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Project-Based Inquiry Plan

 

Based on the project-inquiry model of learning, students will be presented with a question. They will learn through various techniques, and build an understanding of an answer to the question presented in the beginning of the unit. They will present their understanding in multiple ways and through creative pieces. Students will revise their own understanding of the question and answers through peer collaboration and teacher’s feedback as well. Students will present their final research through the use of technology and demonstrate their understanding of the unit question.

 

The main question that students will focus on throughout the unit is “How do global economics impact education?” We will precisely be looking at parts of Asia, Africa, and Australia and examine the educational status of the country through the poverty rates.

 

Project-Based Inquiry Phases:

 

First Phase:

 

Students will be presented with a compelling question:

“How does global economics impact education?” 

 

Time: 1 Day

 

Sources:

10 Steps to Becoming a Global Citizen

We Are Global Citizens: RiseTogether 

11 Facts About Global Poverty

 

General activities that students will complete:

Before discussing poverty and education status, we will discuss Global Citizenship and what it means to be a citizen of the world (a cosmopolitan). We will focus on what it means to be a global citizen, and shift over to how they can contribute to ending educational poverty. Students will conduct a jigsaw activity and be given some time to discuss what it means to be a global citizen. They will then explore and answer questions pertaining to global poverty. 

 

Second Phase:

 

Students will gather and analyze information.

 

Time: 1 days

 

Sources:

The Universal Declaration of Human Rights

Living on One Dollar: (Not) Going to School 

First Day of School

Just Bring a Chair

Worlds Best Teacher is Back to School

Educational Inequality in South Africa

Educational Inequality in India

Australian Schools: Engines of Inequality

 

Materials:

Cubing Activity Worksheet 

Concept Map Worksheet 

Cause-and Effect Worksheet 

Think-Pair-Share Acivity Worksheet 

 

General activities that students will complete:

 

Students will be presented with multiple sources to examine, such as the Universal Declaration of Human Rights, websites, articles, YouTube videos, and a Cubing Activity to gather and analyze global economics affect on education. They will particularly focus on Article 26 in the Universal Declaration of Human Rights, and watch a brief clip from the documentary Living on One Dollar (I've linked the trailer for the documentary for a brief intro to what this documentary is about). Students will also answer various questions concerning the YouTube clip Living on One Dollar: (Not) Going to School. Students will complete a Cubing Activity to further their knowledge about poverty and educational opportunities. The cubing ctivity will have the students think about how socioeconomic status impacts educational opportunities; thus, they will relate, compare and contrast, undrstand the significance, as well as the causes and effect of educatioanl inequality, and evaluate how things would be different if education was truly accessible to everyone wrldwide.  

 

Students will creatively synthesize all of the information they’ve gathered throughout the lessons. They will look at the question "How does global economics impact education?" and have a brief discussion about it. Students will watch a series of clips from around the world and synthesize how they correlate to one another. 

 

Students will then create a Concept Map in groups, and discuss, as well as elaboreton the new concepts from the key words from the video clips they've watched. 

 

Students will also watch clips about Educational inequality in South Africa and India and complete a cause-and-effect worksheet activitiy. They will connect these clips to global economics and it's impact on education in those particular areas in the world. 

 

Next, students will complete a Think-Pair-and-Share Activity and read the passage as a whole class. We will answer questions about the article, and complete the Think-Pair-and-Share Activity in pairs. 

 

Students will begin with their Prezi Presentation tomorrow and answer the compelling question in a prompt manner. Groups will be divided and assigned either South Africa, India, or Australia to explore. 

 

Third Phase: 

 

Students will creatively synthesize information.

 

Time: 1 day 

 

General activities that students will complete: 

 

Students will critically evaluate and revise all the information, findings, and knowledge they’ve gained, and review their visual representation that would answer the compelling question. Students will complete the first part (What We Know and What we Want to Know) KWL Chart, and then we will conduct a Fish Bowl Discussion. The discussion will revolve around the compelling question: How does global economics impact education? 

 

After the discussion, students will continute to fill out the KWL chart, particulary the What I Learned column. They will also continue to revise their Prezi Presntations.

 

 

Fourth and Fifth Phase:

 

Students will evaluate, revise, publish and share their final product

 

Time:  1 day 

 

Materials:

Prezi

 

General activities that students will complete: 

Students will creata a Prezi visual representation of all the knowledge pertaining to the compelling question: How does global economics impact education? They will work in groups, and they will publish online and share their final presentations collaboratively.

 

 

Nada Wafa

ECI 524-Theory and Research in Global Learning

 

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