demonstrate this concept.
The title of the news article I found is Offshore Wind Projects in United States See Renewed Interest. It is written by Philip Marcelo, (March 3, 2016) for Associated Press, and demonstrates a simple yet interesting way to teach gifted students about science, technology, energy, geography, sociology, humanities, and anything else you want to add in. What I love about this article is how it seamlessly meshes wind energy (and other energy sources) and their production with US and international businesses and concerns. To understand the news article in total, one would have to understand energy issues, wind farming, governmental roles in energy, associated legal issues, competition in business, and obstacles facing technology and its advancement, at the least. Why this complexity is so great for gifted students is because not only does it force them to think of many high level concepts at once, it also allows them to go off into areas of particular interest or intrigue to them.
If this article were presented as a Problem Based Learning situation in which the students needed to assess the likelihood that establishing a wind farm would be an appropriate goal in their community, they would first need to understand the science, technology, economics, and weather involved. In the process of gathering the information they would need to have to come to a conclusion to the situation, they also would have the opportunity to study areas of individual interest. One person might be interested in the scientific components, while another might be interested in environmental issues, and yet another might be interested in the legal and financial aspects of such an endeavor. There is something in a lesson like this for everyone, yet all are engaged in the aspects of the curriculum that the facilitator has deemed critical to the student’s curriculum needs for that particular age or grade. Win/win. Even better, the world begins to benefit from young people’s active participation in global issues and in all of our futures.
What global story in the news today can you use to further your students participation, and therefore engagement, in real life curriculum?
All the best,