@MYLOG47799627c6 said in What is the worldwide experience of integrating global competence into curriculum: school practice and teachers’ voice:
Budding Scientist projects
By the way, I got interested in Budding Scientist project - could please tell me a concept of this initiative?
@MYLOG47799627c6 said in What is the worldwide experience of integrating global competence into curriculum: school practice and teachers’ voice:
In the 21st century ,Digital tools facilitate collaboration among students, educators, and experts worldwide. Virtual classrooms, video conferencing, and online forums promoting global connections and diverse perspectives.
This is one of the aims of our E-Teach forum - to connect teachers to provide quaity education.
On the forum there is a topic, where you can search for a colleague, a teacher with a group of students in order to organise a video conference, launch a project, find a pen pal or just exchange your experience 
Feel free to check it out https://elibrary-forum.sdpsg.101.com/topic/37/connect-to-start-collaboration-for-international-school-projects
@Bilim , Hope You are well . Educating for global competence is an accessible, practical approach that is not beyond the reach of the average teacher this type of teaching is practiced across all age groups and subject areas in countries all around the world.
Students gain global competence by practicing skill development in the classroom and applying their learning to real-world topics. Although reading textbooks, listening to lectures, and memorization have their place in learning, they must be paired with more active learning to develop global competence.
Teaching for global competence does not require a new curriculum. It requires combining instructional strategies for active learning with global issues and weaving them into the existing curriculum.
Instructional strategies include structured debates, organized discussions, learning from current events, learning from play, service learning, and project-based learning. Like Ana said that this platform is an example of global teaching or learning . Where we discuss about the issues related to education and their solution s
@Ana_moderator
The budding scientist program is a monthly activity that is conducted as ‘discovery starts from the classroom. The students react as a scientist, Trial and errors make them enjoyable and create more discussions and arguments among them. The teacher introduces the experiment of the month. Example: The soda balloon experiment. The teacher plays a video about the experiment. Pupils watch the video and list out the materials and apparatus they need to prepare. According to the experiment schedule, they will conduct the experiment in school with their colleagues. They do more and more trials to find the amount of soda and vinegar that would make the balloon burst… It’s really an enjoyable experiment for them. So, every month I introduce an experiment topic for discussion. This is how I implement the budding scientist project in school. The interesting is how the children behave as a scientist.!
It's inspiring to read about the success of your Young Innovator Programs and their impact on students' skills and achievements, Bravo!. The COVID-19 pandemic has indeed disrupted educational methods, affecting student engagement and parental involvement. Many schools have faced similar challenges, and some effective strategies include embracing digital tools for interactive learning, adopting hybrid models for flexibility, enhancing communication with parents, prioritizing student well-being, and adapting existing programs to fit the current context.
In Puerto Rico, the big challenge for our students is in the social emotional area. It is interesting how we can identify who is a "pandemic child". Social rules, social communication and emotional regulation are aspect to considere in their curriculum.
Hi @Bousl2336873cb4
Hope everything is going well.
I completely agree with your perspective on project-based learning. Engaging students in topics they are passionate about significantly boosts their motivation and active participation. It is something magical. The practical skills they develop, such as problem-solving, time management, collaboration, and communication, are invaluable for their future and are part of the 21st century skills.
Moreover, this approach cultivates critical thinking and a deeper understanding of subjects. For us as teachers, project-based learning indeed offers pedagogical flexibility, authentic assessment opportunities, and seamless integration of various subjects a benefit for SPED also.
Best,
Mr. Bryan
Hello Bryana
Project-based learning, although advantageous, presents several drawbacks in developing countries like Tunisia. These challenges include limited resources, a lack of teacher training, social inequalities, restricted access to technology, and time constraints. Additionally, often inadequate school infrastructure, the complexity of project evaluation, the lack of institutional and political support, and traditional attitudes towards education can hinder the effective implementation of this educational approach.
Best Rega
"Empowering students through engaging education, fostering environmental consciousness, and advancing scientific literacy. Committed to shaping future leaders in Life and Earth Sciences."
Nowadays teachers are facing several challenges, include:
Here are some strategies that 21st-century teachers can use to engage students and promote deep learning:
Personalized Learning: Use technology and data to tailor instruction to individual students' needs, interests, and learning styles.
Flipped Classroom: Reverse the traditional lecture-homework format by delivering instruction at home and homework at school, allowing for more hands-on activities and collaboration.
Project-Based Learning: Have students work on real-world projects that integrate multiple subjects and skills, such as problem-solving, critical thinking, and communication.
Blended Learning: Combine traditional face-to-face instruction with online learning to provide flexibility and autonomy.
Game-Based Learning: Use games and game design to teach concepts and skills, promoting engagement and motivation.
Maker Education: Encourage students to design, create, and prototype solutions to real-world problems using various materials and technologies.
Virtual Field Trips: Organize virtual field trips to places that may be difficult or impossible to visit in person, such as historical sites, museums, or other countries.
Microlearning: Break down learning into shorter, focused chunks (5-15 minutes) to accommodate shorter attention spans and busy schedules.
Self-Directed Learning: Encourage students to take ownership of their learning by setting goals, tracking progress, and seeking help when needed.
Real-World Applications: Connect abstract concepts to real-world scenarios and applications to help students see the relevance and importance of what they're learning.
Differentiated Instruction: Use various teaching strategies and technologies to cater to different learning styles, needs, and abilities.
Formative Assessments: Use frequent, low-stakes assessments to monitor student progress and adjust instruction accordingly.
Collaborative Learning: Encourage students to work together on projects, promoting teamwork, communication, and problem-solving skills.
Global Connections: Use technology to connect with other classrooms or experts worldwide, promoting cultural awareness and understanding.
Reflective Practice: Encourage students to reflect on their own learning, set goals, and identify areas for improvement.
Technology Integration: Seamlessly integrate technology into lessons to enhance teaching and learning, such as using digital tools for note-taking or multimedia presentations.
Flexible Pacing: Allow students to learn at their own pace, accelerating or decelerating instruction as needed.
Student-Led Conferences: Have students take ownership of their learning by leading conferences with parents or guardians to discuss progress and set goals.
Interdisciplinary Learning: Integrate multiple subjects and disciplines into a single project or unit, promoting a more holistic understanding of complex concepts.
Emotional Intelligence: Teach emotional intelligence skills like self-awareness, empathy, and self-regulation to help students develop healthy relationships with peers and teachers.
These strategies can help 21st-century teachers create engaging, student-centered learning environments that prepare students for success in an ever-changing world!
@Ekaterina-P These days, everybody seems to be talking about “21st century skills” and how our students need new ways of learning if they hope to succeed in life. What today’s students need to succeed in their future work, family, and civic lives is dramatically different from what previous generations learned in school. But what are 21st century skills and how can educators bring them to students? The easiest answer is: by turning to the processes and principles that the field of project management has been utilizing for decades—skills such as critical and creative thinking, problem solving, effective communication, collaboration, self-motivation, persistence, and a lifelong passion for learning. These essential 21st century skills and mindsets, already part of daily life for project management professionals, are exactly what modern students need to learn in order to succeed.
To help future generation to think independently about, and debate, important issues in the world, teachers play an important role in promoting and integrating intercultural understating into their practices and classroom lessons.
In other words, today students need to improve their thinking, reasoning, research, planning, teamwork, and presentation skills.
Existing international practice abounds in effective tools, such as skills development activities that introduce, develop and extend skills through team projects, individual reports and serious written examinations.
@Bousl, hello. Right, assessment should be focused not on subject knowledge, but on the skills that students use and demonstrate. As an outcome they develop, practice and apply the skills they need to research, plan and take action. They learn to understand different perspectives on complex global issues, and learn to see the world differently.
There is a very interesting 4-step Rubrics to assess creative thinking. It is easy to use. Unless newly acquired knowledge not used in a new context it can not be evaluated as high order of thinking, that is creativeness.
Mariam, indeed "Teaching for global competence does not require a new curriculum. It requires combining instructional strategies for active learning with global issues and weaving them into the existing curriculum"
I'd love to convey this message to those teachers who somehow struggle to teach this subject and to those, who consider that their main subject profile has nothing common with Global competency.
I want to acknowledge this Forum is abundant in valuable insights and notional quotes. 
@MYLOG47799627c6
This is bitter truth.
This time TALIS-2024 report will be concise and comprehensible for practicing teachers to increase the readership.
It will address the issues of global teacher shortage, job dissatisfaction, problems of school leadership and school environment.
Samar Mohamed, nice to meet you.
My appreciation of your devotion and involvement.
Perfect Idea! As Alvin Toffler highlighted "The illiterate of the 21st century are not those who cannot read or write, but those who cannot learn, unlearn and relearn"
We are currently preparing students for jobs that don't yet exist, using technologies that haven't been invented, in order to solve problems we don't even know are problems yet, aren't we?
Today young learners need to develop a wide selection of sharp "thinking and doing tools" for quickly analyzing complex problems, for conceiving and creating innovative solutions, and for effectively communicating and collaborating with other team members, all working together toward a clear goal. Correspondingly, teachers need to develop their competencies and support them in tackling complex questions, problems, or challenges through PBL.
The good news is that, as seen for instance, from the forum, contemporary educators are becoming increasingly aware of this need for a dynamic and challenging learning approach.
Only as you mention above, through active exploration of real-world questions, problems, issues, and perspectives students are able to acquire deeper knowledge and skills.
@Bilim Absolutely!
This passage eloquently highlights the transformative potential of integrating global competence into education. By embracing neomillennial learning styles and digital civic engagement, educators can effectively engage students in meaningful ways that resonate with their contemporary experiences. The emphasis on developing a multifaceted understanding of global issues and fostering intercultural competence is commendable. It underscores the importance of preparing students not only for current challenges but also for future opportunities in a diverse and interconnected world. This approach not only enhances students' knowledge but also cultivates critical skills and attitudes that are essential for their personal growth and active participation in global citizenship.
might include examples of culturally responsive teaching practices, collaborative learning projects that highlight different cultural backgrounds, or initiatives to engage students in cross-cultural dialogue and understanding. It also invites consideration of how such approaches can prepare students to thrive in a multicultural and interconnected world.
Schools can inspire and empower students to become responsible global citizens by integrating various strategies and practices into their educational framework:
Curriculum Integration: Incorporate global issues, sustainability, and equity topics into the curriculum across subjects. This can include lessons on climate change, social justice, cultural awareness, and human rights.
Project-Based Learning: Encourage students to engage in projects that address real-world problems. This hands-on approach helps students understand the impact of their actions and fosters a sense of responsibility.
Community Service: Promote community service and volunteer opportunities. By participating in local and global community projects, students can experience the importance of contributing to society.
Cultural Exchange Programs: Facilitate cultural exchange programs and international collaborations. These experiences broaden students' perspectives and help them appreciate diverse cultures and viewpoints.
Environmental Initiatives: Implement school-wide sustainability practices, such as recycling programs, energy conservation, and school gardens. Teach students about the importance of environmental stewardship.
Inclusive Education: Foster an inclusive environment that respects and values diversity. Teach students about equity and the importance of inclusivity in creating a fair society.
Critical Thinking and Problem-Solving: Develop students' critical thinking and problem-solving skills. Encourage them to analyze global issues, think critically about solutions, and understand the complexities of these problems.
Role Models and Mentorship: Introduce students to role models who are making a positive impact in the world. Mentorship programs can also help students develop their potential and understand the importance of leadership in driving change.
Technology and Innovation: Utilize technology to connect students with global issues and communities. Encourage innovative thinking to create solutions for sustainability and equity challenges.
Empathy and Ethical Education: Teach empathy and ethical decision-making. Help students understand the importance of compassion and moral responsibility in their actions and choices.
By incorporating these practices, schools can cultivate a generation of students who are knowledgeable, compassionate, and motivated to contribute to a more sustainable and equitable world.
Afshanshah pst ggps hani
Hyderabad,sindh Pakistan