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Global Schools Teaching Program Grade 2

Elementary

Description

The goal of the Global Schools Teaching Program for Grade 2 is to help students understand the meaning of diversity while exploring and identifying the diversity that exists in the world and their classroom. They will learn to ask thoughtful questions and perform active listening. This resource is comprised of 5 lessons.

Lesson 1 - Questioning the World Around Us: The teacher will share a digital copy of the book "Where Children Sleep" by James Molleson. They will then learn to construct open-ended questions based around culture, experiences and background.

Lesson 2 - Interviewing a Classmate: The students will write inquiry based questions for a peer interview and will be encouraged to listen thoughtfully and carefully to take notes for a future presentation.

Lesson 3 -  Presenting Your Classmate: The students will create a presentation of their classmate in the form of a poem, song, dance, or drawing based on what they like about their partner using the information from their interview.

Lesson 4 -  Friendly Bar Graphs: The class will create bar graphs based on the qualities of a good friend.

Lesson 5 -  Debriefing and Reflecting: The students will reflect on their learning and how the skills of thoughtful questioning and active listening can be used in their everyday life.

General Assessment

What skills does this resource explicitly teach?

  • thoughtful inquiry based questioning
  • active listening

Strengths

  • interesting activities that will appeal to a wide range of students
  • easy to use resource
  • age-appropriate activities for grade 2 students

Weaknesses

  • limited assessment suggestions
  • no accommodations for students who may experience difficulties
  • a broken link to the book in Lesson 1: the book can still be accessed if the teacher searches on the author's website

Recommendation of how and where to use it

This resource is suitable for early elementary classrooms.  It connects very well to the Social Studies curriculum and can be used early in the year to develop a well balanced learning environment for the students based on diversity and an understanding of everyone's needs.

Relevant Curriculum Units

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        • Developing and affirming identity contributes to well-being and understandings of self and one another
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
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        • Engaging with various forms of communication and expression allows us to represent and interpret our understandings of the world in multiple ways
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        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together.
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        • Developing and affirming identity contributes to well-being and understandings of self and one another
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
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        • Engaging with various forms of communication and expression allows us to represent and interpret our understandings of the world in multiple way
      • Social Studies
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        • Active citizenship contributes to the vitality of communities that can promote pluralism among diverse people in a democratic society
        • Analyzing diverse worldviews and experiences fosters our ability and willingness to live well together
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    • Grade 2
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      • Math
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        • Concrete items can be represented, compared, and interpreted pictorially in graphs.
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Canada is made up of many diverse regions and communities
    • Grade 3
      • Step 3Select a subject
      • Math
        • Step 4Relevant matches
        • The likelihood of possible outcomes can be examined, compared, and interpreted
      • Social Studies
        • Step 4Relevant matches
        • Global Indigenous Peoples: Learning about indigenous peoples nurtures multicultural awareness and respect for diversity.
        • Global Indigenous Peoples: People from diverse cultures and societies share some common experiences and aspects of life.

Themes Addressed

  • Citizenship (1)

    • Community-Building and Participation
  • Governance (1)

    • International Relations
  • Human Rights (1)

    • Cultural Diversity

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good
Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good
Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

The students work towards an understanding of their classmates and how to apply their new skills of thoughtful questioning and active listening in a larger forum.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The core goal of this resource is to develop a respect for diversity in the students.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered

This is not the focus of this resource.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The learning is made relevant to the students as they are developing a respect for their classmates.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered

This is not the goal of this resource.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

This lesson excels in this domain as it is based around developing the skill of asking open ended questions.  The students also participate in a number of class discussions and reflection activities that are based around open ended questions.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Literacy
  • Numeracy (graphing)
  • Health
  • Social Studies
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students do learn to generate appropriate, inquiry-based questions about interests, home life, and cultural practices using visual supports and modeled questioning. This lesson does not focus on solving problems or questions, it is more about developing skills for students.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory
Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

This is not the focus of this lesson.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Students work in groups of three or four and during one activity they work in pairs and interview a partner.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

There is one suggestion made for an assessment but otherwise there are no assessment tools provided.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

Students will be able to present findings of their peer interviews with the class. By sharing their findings, students will build classroom community and support intercultural understanding.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

This is not the focus of this lesson.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

After the interview of a classmate, the students have a choice of how they would like to present the information they learned about the other student.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.