Workshop 1:
Embedding Global Citizenship, Linking to standards, and reducing workload

OMS Final Visual.png

Finding space for meaningful global issues integration in classroom curriculum can be difficult due to pre-existing units, the lack of resources, support, or flexibility. Participants will first be introduced to a student mentor example of work facilitated by the "Global Citizenship Strands", addressing how to embed citizenship, utilization of mini-lessons, development of student knowledge and skill, and direct connections to standards.

Participants will then engage in a self-selected, small-group inquiry into one of the strands, ending in a community share of authentic ideas and student examples to inspire greater citizenship that is linked directly to core standards. Co-teaching, effective formative assessment tools, and teacher wellness are also addressed as learning objectives of these powerful, active workshop activities.

 
Learning Objective:

Understand the frameworks of the Occupy Middle School models.  Navigate the website to understand the depth of student mentor examples and teacher resources for global citizenship integration. 

Develop and connect an authentic activity from one of the Six OMS Strands to your curriculum or teaching standards via literacy legends.

Engage in the bidirectional mapping process that allows your teaching to come to life through global issues while still assessing standards. 

 

Embedding Global Citizenship
soundtrack provided by Diplo
and Major Lazer

1.  Alice in Issueland: Story Pitch

  • What global issues are addressed?
  • What skills did she utilize?
  • What knowledge did she need to accomplish this?
  • What standards could be assessed?
  • Workshop 1 Forum

1.5  Rubric and Inquiry Arc

2.  The Number of the Beast:  Occupy MS Framework 

  • OMS Model (S)
  • Global Issue(s) / Compelling Q
  • OMS Strand
  • Disciplinary Literacy Legend Approach
    • Inquiry (OMS inquiry arc) (A)
    • Reading, writing, speaking, listening
    • Social studies  (S)
  • Curriculum Standard
     
  • Side note: Universally accessible methods a must (A)
     

3.  Website Walk:  Divide and Conquer

  • Citizens Makers: Pick your Poison
  • FPR: Young Metro Futures Public Radio
  • Global Issues Comprehension: Simulate to Stimulate 
  • Systems Thinking: Nikki and the Compass Model (hybrid video) OR the Pyramid Action Plan Structure
  • Mini-CAS: One Theme, One Community
  • Experiential Learning: How Do We Feed Our Population?

4.  Be the expert.  Your team will present out on your strand and student evidence. Requirements:

  • Less than 2m
  • Minimum of 3 people involved in the presentation
  • Must incorporate a piece of student evidence
  • Discuss:
    • What global issues are addressed?
    • What skills are utilized?
    • What knowledge did is needed to accomplish this?
    • What standards could be assessed?

5.  Divide, Conquer, Unite: Global Citizenship Strands Exploration and workshop time (S/A)

  • Proactively back map through: 
    • OMS strand(s)
    • Literacy legend resource (for mini)
    • School curricular standard(s) 
  • Bank of ideas: World Bank of PBL 

Extension and differentiation:  Individuals that were here for the other session, can:

  • Develop a new idea
  • Continue to work on your previous idea (we have your notes)
  • Be a team leader and empower your co-workers to plan together

6.  Become an OMS Conspirator:

  • What from OMS can you utilize Monday?
  • What from OMS can you integrate into future unit planning?
  • Can you identify the change makers on your campus to share the OMS vision?
  • Which OMS areas do you feel as if you need further development?  How can we help? 
  • Poll Everywhere

 

Other workshop opportunities:


Deeper time with "Six Citizenship Strands"
 

Futures Public Radio organization and tools futurespublicradio.com
 

Innovation and "eduprenuership" in discovering and solving problems
 

Universal access to global issues education via co-teaching (EAL, learning support, high-achieving)


Global issues action planning models and frameworks for empowering students and teachers
(Issues such as campus nutrition initiatives, identifying problems for social entrepreneurship projects, service projects, etc.)
 

GIN conference blueprints and planning support
(One Theme, One Community)


Examination of highly effective and "legendary" humanities literacy tools that link powerfully to global issues and PBL


"Teacher and Student Sanity Workshops" via effective embedded formative assessment, high student in-class engagement, and less take-home stress 


Interdisciplinary OMS/PBL opportunities via global issues

Workshop 2:
ACTIVITY-BASED GLOBAL ISSUES integration VIA INQUIRY INTO INCOME INEQUALITY

Screen Shot 2017-03-12 at 3.55.19 PM.png

Following simulations into income and social structure, participants will collaborate with learner peers to construct differentiated mini-outputs, potential projects, formative assessments, and the identification of disciplinary standards related to income inequality. Participants will be actively empowered via project-based and inquiry-driven work facilitated through an investigation into the Occupy Middle School Six "Global Citizenship Strands" with income inequality as the common theme or enduring understanding.

Learning Objective:

Experience the power of activity-based, literacy rich lessons in building background knowledge and helping to synthesize information with a global issues theme.

Develop and connect an authentic activity from one of the Six OMS Strands to a global issues theme: Income inequality.

Engage in the bidirectional mapping process that allows your teaching to come to life through global issues while still assessing standards. 
 

Global Wealth Dynamics
soundtrack provided by Major Lazer

1.  Workshop 2 Forum

2.  Protocol and OMS Rubric Line in the Sand (A) 

3.  The Great Brain: Campus Power Structure Visual (S)

  • Tape your team's visual to the wall
  • Gallery walk and look for patterns
  • Independent inquiry into site resources if finished

4.  Life's Lot: Pick a Card, Any Card #1 (A)

5.  The Balloon Debate: "Budget Cut" / "Socioeconomic Darwinism" / "Justify Your Worth" (S)

6.  The Formative Assessment Freeze (A) 

7.  Stealthly McStealthface (Sneaking in Global Issues) (S)

8.  Simulation and Framing MindShift:
From Hook to Global Issues Sim (A)

9.  Visual literacy and the 1%: 
The Pyramid and the Champagne Glass

10.  Media Literacy and Tippin' 40s for
Hans Rosling: Population Box by Box

11.  Pick a Card, Any Card #2
The Global Mall (Crash Course version) (Both)

12.  The Formative Assessment Freeze #2 Electric Boogaloo: (S) What did you learn?  The Power of Padlet, Let's Recap, and Sutori

13.  Yesterday's Cocktail Napkin Moment: 
Curiosity, caring, awareness, ability, and action  

14.    Your turn to Occupy:  Working with OMS Strands into income inequality

  • Workshop 1 Disclaimer / Trailer
     
  • ID Global Issue: Income Inequality
  • PBL through teacher lens vs. student lens
  • Teacher (start w standards and work towards strands)
  • Student (start w strands and work towards standards)

15.  Unite: World Bank of PBL linked to the global issue of income inequality and back mapped to standards

 Net Worth Pyramid

Net Worth Pyramid

 Global Wealth Distribution

Global Wealth Distribution

 
 Global Mall Budget Choices

Global Mall Budget Choices

 Global Mall Budget Impacts

Global Mall Budget Impacts


Occupy Middle School
workshop Self-assessment Rubric: 

 Workshop participants can use this rubric to gauge their level of comfort with the OMS framework, website, philosophy, and resources.

Workshop participants can use this rubric to gauge their level of comfort with the OMS framework, website, philosophy, and resources.