Water in the World: Science, Society, & Scarcity

1. Water in the World: Science, Society, & Scarcity Engaging Students in Global Water Issues July 13, 2010 Dr. Brad Greiman University of Minnesota

2. Session Agenda • Professional Development • Why Global Engagement? • Allen Four-Step Instructional Planning Model • Application Opportunities • Sharing of Instructional Materials • Graduate Credit

3. Professional Development (PD) (Darling-Hammond et al., 2009) • Congratulations on taking time to study water in a global context! • Focused, ongoing, and sustained PD for teachers is related to student achievement • Teachers who participated in 49 hours/year of PD boosted student achievement by 21% • 14 hours/year of PD showed no effect on student learning

4. Why Global Engagement? • Is learning about global issues important to: • Youth and adults? • Parents and the community? • Administrators? • Can a global approach increase test scores? • Does a global approach support the school’s mission? • Can a global approach assist adults operate more profitable enterprises?

5. Why Global Engagement? (National FFA, 2009) • Framework for understanding, valuing, & embracing diversity • Obligation to students and adults • Awareness & understanding of global issues • Career opportunities • New partnerships • Within traditional partners and extending beyond

6. Why Global Engagement? • United States has responsibility as a leader to address global needs & assist with MDG (UN, 2010) • Eradicate extreme poverty & hunger • Achieve universal primary education • Promote gender equality and empower women • Reduce child mortality • Improve maternal health • Combat HIV/AIDS, malaria & other diseases • Ensure environmental sustainability • Develop a global partnership

7. “We must not fail the billions who look to the international community to fulfill the promise of the Millennium Declaration for a better world. Let us keep the promise.” — UN Secretary-General Ban Ki-moon

8. Why Global Engagement? • Allows for an integrated & multi-disciplinary approach to learning • Teach agriculture, economics, geography, history, science, social studies, etc. in a global context

9. Why Global Engagement for Agricultural Education? • It is our Mission & Purpose • Agricultural Education prepares students for successful careers and a lifetime of informed choices in the global agriculture, food, fiber and natural resources systems • National Farm and Ranch Business Management Education Association, Inc. ...Teachers delivering knowledge that works to North America's Farm and Ranch Families

10. Allen Four-Step Instructional Planning Model (Hedges, 2000) Model taught in ~50% of Ag Ed Teacher preparation programs (Greiman & Bedtke, 2007) 3) Application 2) Facilitation of Learning 4) Evaluation 1) Preparation

11. 1) Preparation • Teachers focus initially on: • Content • Activities • Student learning increases when teachers plan with aim of achieving learning objectives(Clark & Yinger, 1987)

12. 1) Preparation • Develop learning objectives (LOs) • What do you want the learner to be able to do? • Crosswalk with appropriate areas • Agriculture & Science • Learning domains (3) • Cognitive domain (Bloom’s Taxonomy) • Affective domain • Psychomotor domain

13. 1) Preparation • Relevancy • Connection of content to learners in a meaningful way • Learner interest • Learner choice • Current events • Local, state, region, USA, World • Local lakes and rivers, Mississippi River, Great Lakes, Ogallala Aquifer (High Plains Regional Acquifer), Caspian Sea

14. 2) Facilitation of Learning • Motivation • Interest approach • Connect to prior knowledge • College students remembered twice as much by use of prior knowledge (Bransford & Johnson, 1972) • Hydrologic Cycle (Water Cycle)

15. Concept Map • Visually represent your connection to water • Personal • Professional • Concepts from previous sessions & readings • Future • International • Application goals • Other

16. 2) Facilitation of Learning • Select a variety of instructional strategies • Continuum of Instructional Strategies (Greiman, 2006) • Chunk instruction and integrate student engagement activities • Especially within PowerPoint • Think-Pair-Share • Activity • Discussion questions

17. 3) Application • Homework assignment (outside of class or workshop) • Differentiate • Provide opportunity to apply and practice concepts/skills • Rule of 3 • Model • Guided practice • Independent practice

18. 4) Evaluation • Use appropriate evaluation techniques • Provide learner with knowledge of their progress • Answers the questions: Did learning take place? Did the instructor do an effective job? • Formative assessment • Summative assessment • Teacher reflection • Consider differentiation • Student choice • Multiple Intelligences (Gardner, 1993)

19. Application Opportunities • Meaningful & relevant product for your professional career • Share with a larger group of educators • Individual work and/or collective efforts of group What ideas do you have?

20. Application Opportunities • Possible categories • Interest approach • Appropriate for respective learners: youth and adults • Identify learner & teacher content material • Readings and learner questions • What WitW readings or parts of readings are appropriate for your learners and teachers? • What additional content material is needed for learners and teachers? • Websites, DVDs, curriculum materials, etc.

21. Application Opportunities • Possible categories • Activities • Google Earth • Continuum: personal connection to international settings • Tool for decision-making: Given a career or situation, how can Google Earth be utilized • Date analysis: grids, Excel • Personal water consumption • Transporting water by bucket

22. Application Opportunities • Possible categories • Interactive lecture by use of PPT • Chunk WitW ppts into smaller units • Ex: Global Perspectives on Water Resources (David Mulla) • 129 slides • Integrate student engagement activities • Identify LOs • Debate • Problem-solving or inquiry • Real-world problem: Water testing • Adopt a river or lake

23. Application Opportunities • Possible categories • Case study or scenario • Ethics, environmental & leadership challenges • Individual, groups or entire group • Goal: reach a consensus but allow for debate • Problem Identification-Remedies-Prevention • Three possible types • Make a decision • Review a decision that was made • Simulation: case unfolds over real or condensed time

24. Application Opportunities • Possible categories • Experiment or lab • Role Play • The Bhatvan Game (Karlyn Eckman) • Cooperative learning • Inquiry project • Guest speaker • Field trip • Assessments

25. Sharing of Instructional Materials • Peer feedback • WitW website • https://moodle.umn.edu/course/view.php?id=7714 • Sharing of WitW instructional materials • All contribute: Interest approach and activity • Due: Friday, August 6 • Available for start of 2010-11 school year • U of MN Ag Ed website • http://ag-ed.cfans.umn.edu/default.htm

26. Graduate Credit • Beginning: One page proposal • Description of the proposed instructional materials to be developed • End: Due by Friday, August 6 • Instructional materials • Time commitment guidelines • 1 credit = 35 hours, 2 credits = 70 hours, etc. • Reflective summary • Describe the products and how they will be used • Describe the desired result of the product • Describe the most important aspect you learned by participation in WitW

27. Summary • Instructional materials • LOs • Crosswalk with appropriate standards • Learner and Teacher versions • Reading • Instructions • Teacher: answers, notes for PPT, etc.

28. Contact Information Dr. Brad Greiman University of Minnesota Agricultural Education 146 Classroom Office Building 1994 Buford Avenue St. Paul, MN 55108 O: 612-624-5644 C: 612-987-3051 bgreiman@umn.edu