Chapter 13 Global Educator, Global Community

1. 1Global educators are only limited by their [blank_start]imagination[blank_end] and [blank_start]determination[blank_end] to success!

   1. Aimagination
   2. Bdetermination
2. 2[blank_start]Knowledge[blank_end] is distributed widely across these networks and instead of learning from others the hope was to learn with others through [blank_start]inquiry[blank_end] and the [blank_start]co-creation[blank_end] of knowledge.

   1. AKnowledge
   2. Binquiry
   3. Cco-creation
3. 3As a service-learning coordinator, this experience was so [blank_start]significant[blank_end] because...it provided [blank_start]direct[blank_end], [blank_start]tangible[blank_end] support for a [blank_start]global community[blank_end] in need.

   1. Asignificant
   2. Bdirect
   3. Ctangible
   4. Dglobal community
4. 4History learning project between students in Sydney, Australia, and in Pennsylvania, USA was significant because it showed students the [blank_start]possibilities[blank_end] and [blank_start]challenges[blank_end] of international communication and working together on a project.

   1. Apossibilities
   2. Bchallenges
5. 5My students and I worked [blank_start]together[blank_end] to learn how to use the [blank_start]technologies[blank_end] needed.

   1. Atogether
   2. Btechnologies
6. 6That project gave me the [blank_start]foundation[blank_end] and [blank_start]support[blank_end] in global education that I needed and I then had the courage to go and try other [blank_start]new things[blank_end].

   1. Afoundation
   2. Bsupport
   3. Cnew things
7. 7Joining and becoming involved in the International Association of School Leadership gave me the most [blank_start]humbling experiences[blank_end], and the biggest challenges in [blank_start]refocusing[blank_end] my connections with people and [blank_start]their local experiences[blank_end] and contextualizing my own work for a [blank_start]bigger purpose[blank_end].

   1. Ahumbling experiences
   2. Brefocusing
   3. Ctheir local experiences
   4. Dbigger purpose
8. 8[blank_start]Reading[blank_end] is more than print, [blank_start]writing[blank_end] is more than ink.

   1. AReading
   2. Bwriting
9. 9The use of technology meant we also were [blank_start]afforded[blank_end] an [blank_start]authentic audience[blank_end] to easily share with and receive [blank_start]real[blank_end] feedback from.

   1. Aafforded
   2. Bauthentic audience
   3. Creal
10. 10This chapter shares ideas for where to get started as a global educator and how to find your resources needed.

    1. ARichtig
    2. BFalsch

11. 11The stories, examples and glimpses shared by educators in this chapter reveal what amongst educators?

    1. AFascination
    2. BDiversity
    3. CDetermination
    4. DAbility
    5. ELikelihood
12. 12The examples discussed within this chapter are the only ways in which you can connect and collaborate globally.

    1. ARichtig
    2. BFalsch
13. 13Throughout Global learning, active learning occurs.

    1. ARichtig
    2. BFalsch
14. 14The tree main point of this chapter are

    1. AGlobal Awareness and Impact
    2. BGlobal Tools and Resources
    3. CYounger Students Can Collaborate Globally
    4. DGaming Goes Global
15. 15The Center for [blank_start]International Virtual Schooling[blank_end] started in 2009 and connects schools in different countries for cross-cultural virtual exchange and to develop intercultural competence.

    1. AInternational Virtual Schooling
16. 16The strength of IVECA is that the program is [blank_start]designed and orchestrated[blank_end] based on in-depth doctoral research and pilot projects.

    1. Adesigned and orchestrated
17. 17The focus of the global interactions is on paired partnerships.

    1. ARichtig
    2. BFalsch

Beschreibung

This quiz reflects the readings in Chapter 13 and a portion of Chapter 14; up to page 222

Autor

Jennifer Heritage

Sprache

English

Aufrufe

11

Schlagwörter

6th grade

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