Global Knowledge Program

Global Knowledge Program

1. Team A

2. Collaboration

   • Provides students with opportunities to work with one another in a student centered cooperative environment
   • Teachers and students learn to work with others from different cultures
   • Students work with other team members in order to solve problems

3. Recommendation

   • As an educator on campus, we would not recommend the World Peace Game. Considering all factors that go into play for a classroom, the game wouldn't be fit to accommodate all types of learners. The example given was from a gifted and talented class; which isn't the normal classroom prototype. Most general education classrooms contain resource students that are self-inclusion, so the requirements for this game would go over their heads. This game couldn't be used in elementary but more so in a middle school or high school population. Scholars also need to have a solid global foundation in geography, language/communication, cultural awareness, and collaboration in order for the game to be effective. In studying different countries not only would they learn about the countries but they would also learn about what motivates the people who live in those countries. We have a way to go for the global knowledge piece and student-centered learning.

4. References

   • Andy Hargreaves, D. S. (2012). The global fourth way. Thousand Oaks: Corwin. Zhao, Y. (2012). World Class Learners. Corwin Press.

5. Technology

   • Provides the opportunity for international partnerships with other students around the world, expanding schools beyond their physical borders
   • Gives students easy access to a wealth of information and knowledge
   • Allows for students to stay current on world affairs
   • Students must be competent in navigating technological tools if they are to compete for jobs in our very technology-driven society
   • Students must be able to determine the reliability of sources of information