Worldwise Learning

Carla Marschall is an experienced educator, curriculum developer, and pedagogical leader, who has worked in a variety of leadership roles in international schools in Switzerland, Germany, Hong Kong, and Singapore over the past ten years. She currently works as the Director of Teaching & Learning at UWC South East Asia, with the mission to make “education a force to unite people, nations and cultures for peace and a sustainable future.” A certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, Carla is the co-author of Concept-Based Inquiry in Action (Corwin, 2018). Carla holds a Masters in Elementary Education from Teachers College, Columbia University and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London. Website: http://www.connectthedotsinternational.com/Elizabeth O. Crawford is a teacher educator, author, researcher, and curriculum designer specializing in global education. She has taught in a variety of school contexts, including elementary and middle schools in France and the United States. Currently an Associate Professor at the University of North Carolina Wilmington, Elizabeth supports educators as they nurture in students a sense of empathy, responsibility, and concern for self, others, and the environment. She collaborates with other faculty, classroom teachers, and organizations globally to advance the Sustainable Development Goals. Elizabeth firmly believes in the power of education and partnerships to transform lives and to build a more peaceful, just, and sustainable world. She holds a Ph.D. in Educational Policy, Planning, and Leadership with an emphasis in Curriculum Leadership from the College of William & Mary. She may be reached on Twitter at @TeachGlobalEd or via http://www.teachworldwise.com/.

Often most curricular reforms start with asking ’What’ to change - resulting in recycled old ways to teach the ’same’ - garnished with activities that masquerade as agency.  This book starts with the ‘WHY" and sets out to invite the ‘WHO’ into designing the journey of change.  What you get are simple, yet mature frameworks and proven strategies to support educators in empowering their students with the tools to see the wondrous interconnectedness of life and their role to sustain and nourish this web. This book is a must for all those who want their children to graduate with optimism and skills to design a more compassionate, sustainable tomorrow, today!

• ForewordPrefaceThe Purpose of This BookThe Worldview and Beliefs That Frame This BookAn Invitation to the ReaderAcknowledgmentsAbout the AuthorsAbout the IllustratorINTRODUCTION: THE IMPERATIVEGlobal Competence: Transforming Learning to ActionPedagogy for People, Planet, and ProsperityBook Features and StructurePART I: CREATING THE CONDITIONS FOR TRANSFORMATIVE EDUCATIONCHAPTER 1: THE WORLDWISE LEARNING FRAMEWORKLearning in a Globalized WorldCurriculum Design for Understanding and ActionThe Learning Process: Inquiring Into People, the Planet, and ProsperityCHAPTER 2: CREATING INCLUSIVE, DEMOCRATIC CLASSROOMSThe Democratic ClassroomStudent-Centered Planning in the Democratic ClassroomThe Worldwise Learning Planning ProcessStrategies for Democratic ClassroomsCHAPTER 3: COMPLEX ISSUES KNOW NO DISCIPLINESUnderstanding Issues Using Interdisciplinary LearningThe Role of Disciplinary KnowledgeA Fruitful Exploration of Interdisciplinary Learning“Up and Out” TransferThe Interdisciplinary Learning ContinuumStrategies for Interdisciplinary LearningPART II: CONNECT: ENGAGING THE HEART, HEAD, AND HANDCHAPTER 4: PERSPECTIVE-TAKING AND PERSPECTIVE-GETTINGPerspectives as Lenses for Understanding Complex IssuesWhen Perspective-Taking Is Not AppropriateLooking Inward: Understanding the SelfLooking Outward: Understanding OthersPerspective-Getting: Seeking Out Diverse PerspectivesStrategies for Perspective-Taking and Perspective-GettingCHAPTER 5: THE POWER OF STORY TO BUILD CONNECTIONStories Are All Around UsThe Storytelling BrainStorytelling as a Pedagogical Tool for Worldwise LearningStories as Mirrors, Windows, and Sliding Glass DoorsBeyond Words: Art, Map-Making, and Data VisualizationStrategies for StorytellingPART III: UNDERSTAND: DEVELOPING “BIG PICTURE” THINKINGCHAPTER 6: SYSTEMS, SYSTEMS EVERYWHEREUnderstanding Issues Using a Systems ApproachWhat Is a System, Really?Developing Systems ThinkersStrategies for Systems ThinkingCHAPTER 7: UP TO THE CONCEPTUAL LEVELConceptual Thinking to Understand ComplexityLevels of Conceptual ThinkingLevel 1: Concept FormationLevel 2: GeneralizingLevel 3: Transferring UnderstandingClearing Roadblocks to Conceptual ThinkingDeveloping Conceptual Understanding Through Case StudiesStrategies for Conceptual ThinkingPART IV: ACT: PARTICIPATING AS GLOBAL CITIZENSCHAPTER 8: CITIZENSHIP WITHIN AND BEYOND THE CLASSROOMBig Ideas of Global CitizenshipWhat Global Citizenship Is NotBig Idea #1: Global citizens develop global citizen identities.Big Idea #2: Global citizens interrogate and draw connections between the structures, systems, and perspectives that underpin issues, including at different scales.Big Idea #3: Global citizens engage in purposeful, informed action with others.Strategies for Global CitizenshipCHAPTER 9: BEING A WORLDWISE EDUCATORGlobal Competence as an Ongoing JourneyConnect Phase for Worldwise EducatorsUnderstand Phase for Worldwise EducatorsAct Phase for Worldwise EducatorsStrategies for Worldwise EducatorsAppendix A: Sample Unit Planner: Pollinator Power!GlossaryReferencesIndex