On June 20-28, 2014, 30 award-winning public school educators travelled to China to observe high-quality instruction and to interact with Chinese teachers and administrators in Beijing and Xi’an schools as our latest cohort of Global Learning Fellows.
The international field study was part of a year-long fellowship and supported learning experience in which educators built global competency skills.
Over the course of one year, these educators explored the knowledge, skills, and disposition required to prepare their students for the global age. To do so, they investigated the world beyond their immediate environment, recognized multiple perspectives, and communicated ideas effectively with diverse audiences. Learn more about the program with these FAQs.
What is involved in the year-long fellowship?
- Readings and webinars to introduce global competence and country specific concepts;
- Online coursework on global competence, country specific concepts, and interactive language learning;
- Basic Mandarin language learning with Rosetta Stone;
- A two-day professional development workshop with sessions led by leaders in global competency and country-specific knowledge; and
- An international field study designed to focus on the themes of global competence, education (both practice and issues of international, national, and state policy) and economics.
Global lesson plans on BetterLesson.com
Later in the year, fellows will be tasked with integrating global competence into their daily classroom instruction, beginning with the creation of a lesson plan, unit plan, or full curriculum.
Now, educators from around the world can access 2013 NEA Foundation Global Learning Fellows’ plans via an open-source platform, BetterLesson.com.
Discover dozens of global lesson plans created by previous fellows that can easily be replicated.
What makes a lesson plan “global”?
“Prior to this I had believed teaching multicultural texts was enough to prepare my students for the modern world. I finally realized how much of my material was focused on the American perspective."
Karen Toavs, 2013 NEA Foundation Global Learning Fellow and North Dakota Education Association member
"I designed “The Power of Homelands” as my first unit introducing the challenges of global citizenship to students in my world literature class. This mini unit introduces diaspora literature, exploring the struggles and experiences of those populations displaced from their homelands. … I felt I would need time to establish students’ feelings about their own homes, build empathetic conversation about the importance of homes, and reveal current global problems related to population displacement. After establishing these foundations, I would then be able to launch into compelling world literature, connecting students to many global issues throughout the term.”
Josh Stumpenhorst, 2013 NEA Foundation Global Learning Fellow and Illinois Education Association member
"In thinking about designing my unit plan, “Global Unrest,” I wanted to bring the experiences I had in South America into my classroom and make that connection.
As a social science teacher, it is far too easy to get wrapped up in dates and facts while losing sight of the human struggle often underlying these events.
When we talk about the Roman Plebeians rebelling for their rights and equal treatment, I want students to think of the Brazilians I met and their struggle.”
The 2013 NEA Foundation Global Learning Fellows represent 36 states and teach at the elementary, middle or high school level. From June 20-27, 2013, Fellows participated in an international field study to São Paulo and Rio de Janeiro, Brazil.
While in Brazil, Fellows visited schools in to observe classroom instruction and to interact with Brazilian teachers and administrators; they also had opportunities to investigate Brazil’s rich historical and cultural landmarks.
Read our series, “Blogging from Brazil” to learn about their experiences.