Global+Communication




 * Global Communication || What sub-categories **should be identified?** || ** * How might these be described, or explained**
 * to our stakeholders?** || **How are the skills for each relevant, or meaningful to our students?** || **How might our teachers interpret these in practice?** || **What tools can be used to support student/teacher development of these skills?** || **How might this skill set fit with our priority of empowering student learning?** || **How does this sub-category connect to SBISD's 5 Year Plan?**
 * How does it connect to our campus goals?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 || **Move through levels of thinking (Bloom’s Taxonomy) **
 * Inquiry **
 * Think critically **
 * Create **
 * Communicate **
 * Collaborate **
 * Determining importance **
 * Determining validity/Digital Citizenship **
 * Relevancy/Choice ** || **Immediate access to information used in an ethical way **
 * Global access to literacy **
 * Requiring students to think and problem solve at higher levels of rigor **
 * Increasing communication and collaboration by our students ** || **Access information that is close to or at the source (ie. Rainforest example) **
 * Access information that is current or up to date rather than an “old” textbook for information **
 * Connection to relevancy **
 * <span style="font-family: 'Calibri','sans-serif';">Opportunities to move through the levels of thinking (ie. thinking critically, determining importance, etc.) ** || **<span style="font-family: 'Calibri','sans-serif';">Teacher control or release of control **
 * <span style="font-family: 'Calibri','sans-serif';">Choice of interest, topic, showing proof of learning **
 * <span style="font-family: 'Calibri','sans-serif';">How often are students allowed the opportunities **
 * <span style="font-family: 'Calibri','sans-serif';">How are the teachers/students utilizing the tools ** || **<span style="font-family: 'Calibri','sans-serif';">Digital Citizenship lessons **
 * <span style="font-family: 'Calibri','sans-serif';">Collaboration/Communication skills (Tribes, social skills, etc.) **
 * <span style="font-family: 'Calibri','sans-serif';">Classroom routines/procedures/expectations **
 * <span style="font-family: 'Calibri','sans-serif';">Roles/responsibilities of students in the classroom **
 * <span style="font-family: 'Calibri','sans-serif';">Technology applications (stretching/taking risks on the teachers’ parts) **
 * <span style="font-family: 'Calibri','sans-serif';">Not limiting students to what the teacher knows – let students’ teach the teacher **
 * <span style="font-family: 'Calibri','sans-serif';">Menus/rubrics/reflection ** ||  ||   ||   ||
 * **Round 2** || Global communication is:
 * Being able to connect with people outside your immediate sphere of influence
 * Empathy and being aware of outside perspectives (how do things appear and how are things experienced by others in other parts of the world?)
 * Speaking, listening, reading, and writing
 * Connecting in non-traditional ways (not all communication is in traditional written form) and choice in modality
 * Collaboration (the direction and goals may change as you draw on ideas and the influence of others)
 * Recognizing that your actions and ideas can influence others around the world || Our stakeholders are students, staff, parents, community members
 * Students are our best spokespersons. Have them publish their work and share with parents and community, describe the benefits to the stakeholders.
 * Students with these skills become better citizens and more prepared members of the workplace
 * Invite stakeholders to visit classrooms where these principles are being practiced. || Relevance to students:
 * More interesting and engaging than standard curriculum in which they only interact with others in their classroom.
 * Will provide them the skills they need for their future careers
 * Fun to know that they can influence the world around them and the world can influence them
 * More fun to get answers from real people in the world besides their teacher || Teacher interpretation:
 * Skyping
 * Twitter
 * Blogging
 * Edmodo || <span style="font-family: Calibri,sans-serif; font-size: 11pt;">Time, practice, experimentation, examples of how others are using global communication ||  ||   ||   ||
 * Round 3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Topics, modalities-Skype, blog, Edmodo, website || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Virtual classrooms, extended classrooms, projects with Skype partners; links to businesses like NASA or other governmental agencies || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Communication skills, cold calls, etiquette, questioning skills || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Tech Wednesdays PD; portable technology; multi-use devices ||  ||   ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * **Draft Goal:** ||
 * **Draft** **Plan:** ||

//Please be sure to type your notes in Word, then copy & paste into the table above//


 * Activity**:

First...
 * 1) As a whole group, work through question in first column: //What sub-categories of Driving Innovation need to be identified?//
 * 2) Are there questions our group needs to consider in addition to those listed in the remaining columns above? If so, please add them.
 * 3) For each sub-category, complete the process of Rounds (see below) //*Rounds can be done individually, in pairs or in small groups//

Round 1:
 * 1) Select one sub-category from above to address
 * 2) Divide the remaining columns among the individuals, pairs or small groups, each taking a question(s) to address as it relates to the sub-category selected.
 * 3) Individually, in pairs or in small groups, post a response to the question under your column in "Round 1".

Rounds 2, 3 & 4:
 * 1) Each individual, pair or small group moves to the next column and considers what was posted in the previous round
 * 2) Add responses in box for appropriate column & round
 * 3) "rinse & repeat" until all questions have been addressed for each sub-category.

Finally...
 * 1) Consider the most critical elements of each response to your rounds.
 * 2) How can they be combined to draft a Media & Information Literacy goal(s) for your group?
 * 3) Given the details in the responses to each question, what specific steps need to be taken to move your group toward your goal(s)?


 * Note:**
 * * **//proceed slowly to avoid check list approach --// ticking boxes v. truly unwrapping, experimenting, grappling, discovering, realizing & embedding possibilities & potential of tools, skills and applications (see http://www.dangerouslyirrelevant.org/2010/02/just-tell-me-what-to-do.html)