Schedule

E = Elementary M = Middle S = Secondary All: Includes E M S

Cook Lobby: Registration & Coffee 8:00-8:45

Check in at the Registration Table

Cook 107: Opening Session 9:00-9:50

Opening Greetings
Welcome by Dr. Kenna Colley, Interim Provost, Radford University
Keynote Address: Sandra Lima Argo, Liaison America, CEO and Director of Programs

Peters Hall: 1st Breakout Sessions 10:00-10:50

(All) Geo-Inquiry in your Classroom [Peters 103]
Judith Painter & Sarah Gerrol - Andrew Lewis Middle School, Salem, VA.
Do you want to incorporate problem-based learning? Do you want students to learn to take local or even global action on the issues they study? The Geo-Inquiry Process relies on using a geographic perspective, offering a unique lens to analyze space, place, and the interconnections between both the human and natural world. Come learn how teachers and students have used this process in the classroom. Lots of great resources are available from National Geographic to help you on this journey.

Attendees will be able to:

create a geo-inquiry lesson for use in their classrooms.
use open-ended questions and have students create those questions for their classes.

Link to Geo-Inquiry Resources: https://almsimpact.weebly.com/

(All) Working with the UN Sustainability Goals [Peters 116]
Dr. Bettina Staudt - Chesterfield County Public Schools.
Educating global citizens is one of the core challenges of the teaching profession today. As a fellow of the Harvard Think Tank on Global Education, the presenter provides tools to guide teachers, and instructional leaders to develop global competencies embedded in every day teaching and learning. Purposeful global citizenship curriculum is essential, creating opportunities for students and teachers to understand, and improve the world they live in.

Attendees will:

learn what global citizenship and global citizenship education are,;
understand why it matters, ;
how to develop a coherent curriculum and strategy based on Dr. Reimers (Harvard University) thirteen-step framework.

(S) Water for Life [Peters 143]
Angela Morris - Bengal Tech Academy of Global Studies
Students learn science concepts through engineering and design with a global twist. Water is essential for life and preserving our freshwater should be a priority. Designing, building, and testing a water filter is a great challenge for students to learn about the value of clean drinking water and our water sources.

Attendees will:

observe a water filter design challenge unit with a focus on the Flint Water Crisis and the importance of clean drinking water sources;
increase their comfort level with incorporating engineering design into the classroom; and
identify and develop lessons with a global twist.

(All) Embracing the Sustainable Development Goals [Peters 173]

Michele Macumber & Sara Whitaker

Are you and your students engaging in global activities, lesson plans, and projects related to the U.N.'s Sustainable Development Goals or are you interested in doing so? Join us to learn more about how educators have embraced these 17 global goals, connected them to their standards and explored these challenges with their students. You will discuss the importance of the SDGs, various ways to connect with others around these issues and practical ways to integrate the SDGs into your curriculum. See how educators and young global citizens are committing their imagination, talent and energy to create a better world by 2030 and walk away with ideas and resources that will support you and your students in doing the same!

(E & M) ELL Classroom Strategies [Peters 174]
Katlin Kazmi - EB Stanley Middle School, Washington County Public Schools. Are you prepared to teach ELL students in your classroom? Designed for pre-service teachers, this workshop will provide insight into how our brains learn a second language, give practical classroom strategies for working with ELL students on a day-to-day basis, and explore available resources to find answers to ELL questions in the future.

Attendees will :

gain insight into how the brain receives information in order to learn a second language;
will leave with practical classroom strategies and resources to implement with ELL students.

Peters Hall: 2nd Breakout Sessions 11:00-11:50

(ALL) The Sustainable Development Goals in Your Classroom [Peters 103]
Connie Rensink – World Savvy, Global Education Consultant.
The 2030 Sustainable Development Goals are a cohesive and ambitious 15-year plan developed by world leaders for protecting the planet, reducing poverty, and improving quality of life for nations worldwide. This workshop offers open and accessible resources, lessons plans, and global projects directly aligned to the Sustainable Development Goals, to integrate a solution-minded approach in learning communities.

Attendees will understand :

the Sustainable Development Goals and why they are important. They will also understand ;
how to adapt teaching to include the Sustainable Development Goals and integrate them into their lesson planning and curriculum development.

(All) Filmmaking for Global Academic Expression [Peters 116]
Elizabeth Hummer - Hummer Productions, Inc. New York City, NY
Students make cell phone videos every day. Self-captured images of all types is a key way young people express themselves, but not usually in school or on school social media channels. Harnessing this passion and bringing video into the classroom helps students create videos that are not only academically relevant but also help them think through the process of filmmaking with intention and purpose and responsibility will help them be better media makers – both for themselves and others. And then they can share these pieces with an eye towards global outreach. In this session, attendees explore the possibility of harnessing the power of student video expression by reviewing ways students can create videos. They create a short video of their own on a cell phone device if they have one (if not, they share). And, finally, we upload a new video to social media to distribute to the world. By the end of our time together, teachers know exactly how they can take a class period or two and collaborate with their students to make and share videos with the world.

(All) WWI Centennial: America Ascends the Global Stage [Peters 143]
Douglas Batson - US Defense Department Geographer. National Intelligence University, Bethesda, MD.
George M. Cohan's resounding American war ballad Over There exclaimed "We'll be over, we're coming over; And we won't come back till it's over over there." While most U.S. troops were over there and back within one year, the November 11, 1918 armistice did not end the Great War. Another harrowing four years (1919-1923) were required until peace treaties were concluded with all the defeated Central Powers. A century ago U.S. President Woodrow Wilson called on then-Director of the American Geographical Society, Dr. Isaiah Bowman, to gather The Inquiry. The secret research of these 150 academics under-girded Mr. Wilson’s 14 Points for a scientific peace, commanded great respect at the 1919 Versailles Peace Conference and helped America ascend to the global stage. Meet Doug Batson.

(S) Cosmopolitan Project Based Learning: The UN SDG and Your Students [Peters 173 ]
Craig Perrier. Fairfax County Public Schools.
Globalization demands that students understand, navigate, and succeed in a dynamic world. This session offers pathways to integrate global citizenship education with project based learning. This synthesis empowers educators to "teach for tomorrow" by connecting their curriculum to the external world locally, regionally, and beyond. Attendees will further their understanding of global citizenship education, PBL instruction, and assessment and the synthesis of these ideas. Three models are used to attain that goal: 1) The World Savvy Global Competence Matrix 2) The Buck Institute PBL Standards and 3) UN SDG framework. Exploring these opens the door to a multitude of instructional practices, content options, and assessment protocols. These include authenticity, student engagement, inquiry/questioning, taking informed action, and blended learning. Technology is leveraged as a content resource, collaborative tool, and way to personalize education. Additionally, attendees will have the opportunity to build their network and expand professional learning resources.

(E & M) Children’s Novels and the Immigration Debate: Fostering Understanding Through Literature [Peters 174]
Rachelle Kuehl - Virginia Tech.
Amidst the current immigration debate, literature can help students understand and empathize with the experiences of newcomers to the United States. In this interactive session, middle school and upper-elementary teachers will learn SOL-related strategies to integrate social studies and English using Return to Sender and Esperanza Rising. --

Attendees will:

Learn to define and identify culturally authentic literature for use in social studies and English instruction.
Become familiar with two high-quality novels geared for middle-grade students highlighting the plight of Mexican migrant workers in the 1930s and the present day.
Receive practical strategies for using the novels to meet social studies and language arts SOLs and ideas for unit planning around immigration-related topics.

LUNCH in Dalton Hall (across from Peters) 12:00-12:50

Peters Hall: 3rd Breakout Sessions 1:00-1:50

(ALL) National Geographic Educator Phase 1 Workshop (double session) [Rm 103]
Terry Smith, National Geographic Educator Certification Ambassador & Annie Evans, Virginia Geographic Alliance/Charlottesville City Schools, VA. This Workshop is the first of 3 phases in the NatGeo Educator Certification Program. Certification provides educators with professional recognition; connections with like-minded educators around the world in the NatGeo online community; classroom link-ups with Explorers in the field, opportunities for mentoring roles with NatGeo, and eligibility to apply for the Grosvenor Teacher Fellowship explorer journeys to Antarctica and the Galapagos Islands.

After this Phase 1 session, attendees continue the certification process as part of an online cohort. With a mentor and peers, they work on developing knowledge and skills using the ASK Learning Framework for integrating classroom studies across the scales and perspectives of the human and natural world.

Presentation: ASK Framework

(E) I'm a Big Kid Too! World Ready in Elementary [Peters 116]
Carrie Taylor - RU Grad Student, Kindergarten teacher in Carroll County, Virginia.
Have you heard the terms "project based learning", "problem based learning", "world ready" or "student centered" and wondered how you could ever accomplish such things in an elementary setting? No problem! You've got this! Here we'll learn tips, tricks and take-aways in order to make your life easier as an elementary educator in today's ever changing world! Learners will develop understanding of the five senses of a World Ready classroom. Attendees will work in small groups to develop a take-away lesson plan that encompasses the idea of a World Ready classroom using current Virginia, Elementary Standards of Learning.

(All) Think Globally, Act Locally: Service Learning at Home and Abroad [Peters 143]
Catherine Cotrupi & Eliza Wethey - Virginia Tech VT Engage.
Participants will have a better understanding of the principles of service learning, activities to incorporate action and reflection on service into their classrooms, and will explore competencies related to global citizenship through service. Participants will better understand how to prepare their students to address real-world problems and make positive impacts through their actions rather than perpetuating “Band-Aid solutions”.

Attendees will :

have a better understanding of the principles of service learning and be able to apply active learning techniques to their classrooms. Attendees will be able to ;
identify the risks and benefits of global service learning and thus be more culturally competent.

(M & S) But It's Only Snapchat: Student Privacy and Social Media [Peters 173]
Kiley Thompson - Smart College Group, Digital Marketing Consulting Firm. Educators constantly give students advice on how to behave on social media. But how students interact with each other, their communities, and their schools varies widely from country to country. We'll discuss attitudes regarding privacy (ahem, GDPR), platform popularity, and how to better understand social media as a global consumer.

Attendees will learn :

social media use, and ;
pointers on when and how to talk to students about privacy issues on a global stage.

(All) How Implicit Bias Affect the K-12 Classroom [Peters 174]
Taylor Nicole Harris - Eastern Kentucky University.
Teachers entering the K-12 classroom today are engaging ever-increasing racial diversity within the student body of the school systems. According to the National Center for Education, students of color (e.g. African American, Latino, and Middle Eastern) are expected to exceed the number of non-white students at 50.3% by 2043 (Maxwell, 2014). With this increasing diversity among the student population, the majority of the teacher-workforce is still white (Marx, 2004).This racial imbalance between the teacher workforce and the student population can foster cultural misunderstanding. If white teachers have not explored their own racial identity, how does their lack of identity awareness affect their interactions with students of color? Teachers’ implicit biases of students of color affect the classroom environment negatively. By not exploring their own racial identity, teachers’ implicit biases can cause them to engage with their students of color differently. By exploring their own racial identity, teachers can become more aware of their implicit biases, why they have them, and how to address them. This awareness could help teachers effectively interact with their students of color by improving their cultural misunderstanding. (Marx, 2004). This identity awareness could help teachers form better relationships with their students. With better relationships with their teachers, students are more likely to participate during classroom activities as well as have better self-esteem (Montalvo, 2007). Mostly importantly, this awareness could ultimately help teachers engage with their students in a more positive, effective manner.

Attendees will be able to: explain :

how teachers’ implicit biases affect students in the classroom. Explain ;
how teachers’ implicit biases affect their ability to engage with students of color effectively. Explain ;
how teachers’ racial identity awareness can improve their interactions with students of color and their engagement in classrooms.

Peters Hall: 4th Breakout Sessions 2:00-2:50

(All - Continued from 1:00) National Geographic Educator Workshop. (Double session) [Peters 103]
Terry Smith, National Geographic Educator Certification Program Ambassador & Annie Evans, Virginia Geographic Alliance/Charlottesville City Schools, VA. This Workshop is the first of 3 phases in the NatGeo Educator Certification Program.

Presentation: ASK Framework

(E) Three Cultures, Three Meanings for “Belonging” in Early Childhood Settings [Peters 116]
Patricia Yuan Zuroski - Horace Mann School, Bronx, New York.
This workshop will examine how culture, language and history help shape the meaning of “belonging.” It will introduce participants to early childhood education in the schools of Reggio Emilia, Italy, anti-bias education in the U.S. and Te Whariki curriculum in New Zealand. Attendees will reflect on their own experience with “belonging” and consider how it impacts teacher decision-making in the classroom.

Attendees will :

gain a basic understanding of how culture, language and history help to shape education. Will;
will learn a framework from which to develop a list of strategies for fostering a sense of “belonging” in the early childhood setting.

(All) Stories from Antarctica and Teaching [Peters 143]
Fred Mitchell - Carroll County High School, Virginia.
It's a long way to the "End of the World". Join me to hear some stories from Antarctica and the teaching career that helped get me there. And -- there'll be penguins! We'll address Antarctic topics such as the interconnected roles of wildlife, describe global topics like the effects of global warming on the oceans, and explore educational topics like the qualities that great teachers share. And much more…

(S) Using a Structured Academic Controversy to Address Complex Issues [Peters 173]
Brook Hankins - Henry County Public Schools.
A Structured Academic Controversy (SAC) is an excellent way to engage middle and high school learners in a cooperative learning strategy that naturally supports various learning outcomes. It requires learners to consider a controversial issue from multiple perspectives and to contemplate the merits of both sides of an argument. Participants will follow the steps of a SAC and learn how to incorporate them in the classroom to deepen both content knowledge and to support non-traditional learning outcomes. The SAC is also an excellent pre-writing strategy for persuasive based writing in all content areas. Attendees will be able to incorporate a structured academic controversy in their own classrooms.

(E) World Music Village: Perspectives from Finland and Beyond [Peters 174]
Glen Chilcote - Kipps Elementary School, Montgomery County Public Schools.
In 2017 and 2018 Glen Chilcote traveled to Sweden and Finland to attend the International Music Village.

Attendees will :

gain insights from the educational practices in the Nordic region and around the world.
discover educational practices that are utilized in the Nordic region.

Cook 107: Conference Closing 3:00-3:50

Closing Thoughts : "Taking it Home"

Door Prizes!

4:00 - 5:00 PM
Closed CCPS World Ready Meeting

Peters 103