Abstract
My compelling question is: How do I promote students' global awareness and perspective in my high school English reading class?
The rationale for my compelling question came from my observation, teaching experiences, and metacognitive learning experiences. Since I have been enrolled in NLGL program, I have been engaged in the project-based inquiry approach and collaborative group/pair activities, and have learned critical thinking skills, problem solving strategies as well as teaching pedagogies. More importantly, through reading, writing, and authentic practices integrated with technology in and beyond class, I have opened my mind, minimized my stereotypes of different cultures, and learned how to address some issues in cross cultural contexts. When I reflect on my prior teaching strategies, I have been transforming and determined to reform my reading classroom involving global topics to engage my peers and students in real life learning. I would like my young students in China, who are involved all day long in a myriad of test-orientated reading and writing now, to experience authentic learning to identify themselves and interpret people of different values and places across the planet from different perspectives, exerting their profound influence on others in global contexts. Though to address and infuse global awareness in the tight school curriculum and class schedules is challenging, the good use of teaching and learning strategies in the reading class will help address that.
My compelling question has been addressed in the three core courses---ECI 546, ECI524, and ECI 508. I have also addressed the question in my other courses---ECI 620, ECI 521, ECI 520, and ECI 545. The process for answering it was to gather and analyze my information from these courses, the new ideas I have acquired from them, and the resources from professional publications and websites. In addition, I have conducted an interview, inquiry process and research. Some of my metacognitive learning products can help facilitate students to grow as global learners.
The rationale for my compelling question came from my observation, teaching experiences, and metacognitive learning experiences. Since I have been enrolled in NLGL program, I have been engaged in the project-based inquiry approach and collaborative group/pair activities, and have learned critical thinking skills, problem solving strategies as well as teaching pedagogies. More importantly, through reading, writing, and authentic practices integrated with technology in and beyond class, I have opened my mind, minimized my stereotypes of different cultures, and learned how to address some issues in cross cultural contexts. When I reflect on my prior teaching strategies, I have been transforming and determined to reform my reading classroom involving global topics to engage my peers and students in real life learning. I would like my young students in China, who are involved all day long in a myriad of test-orientated reading and writing now, to experience authentic learning to identify themselves and interpret people of different values and places across the planet from different perspectives, exerting their profound influence on others in global contexts. Though to address and infuse global awareness in the tight school curriculum and class schedules is challenging, the good use of teaching and learning strategies in the reading class will help address that.
My compelling question has been addressed in the three core courses---ECI 546, ECI524, and ECI 508. I have also addressed the question in my other courses---ECI 620, ECI 521, ECI 520, and ECI 545. The process for answering it was to gather and analyze my information from these courses, the new ideas I have acquired from them, and the resources from professional publications and websites. In addition, I have conducted an interview, inquiry process and research. Some of my metacognitive learning products can help facilitate students to grow as global learners.
The Coursework to Help Explore Different Aspects of my Compelling Question:
Appendix
The Future is Up to US--Global Learning
The Future is Up to US--Global Learning
Source: https://youtu.be/p1nN6mvzabg
Reference:
Picture from Google Images
Picture from Google Images