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To Get Us Started

Introductory Padlet

A Bitmoji or image that represents who you are
Name | School | Role
What glocal (global+local) issue is most relevant for you and your students?

Most Relevant Glocal Issues

Once you have added your post on the introductory Padlet, please grab a snack AND share your responses with those at your table group. In your share out, explain why the glocal issue you highlighted is most relevant.

https://padlet.com/mphimes/pbiglobal_wcpssstem_2023

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Project-Based Inquiry (PBI) Global

Centering Student Voices in Interdisciplinary Inquiry-to-Action

https://rb.gy/yould

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Who We Are

Director of the New Literacies Collaborative

Friday Institute

NC State University

mphimes@ncsu.edu

New Literacies Collaborative

Marie Himes

Dr. Sarah Bausell

@FridayInstitute #newlit

Research Scholar

Friday Institute

NC State University

sbbausel@ncsu.edu

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Project-Based Inquiry (PBI) Global:

Centering Student Voices in Interdisciplinary Inquiry-to-Action

Session Overview

Introductory Padlet & Welcome (5 min.)
Why Glocally-Focused, Interdisciplinary Inquiry-to-Action (10 min.)
Centering Student Voices in Inquiry-to-Action (20 min.)
Questions & Wrap-Up (10 min.)

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Why Glocally-Focused, Interdisciplinary Inquiry-to-Action?

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Why Glocally-Focused, Interdisciplinary Inquiry-to Action?

Glocally Competent�

STEM & STEAM Knowledgeable�

Creative Problem Solvers & Critical Thinkers�

Effective Communicators & Collaborators

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Why Glocally-Focused, Interdisciplinary Inquiry-to-Action?

Why Global and Local Focus?

(OECD, 2018)

Global competence is the toolkit a productive, involved citizenry uses to meet the problems and opportunities of the world.

- Asia Society, 2022

Why Glocal?

For our inquiry-to-action work, we draw on conceptualizations of global competency from two organizations: The Asia Society and the Organization for Economic Cooperation and Development (OECD), specifically their Programme for International Student Assessment (PISA).

In defining global competence as “the toolkit a productive, involved citizenry uses to meet the problems and opportunities of the world,” facilitating opportunities for students to apprentice into this analytical and action-oriented work is paramount.

PISA’s conceptualization of global competence highlights the iterative and lifelong nature of global competency development and positions education, and therefore, educators as agentic in this process. This framework also acknowledges the interaction among global competency capacities and individuals’ skills, knowledge, values, and attitudes.

A glocal focus is important because it helps the student anchor their questions in authentic problems that people experience all around the world, including their own communities.

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Why Glocally-Focused, Interdisciplinary Inquiry-to-Action?

Why Interdisciplinary?

Affordances of an Interdisciplinary Approach to Learning

Fosters advances in cognitive ability (Repko, 2009) and
Supports learners to

Recognize bias,
Think critically,
Tolerate ambiguity, and
Acknowledge and appreciate ethical concerns (Kavaloski, 1979; Newell, 1990; Field et al., 1994; Vess, 2009).

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Why Glocally-Focused, Interdisciplinary Inquiry-to-Action?

Why Inquiry?

Connect authentically to the world and their community
Cultivate 21^st Century skills
Increase student agency in learning

Retrieved from https://www.edutopia.org/article/bringing-inquiry-based-learning-into-your-class-trevor-mackenzie

Our goal in this approach is to cultivate students’ agency…and to do this, we centralize the process of inquiry.

So, what do we mean when we use the phrase inquiry?

When we use inquiry to guide our work with students, it means that we are acknowledging the POWER of their questions and even use their questions as the steering wheel.

Inquiry is often integrated at different levels in the classroom. Let’s look at this swimming pool image here.On the far left side, we have structured Inquiry- Students follow the lead of the teacher and work typically in unison. Just next door, we have controlled inquiry, here the teacher chooses topics and perhaps identifies resources students will use to answer questions. Students in this class have a bit more autonomy, but are still working with a prescribed list of resources. If we continue to the right, we have guided inquiry in which the teacher selects topics and questions but students determine the outcome, for example a solution or product. And finally free inquiry in which the students determine their topics or questions and also how to pursue these questions/develop solutions. Though these are presented as a spectrum, it’s not suggesting that there is one that is better than the other. In fact, we may borrow elements from each and in this way they can overlap in our pedagogies.

In our work this year , we will collaborate on how to engage students in more inquiry centered learning…

Learner-centered pedagogies respond to

Learning Needs
Interests
Aspirations
Cultural Backgrounds of Students

Through technology and ongoing discussion and dialogue, students are engaged in and with

Collaboration
Creativity
Critical Thinking
Communication

Teachers facilitate learning rather than being the sole source of information.

21st Century Skills:

Critical thinking
Creativity
Collaboration
Communication
Information literacy
Media literacy
Technology literacy
Flexibility
Leadership
Initiative
Productivity
Social skills

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Why Glocally-Focused, Interdisciplinary Inquiry-to-Action?

Why Take Action?

Source: https://www.inquired.org/post/what-is-informed-action

“Action is fundamental because it is the process of changing the reality.”

— Friere Institute

Why Action? Students crave authenticity–in what they are studying and the ways they express their understandings. Beyond their inherent desire to study something real–something that actually matters–they want to affect positive change. This approach highlights agency–or action–as vital to the learning process. The Friere Institute likes to say, action is fundamental because it is the process of changing the reality.” Not all action is equally effective or meaningful. We work to support learners to take informed action–animating their inquiry process and knowledge gathered with their communities. Examples of social action that we’ve seen groups of learners engage in include

• Impact a Public Audience

Design/Create/Vet Innovative Solution(s)
Give Time/Volunteer/Community Service
Fundraise
Advocate for Legislation

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Centering Student Voices in Inquiry-to-Action

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Centering Student Voices in Inquiry-to-Action

Project-Based Inquiry (PBI) Global

Cycle

Content

Spires, H.A., Himes, M.P., Paul, C.M., & Kerkhoff, S.N. (2019). Going global with Project-Based Inquiry: Cosmopolitan literacies in practice. Journal of Adolescent and Adult Literacy, 63(1), 51-64.

https://www.un.org/sustainabledevelopment/blog/2015/12/sustainable-development-goals-kick-off-with-start-of-new-year/

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Centering Student Voices in Inquiry-to-Action

Project-Based Inquiry (PBI) Global

PBI Global with Wake STEM Early College High School

SDGs 6 & 7: Clean

Water and Sanitation | Affordable and Clean Energy

2021

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Centering Student Voices in Inquiry-to-Action

Activating And Building Students’ Background Knowledge

Discussing Collaboratively
Analyzing Informational Text
Writing Personal Narratives

Prior To

And

During

Spires, H.A., Himes, M.P., Paul, C.M., & Kerkhoff, S.N. (2019). Going global with Project-Based Inquiry: Cosmopolitan literacies in practice. Journal of Adolescent and Adult Literacy, 63(1), 51-64.

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Centering Student Voices in Inquiry-to-Action

Let’s Talk: Global Competence Secret Envelope

Discussing Collaboratively

Global Competence Secret Envelope

Can be implemented before, during, and/or after students’ interact with a key concept or text
Supports students in making connections, deepening understanding, and determining importance

When introducing the activity with students,

Share the goal/purpose for the collaborative discussion
Model the protocol, including what active listening looks like

During the activity,

Encourage students to make connections across questions and responses
Be mindful of students’ discourse (e.g., word choice, tone, participation) and create/practice/remind students of shared discourse norms

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Centering Student Voices in Inquiry-to-Action

Let’s Read Aloud and Reflect: United Nations - Water

Reading in Four Voices

Analyzing Informational Text

Reading in Four Voices

Pairs well with reflective discussion and writing
Focuses students’ attention on genre-specific language structures via oracy

When introducing the activity with students,

Utilize key genre-specific academic language
Model the protocol

During the activity,

Encourage students to read the excerpt in four voices multiple times
Be mindful of students’ participation in the reflection discussion verbally and in writing

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Centering Student Voices in Inquiry-to-Action

Let’s Write: Your H ₂ O Story

Writing Personal Narratives

Your H₂O Story

Invites students to think about their relationship with clean water and sanitation
Offers a starting point to reflect on local action for social good

When introducing the activity with students,

Acknowledge that this piece of writing will be highly personal
Share an exemplar and template

During the activity,

Encourage students to be descriptive in their writing
Be mindful of students’ comfortability sharing their relationship and/or experiences with water

https://padlet.com/mphimes/yourh2ostory_wcpssstem2023

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Centering Student Voices in Inquiry-to-Action

Three Approaches Group Reflection and Share Out

Reflection Questions

How did your group’s approach center student voices in service of

activating and building background knowledge for glocally-focused, interdisciplinary inquiry-to-action?
fostering collaboration among diverse learners for successful problem-solving (i.e., help students learn to work with and appreciate students who are different from themselves)?

In what ways could you utilize and/or adapt this approach for your instructional context?

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Questions & Wrap-Up

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Questions & Wrap-Up

Inquiry-to-Action & Your Educational Context

What questions do you have about centering student voices in inquiry-to-action?
How are you (could you) center student voices through inquiry-to-action in your instructional context?

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Stay Connected

Director of the New Literacies Collaborative

Friday Institute

NC State University

mphimes@ncsu.edu

New Literacies Collaborative

Marie Himes

Dr. Sarah Bausell

@FridayInstitute #newlit

Research Scholar

Friday Institute

NC State University

sbbausel@ncsu.edu

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References

Asia Society (2006). What is global competence?. https://asiasociety.org/education/what-global-competence

Asia Society (2022). Five reasons why global competence matters. https://asiasociety.org/education/five-reasons-why-global-competence-matters

Field, M., Lee, R., & Field, M.L. (1994). Assessing interdisciplinary learning. New Directions in Teaching and Learning. 58, 69-84.

Kavaloski, V. (1979). Interdisciplinary education and humanistic aspiration: A critical reflection. In J. Kockelmans, Ed. Interdisciplinarity and Higher Education. University Park, PA: The Pennsylvania State University Press.

Newell, W..H., 1990. Interdisciplinary curriculum development. Issues in Integrative Studies. 8, 69-86.

Organization for Economic Cooperation and Development (2018). Programme for International Student Assessment (PISA) 2018 global competence. https://www.oecd.org/pisa/innovation/global-competence/

Repko, A.F. (2009). Assessing interdisciplinary learning outcomes [Working Paper]. School of Urban and Public Affairs. University of Texas at Arlington. https://interdisciplinarystudies.org/docs/syllabi/Assessing_Interdisiplinary_Learning_Outcomes_(Allen_F._Repko).pdf

Spires, H.A., Himes, M.P., Paul, C.M., & Kerkhoff, S.N. (2019). Going global with Project-Based Inquiry: Cosmopolitan literacies in practice. Journal of Adolescent and Adult Literacy, 63(1), 51-64.

Vess, D.(2009). Explorations in interdisciplinary teaching and learning [A hands on introduction to interdisciplinary via development of two courses]. www.faculty.de.gcsu.edu/~dvess/ids/courseportfolios/front.htm.

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Questions & Wrap-Up

Share Your Feedback And Contact Information

https://forms.gle/8jrMPbvz8JHrBuYo7

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