 to an elementary. If you want to go into an elementary school classroom, please put ES middle school, please put MS before your name and high school, please put HS. If you could do this right now, that would be helpful. So we could set up the breakout rooms as we are presenting here. As we are going through tonight, before we hit the breakout rooms, I would like you as you're hearing our presenters, our panelists, to start thinking about a lesson or project that connects the SDGs that you can share during the breakout room. It's okay if it's something that's in its midst. Sorry here, let me go. So it's okay if it's something that you're, you know, still in rough draft or in modification mode, but just start having something in your mind along those lines. So with that said, I'll start first introduce myself. My name is Tommy Young. I'm a first and second grade teacher at Weitzhild Elementary School. I'm a 2013 alum, our group one two Brazil. And I'm happy to be here tonight doing this. I'll now pass it on to Emily. Hi, I'm Emily Robinson. I teach high school, English, ESOL journalism, and gifted classes and Atlanta, Georgia. I am a member of the 2018 fellowship to South Africa. And Sonya. Hi, y'all Sonya Galavis. I teach fifth grade and then the STEM coordinator and Boise, Idaho. And I'm lucky to join a few of my fellow South Africa 2018 crew. Glad to be here. Hey, John. Yeah, my name is John Tierney. I'm middle school teacher in Elk on the Vapa in Spring Creek. And I was the 2017 China Global Fellow and Noah. Hi, everyone. I'm Noah Zeichner. I teach high school, social studies and Spanish in Seattle Public Schools. And I was also part of the South Africa 2018 Global Learning Fellowship cohort. Excited to be here tonight to share some ideas about the SDGs and to learn from other folks here as well. All right, I'll jump in there, Tommy. Is it my turn? Yes, it is. Thank you. Welcome everyone to this webinar and thanks to our panelists and to the NEAF alumni who have done such a great job of continuing to support connection and education around global competence and building global competence in our students. For those of you who aren't familiar with the NEA Foundation, as you have probably surmised, we do operate a year long professional development and opportunity through our Global Learning Fellowship Program, which is a mix of in person and online learning about global competence that culminates in a field study. And we really appreciate it. You can see the diversity of countries that we visited as a part of those field studies. And we are we are seeking to ensure that that's a rich and enriching experience, not just during the year long fellowship, but beyond. So please feel free to check out our website to learn more about the GLF Fellows Program to apply and we encourage you to share that information with other colleagues who might be interested. I'll also just put in a quick plug that we do offer grants to individual educators for a range of projects. We have three grant three grant programs available to individual educators that you can find on our website. Our next deadline is June 1st and with notifications happening August 1st. And if you apply August 2nd, you'll be rolled over to the next round with notifications in mid-October. So please check out our website and also check out the Facebook pages if you are a GLF alum to stay connected to those in your cohort and alum number broadly. Turn it back over to you, Tommy. Thank you. I think Noah is now going to talk about global competence and its definition. Absolutely. And just want to remind people if you could please put ES for elementary school or MS for middle school or HS for high school in front of your name, if you can rename yourself, that would be really helpful so we can get a sense of how we want to break the rooms up a little in a little bit. So we're here. We assume that you're here because you have an interest in either global education or specifically in the sustainable development goals and how to bring them into your classroom. As Tommy mentioned, this is a series of three global learning webinars and we're using various frameworks of global competence. But the main framework that that is most common is the one you see in the circular shape on the left from Asia Society where there are four domains of global competence investigate the world to get students outside of their immediate environment to recognize diverse perspectives to communicate ideas effectively across cultures and to take action. This definition of global competence on the slide comes from OECD and it also kind of captures the the essence of what we're talking about. Global competence is the capacity to examine local, global and intercultural issues to understand and appreciate the perspectives and world views of others to engage in open, appropriate and effective interactions with people from different cultures and to act for collective well being and sustainable development. And sometimes it's helpful to think about the sustainable development goals as potential content that we can look at as we investigate the world and work toward these other global competencies that I just mentioned. And with that, I'll turn it back over to in fact, I think we're ready to go into some sharing. So each of us on the panel here, we're going to share a short example from our own classrooms, our own contexts in which we have worked in the sustainable development goals in some way. And so Emily is going to start us off. And Tommy, if you could move to the next slide and then we'll get going. Everyone, I'm Emily Robinson and I teach high school. My lesson plan featuring the goals showcases the kite runner. But this lesson can be adapted to a variety of stories or to a variety of other subjects and topics. So what I did was I chose some of the things in the book that students will not be familiar with such as Sharia law, the different ethnic groups in Afghanistan and kite fighting. Students must research these topics. And I provide a suggested list of items that they can research, you know, you still have to break it down for them a bit. Get into groups of two to three and teach the class what they discovered. How the goals fit into this is that they have to incorporate the assigned goal to the topic from the kite runner and discuss how their topic can address that goal. So for example, as I put on the slide, how can Sharia law help achieve the SDG number to no hunger? This will require the students to really stretch their thinking, especially coming from a Western perspective. They are a bit at a loss when it comes to some of the things that we talk about from the kite runner because that is a culture that's very different from the cultures we're exposed to here in the West. Another idea would be to explain kite fighting and how that can help goal number three, good health and well being. But of course, there are many combinations you can put together for your lesson plan. So just get creative and challenge the students to think outside the box, brainstorm ideas, and come up with viable solutions to difficult problems. And I just think that this can give students a feeling of ownership and investment. If they can see how their designs can influence the world. Now keep in mind that the concerns the SDGs explore are complex and multi layered. So you shouldn't expect the students to present a complete resolution. But feel free to push the students. If you see they're coming up with concepts that you know definitely won't work, or if they are oversimplifying the issue. So in the you know, in the breakout room, we could talk more about this so we can help each other know what to expect or to look out for because I have definitely like specific examples of that. So as you can see this lesson is a two in one because students get to learn about unfamiliar topics from Afghanistan and about the sustainable development goals. And they also teach the class so the teacher gets to take a break. And I have ideas about how students can teach class that I can share in the breakout room. Letting students take the lead can be a fulfilling experience like for everyone. And that's why I think that this would be a good lesson plan is something certainly that you could apply in all kinds of different stories and topics. Okay, thank you. Thank you so much, then. Well, next up will be Sonia as she talks about SDG number six and socially situated science. Wonderful. And tell me I kind of have like a few, yeah, roll out. So maybe I'll just let you know when to click next. So fantastic. Thank you. So socially situated science really is talking about a current social issue that you can dive into scientific investigation and science connections with embedding SDGs into it. So I want to highlight just a few projects that my students came up with underwater and sanitation. Go ahead, Tommy. So the foundation really is from social learning theory, situated learning from Leven Wenger and really looking again at the socio scientific issues that come up. Go ahead, Tommy. So the trifecta that I look at, so I was concentrating on water and sanitation, management, access, not only here in the states, but globally, but with this lens of always looking at community and family involved in the SDG. So and I'll talk a little bit more about that, about how you engage community and family along your with your SDG examination. Go ahead, Tommy. So when I first tried this, it was through the access point of it. Right when the Flint, Michigan water crisis was happening. So 2016, my kids were all over it, saying like, how could this be happening? You know, here, you know, in the United States, again, this lens that like we don't have water issues, we don't have access problems, we don't have contamination. So we really started getting unpacking the SDG through a local lens and then being able to scale out and looking at what water access, management, health, water rights all around the globe looked like. Go ahead, Tommy. And so because I teach in a school that have kiddos from all over the world, we were able to make really powerful water connections and look at water and sanitation comparisons, where we divert how it's, you know, the politics involved in it and compare our water policies here in Idaho versus other places in the country versus global implications. Go ahead, Tommy. And so I wanted to provide a few questions that I asked myself as I'm unpacking this model. So if I'm looking at socially situated science and looking at water and sanitation, that's my SDG. That's like my justice issue, and then community and family. And we can unpack this a little bit in the breakout room. But what do I mean by community? So if I'm focusing on water and sanitation, I need, I need to look at who's the expert in this. I am not a water expert. I'm a fifth grade teacher. I have, you know, some limited, you know, understanding of how sanitation works at a city level and policy. But I needed the experts. I needed support from the community. And I needed to know like how would others experiences and their demonstrations benefit my students. And then the family. The family is in the is the center of my heart when I'm unpacking SDGs with my students because a child is an accumulation of the value systems of the family of those experiences of the dialogue, the narrative that a family brings. So I really want to help my students connect with what do our families think about this? What are the experiences we have with water and sanitation? And what are the stories that we have in our hearts and our homes regarding this issue? And then the justice issue, because I do see these sustainable goals as justice. Who does it affect? Where's the controversy? How do I get kids connecting globally and with each other surrounding this topic? So I will unpack a little bit more in the breakout room of specific examples of how we did this, but that's just a very quick spotlight of what that looked like with fifth graders. Thank you. Thank you, Sonia, so much. Now we now have John Tierney up and he's going to be talking about showing how his students learn how they are the World Bank. Or they could be the World Bank or what the World Bank is. I got my idea attending an economic seminar in Reno and found out I was the only middle school teacher there with a bunch of high school and college people. And so I decided to take advantage of that because in my class I could teach anything I wanted and I asked them what are three things that my students should know going into a high school class. And they said opportunity costs, basic law of supply and demand, and three basic economic systems. And what I discovered is that my students were in very rural Nevada, okay, have absolutely no concept of the differences between socialism, communism and capitalism and the role that government plays with population, with business, how it interfaces or anything else. And so I wanted to create something for them to play with this because I think a sense of play is sometimes lost in academic subjects like economics. I also one of them have a sense of student ownership. I wanted this to be collaborative. I picked out a piece of artwork that most of them knew. It's a wonderful life. And I wanted them to see that in a different perspective. And I wanted them as they're working to consider these STGs like quality education because they're going to have to problem solve a country as you know as an economist that is having some struggles economically or socially or combination culturally whatever. And I wanted them to apply what they were learning. So go ahead and give me the next slide if you would. There you go, not that one. The one that follows this one. There you go. So what I did is I made them the world back. But before we got there I wanted them to create working definitions for socialism, communism, capitalism. Because they basically know nothing. So we're starting at the ground. And so I put them in groups and those who are going to be groups are going to work with the entire time. I wanted them to create working definitions. We shared those definitions with the class and as classes we created our own working definitions that were going to be revised as we went along and learned a little more, became more sophisticated. So to put the kind of get the relationship between government and economic systems, I created a car option. And just an example, if you're going to create a communist vehicle, I chose Zalata in Russia, which is a very basic manual transmission, ugly looking boxy thing, no air conditioning. You know, that's what you're going to create. We're going to respect how much you can you can bid on it as a group. Socialism as the government I played that role in the auction, also auctioneer. I gave them a little more freedom capitalism. They could create anything they wanted. I gave them tons of money to bid with and they had fun and then we discussed how this kind of all fits together. And then to check for understanding I use it's a wonderful life because it contains these elements if you're willing to look at it from that perspective instead of just an old movie that's good at Christmas time. And then we discuss what elements of the movie they thought were communist, socialist, capitalist. And of course the banker is always evil. It's post post great depression. And then I said okay you're the World Bank. What is the World Bank? And they got a real clip and video on it. And I gave them a description of a country that was in trouble economically. Me and Mars a good one. Okay right now and I had to ask them because they're terrible at asking questions. What is GDP? In other words when they said I don't know then we explored the subject. They didn't understand what literacy is and that kind of thing. So once we got those things out of the way they had to incorporate these SDGs and problem solve that country. Using an economic system or a combination they're up because they'll face it. There is no pure capitalism except in the black market. And then we share those and as a class we discuss had to create our own agreement in the class that we thought the World Bank would do. Because they would come up with things like bake sale. Countries don't do bake sales. High schools do bake sales. So getting them out of that role and having the role play and problem solve and do some project-based learning. It was successful. They had a good time. They got the basics and we moved on. Thank you John. I appreciate your presentation there and we'll now go to Noah who's a high school teacher as he said and he's going to talk about his presentation on youth led global issue conferences. Thanks Tommy. I chose an example to share tonight that's not from my classroom per se but it's a more of a school-wide example. So that could be adapted to elementary school or middle school. I do it with middle schools and high schools and I work on this project outside of my regular classes pulling students in it's more of an extracurricular activity and so this for the past six years or so I've worked with a group of high school students to plan a conference, a youth led conference based on various global issues. So now we use the SDGs as a framework and students who come to the conference and present workshops because all of the workshops themselves are youth led. They have to attach it to a specific SDG. We also have keynote speakers who the students invite to come speak and then there's another structure that we call global villages that are youth facilitated small groups. We do this in partnership with a non-profit organization called the Global Issues Network, Global sorry Global Issues Network. They're based in Berkeley, California and they work with schools all over the world in Latin America, Asia, Europe to put on these youth led conferences but our conference was was unique because it was put on by a it's been put on by a public high school comprehensive high school in the US where most of the schools that put on these GIN conferences are independent schools in various places around the world. We did have to cancel our conference last year due to COVID but just this past Saturday we held our first virtual version of this conference. It was a smaller group this year we had about 60 or 70 students register and participate. We had a couple of keynotes and we gathered for about four hours on Saturday and you know for the kids who came it was a great success. We had three different student led workshops. One was about was more of a local focus on ethnic studies and racial justice in our schools but connected to sustainable development goal number four you know quality education for all and so I'll stop there but would be happy to share more with people in breakout sessions if you're curious. Thank you. Thank you. I'll quickly present my project. This is a project I picked this project because I think it can relate to any grade level. I teach first and second grade like I had mentioned so it's Heifer International and it really zeros in zero hunger and quality education now too they've branched out a little bit and it starts with this was actually a student led project. They came to me with the idea of wanting to use Heifer International for a project and then I took it and then figured out how to incorporate SDGs and go from there. So it started with us reading this book Beatrice is dope and it talked about you know community receiving a goat as a gift and how it impacted the whole community in many different ways. First and second grade like teaching them to read is one of the big things we do as teachers and you know we're at a point in a year where all the kids were feeling pretty confident with their reading. So what we did was they created a sheet basically like the old like run-of-on sheets or any kind of fundraiser sheet where you see it sponsors for every mile or every jump group well jump you did and the students would get sponsors for every book they read and they'd keep a log and it kind of motivated them to want to read more and more at the same time it would produce more and more money the more they read. So they you know reached out to typical family members and odds uncles and this and that but then we also use social media we use Facebook and we use Twitter and we use local media to newspapers and the news station and kind of got our word out that way too and the project kind of took off you can see in the picture in the background here there's a map we had to actually start pinning where all the money was coming from from donations and everything in the class raised in over a month three thousand dollars which was pretty impressive I felt for first and second graders. So what they did was they took the money and there's a catalog here and I've linked it in this slide if you click on that there's different prices for different things you can buy to send to villages and there's a farm in Massachusetts that one of the heifer farms that raises a lot of the livestock and organizes this and so I put them in three different groups gave them iPads and all kinds of stuff to to add and subtract and he gave them each a budget and then they would go to the catalog and create a list of what they wanted to buy to donate and we tallyed it all up submitted our order and then you know a nice size gift of a variety of items went to a variety of different communities in need around the world. So like I said I thought it was a great project because it can relate to any age you know you could turn it to middle school and focus on something that they're interested in in high school being the same sorry about that. So I think with that I'll wrap that up you know my you can always contact me if if you have any questions on this project or need help but most of the things you have here will link you to the project and how to get started if you click here this will show you how to sign your class up and then you can see a video that the class made about the project to to see everything that went into teaching first and second graders about this. So with that said we're about to go into breakout rooms and as you go into breakout rooms please use the time to talk about some things that may have you know come up tonight as you've heard different presentations that may have spurred some ideas after you know you go around and hear from everyone and then we then ask that you will create a slide where you can think about take a few minutes to create like what could I share what's a lesson I could share that would promote the teaching of SDGs and you probably are not going to complete this slide tonight but it'll start like as a structure and once the meeting's over at another time if you can go through and finish your slide these will become a resource that the NEAF will put on their website for other teachers to access so anybody coming looking for ideas activity lessons to teach in this case SDGs will have access to all the different ideas generated tonight so with that said Isabel if you'd be willing to send us into breakout groups I'm going to send you a lab for about 20 minutes does that sound good? Perfect and as she's doing that I forgot to click the slide as I talked but this kind of gives you the outline of what you'll be doing in your groups as well Sarah I have let me Oh hi Hi how are you doing? Good although I joined so maybe I don't really know what's going on So let me let me send you to Oh there's a middle school room? Yeah there's only one other so I can jump in there too because we just moved out into our breakout rooms so I can also have y'all join a high school one if you'd feel more comfortable with that or elementary so that there's more discussion do you have a preference? I'm fine just listening wherever you want to send me and if you want to like even out numbers whatever whatever Okay let me send you to our elementary school room then if that's okay Perfect Thanks for being flexible Sarah Of course Elizabeth I'm going to jump into the middle school room real quick because John is in there So welcome back I hope people had a chance to to talk and found this beneficial and hopefully you had some ideas that came to mind and you were able to start a slide please make sure on your slide you have your name the grade in email or social media handles just for contact purposes and Isabelle also will send out a list she was just saying that has all this contact as well With that said it brings us to the last part of our program and I believe Isabelle you're going to be speaking about this Are we going to share out at all Tummy? Oh sorry Sonia that was my That's okay All right I went by the slide and go ahead blew by it there we go okay thank you Tummy so appreciate everyone who got their slide started and is willing to share that contact and like Tummy said you can go back and jazz it up a little bit more with more information but I'd love to hear we have a few minutes set aside for this somebody from each of the groups that might want to highlight you know sort of what their thought was or their lesson that they connect with or something that they want to try I was in the elementary school group and so I'll actually nominate Monica she agreed to it to share just a quick snippet of what she's thinking and is going to unpack for us on her slide Monica would you mind sharing? Sure I actually why I came to this one is I'm very interested in the SDGs and I put in there Empatico which is done through the kind bar and you do virtual friends and I was sharing that I have virtual friends I live in California we have virtual friends with a school in Harlem and we meet once about once a month and we do different activities and I also put Iron I like that program too we did a Hello World which is a five week and we got to connect with kids in Ohio Australia Nepal Taiwan I can't remember Indonesia and it was through a five week process so I'm hoping to take it to the next step so we realize we have a lot of different not not as many differences as we thought we have a lot of similarities from kids all over the world so that's what I did And Monica came really wanting you know she's going to see how she can incorporate SDGs into that so that's a framework that she already uses that she has success with and then maybe she can do some SDG collaborative work with her buddy school Do we have anybody from the middle school group that I'd like to share one person I can share thank you well I don't have a screen to share but we chatted a little bit about geography and social studies and the resource that I was starting to share was about there's a there's a free website called Epic and the website is getepic.com and it's like an independent reading website and you know a great teaching tool for the SDGs that and we also talked about how wonderful it is you can take them in any direction and kind of compile categories and so on Epic you can make collections and assign collections of picture books to students and then we love picture books in middle school because you're never too old for picture books and they're great they're really great for discussion and there's tons of great non-fiction teaching tools you can use with like the back matter and teaching into parts of like what goes into making a book and the research and so that you can we're currently in my literacy class we're teaching a unit called agents of change and so we made a collection of picture book biographies for people who have like changed the world in the way that they've been able to so so between like human activity geography and human activity like on an activist level that's what we were discussing in middle school that sounds amazing my goodness cool thank you Sarah do I have one more volunteer before we go to evaluations from the high school group anybody want to share yeah I'll share a little bit about what we were discussing so first of all Diana was inspiring to hear that she has been leading a lot of different SDG initiatives with her students in Indonesia and upwards of 300 students from different schools collaborating and working together with projects on SDGs so that's inspiring and it was really great to hear some of her project ideas and then we also talked about youth led conferencing and how to help students get involved with SDGs through Noah's initiative and then we were talking about integrating agriculture and a water resources and water pollution into our classrooms with the SDGs so good conversations absolutely that's incredible thank you thank you for everyone who shared and that's just a highlight of things you can go back and look at in the slides and those resources will be available to all of us so thank you for being a thinking partner Isabel do I give it back to you sure unless Tommy do you have any final remarks no I just I think you know I assume you'll do some kind of closing as well but just thank everybody everyone for joining tonight and being one to share and I hope you found you're taking away something new exactly I did it all off Tommy I thank you all for joining we really appreciate it and thank you to all the panelists as well who shared all their ideas I've posted a survey in the chat if y'all could fill that out we'd really appreciate it to get information moving forward but to follow up so I will send a follow-up email that has all the links to the elementary, middle and high school breakout slides so that you can perfect your slide and add anything that you would like to it and then we'll compile the all the information collected to be a resource for all and once we share that resource we'll let everyone know as well so for now if everyone could please fill out the survey and be on the lookout for further communication from the foundation thank you all so much thanks everyone look at everybody thanks to the panelists hey Sarah hey Noah sorry I missed your presentation that's okay