Words of the day: jollof, red-red, pineapple

After 10-hour flight, we arrived in Accra on Sunday at 6.35am, which is 2.35am ET. We were warmly-welcomed at the 4-star hotel, Fiesta Royal. On the first day, we ate breakfast, lunch, and dinner at the hotel but we didn’t get tired of it at all since the selection was so good We ate most of the famous Ghanaian dishes such as Red red (pictured), Waakye, jolllof rice, fufu, good grilled plaintain, kooko and beans with fried plaintain. Many dishes have beans and rice.

The wide varieties of fresh fruits and vegetables are such a delight too. We loved the fresh coconut. Many familiar food can be found too, like lettuce wrap, fish, or sushi, mashed potatoes. My favorites are fish soup, fried plaintain, and fresh pineapple, which is white. The taste and texture are different since it doesn't have the strong sour taste or the tingy feeling when you eat the yellow pineapple.

They even had live music!

On the first day, we had a training session facilitated by Mr. Gideon A. Sarpong, In-Country Consultant for Fulbright, who provided us information on Ghanaian culture and education system, as well as the structure and the historical and cultural influences that have shaped teaching and learning in Ghana.

Here are some of the things I have learned about Ghana:

- Is the second most peaceful country in Sub-Saharan Africa (GPI Report, 2022)

- Is the world's second largest exporter of cocoa

- Obtained its name (which means "Warrior King") from the medieval empire of West Africa

- Has over 80 local languages with 3 major religions: Christianity, Islam & ATR

• Beware of the Shockers!

• Handing out or receiving something with the left hand is perceived as improper (thing I already knew when I was an exchange journalist in Uganda and Bangladesh, but this was still a good reminder)

• Refusal to greet upon entering a house or passing by people is considered disrespectful

• "Yes please" is a common expression used by Ghanaians

• Tea to most Ghanaians is chocolate malt beverage (so if you want to order tea, you need to specify, Lipton tea for example. I did see this drink in the hotel buffet but I didn’t try it. I sure will soon)

• Time schedules are generally not strictly adhered to (they may come late, even to important events such as weddings)

• Sitting cross-legged among elderly Ghanaians may been seen as pride or disrespect

• Noise pollution is rampant in many locations

Pre-Tertiary Education in Ghana

• Currently, Ghana's pre-tertiary education consists of:

* 2 years of kindergarten (4-6 years)

* 6 years of primary school (6-11 years)

• 3 years of Junior High School (12-15 years)

• 3 years of Senior High School or Technical and Vocational Education and Training (TVET)

• All 9th graders write an external national examination known as the Basic Education Certificate Examination (BECE)

Hotel Lobby

We love the fresh coconut!

Water Notice in the bathroom

Words of the day: curriculum, reform, active, differentiated 

Two or three students sit at a desk like this. 

There's no assigned seat. Students can pick whatever seat they want each day. 

The 3D model of a house was built by the teacher himself.  

Panel Members

Panel Discussion on “Current Curriculum Reforms and Implementation in Ghana: Prospects, Successes and Challenges” featured four-panel members:

- Mr. Reginald Quartey, Head of Curriculum Development, National Council for Curriculum and Assessment (NaCCA)

- Mr. Martin Apima, Director, Inspections and Supervision Directorate, National Schools Inspectorate Authority (NaSIA)

- Madam Joshualynn Oddei, Head of Science Department, Wesley Grammar School

- Mr. Emmanuel Theophilus Kwei, Vice President, Ghana National Association of Private Schools (GNAPS)

The curriculum reform in Ghana started in 2018-2019, aiming to modernize the education system. The focus was on improving the quality of education, making it more relevant to students' needs, and ensuring that it aligns with global standards. This reform included updating the curriculum from objective-based to standard-based; from reproduction of facts to emphasize critical thinking, creativity, and problem-solving skills.

• Key changes involved the introduction of new subjects such as SEL, teacher training, and the use of ICT in teaching and learning. They also aimed to reduce the content overload and focus more on core competencies of communication, leadership, and social-cultural identity. “To make classrooms more ACTIVE,” said Mr. Reginald. And to give a voice to the students. New forms of assessments will also be introduced.  

• There are three phases: the first one is for kindergarten through grade 6, the secondary phase is for grade 7-9, and the country is implementing phase 3, which is taking place now for senior high school.

 Some of the challenges are the digital divide, or infrastructure difficulties. Teachers couldn't make it to class in many areas since heavy rainfall and poor road conditions prevented them from coming to school on time. Attendance is a big issue for both teachers and students. 

It’s a work in progress but very promising, according to Ms. Joshualynn. She shared some improvements: better arrangement for collaboration, equal opportunity, experiential learning, more group assignments, STEM clubs, PBL, and positive impacts on students. 

Fulbright Cohort and Panel Members

Words of the day: faster math, positive, PBIS, T-TEL

🌍Facts for my guiding question: A school visit and classroom observations on Day 3 provided us with initial ideas of how teaching and learning are done in Ghana. I'm glad to know that some form of differentiation is taking place here for students grades 1-8 with the intervention block called Rising Faster or Fast Math and Faster Reading. From 7.40 to 9:10 am every day, this intervention is designed for students to catch up with the curriculum.      

A math lesson

Behind us is a basketball court. In front of us is a swing set.

Our first school visit was to Omega School in Weija (Accra), which is a Low-Cost Private School (LCPS) with 13 teachers and 10 classes. The school has been on this new site since November 2023. 

Students pay 12 Ghanaian cedis ($0.77) for a day. The school does provide support to families that can’t pay. Omega serves students from kindergarten to 8th grade. Each class has about 8-10 students. Some classes have 6 students.

It was so good seeing all the beautiful little smiley faces and being around children After a quick meeting in the computer lab, we divided into groups of 2-3 teachers to visit classrooms. Sometimes, we were accompanied by an instructional coach. I observed three lessons: Creative Arts (Art Appraisal and Appreciation) and two intervention ones (Faster Math and Faster Reading). During the Creative Arts lesson, I noticed that the whole school shared only two tiny boxes of crayons. The art teacher used his cell phone to pull up the lesson plan from SyllabusGH- a curriculum app for all educators and teachers in Ghana.  

 Then we spent time playing with them during recess. I had great fun talking to them and had some of them write their names in my journal.

 The positive culture is observed everywhere we go, just not in the posters on the wall. We’re all so impressed that the school has taught the students to be very polite, calm, and behaved. Perhaps because all rules here were made from the collaboration between teachers and students. 

Omega shows a successful implementation of PBIS (Positive Behavioral Interventions and Supports), an initiative adopted by many schools in the U.S. 

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After lunch, we came to the T-TEL office. Transforming Teaching, Education & Learning (T-TEL) is a nonprofit organization that provides technical advice, project management, research, and implementation support services to 705 schools in 16 regions. “T-TEL works with the Government of Ghana through the Ministry of Education and its agencies. These agencies include the Ghana Education Service, Ghana Tertiary Education Commission, National Council for Curriculum and Assessment, the National Teaching Council, and the National Schools Inspectorate Authority” (from T-TEL website). 

T-TEL officials shared that the country is trying to move from an ecocentric to a culturally relevant curriculum. Another fact is that school data and success in Ghana are all based on written exams.  

Omega School address - like a car tag

First day of school visit :-)

Words of the day: name, Esi, boflot (puff-puff), religious, energetic

In the cafeteria

Our second school visit is to Bethany Methodist Basic School, which is a public school serving students from kindergarten through grade 9. While it is managed by the Methodist Education Unit of the Ghana Education Service (GES), it is open to students of all backgrounds and religious persuasions.

 After the meet-and-greet session with the school minister, we joined the praying session in the auditorium, a routine they do every Wednesday. It's amazing to see how religion integrates seamlessly into education. 

For class observation, Noelle and I attended a science lesson on body parts in Ms. Fostina’s class. I loved how they sang a self-affirmation song to start their day. They also said the standard of the lesson in unison, which is cool. In the US, we usually write the standard/I can statement on the board and we unpack them with the student. Not saying or citing in such an energetic manner like that. The multimodal approach in Ms.Fostina’s teaching continued in her reading lesson, in which I got to hear the alphabet song with lots of body movement and hand gestures. Can’t wait to share this song with K-2 teachers in my school in the US

The second class we came to was a 1st grade reading one. They also sang the alphabet song and in the end, I played a cool observation game with them using foam blocks.

 For recess, we did lots of dancing and singing. I taught them the song “The Wheels on the Bus”. They taught me many cool songs and dances, such as Down the River. 

I also visited the school cafeteria where nutritious meals were served. I saw students have the choices of pasta or joloff rice. We got to try a super yummy snack called boflot, which is a fried donut. Hot off the frying pan. 

The whole morning was truly a flood of love, laughter, and brightness. So inspiring and uplifting! All the singing, dancing, playing, laughing, learning left such impressive impact on me. This video is about the celebration of everyone, no matter what day of the week we are born. “You learn something new every day” cannot be truer in this context, when I learned from the minister of the school Samuel Kofi, that Ghanaian people have their names based on which day of the week you’re born. His name Kofi means Friday. After his explanation, we’re all intrigued to find out which day of the week we’re born in When you think you know everything about your birthday, well, probably not. So when the students sang this song in the schoolyard, I only joined in the last round, when they called in everyone, no matter what day.

As soon as we got back to the bus, my bus buddy and I Googled it, looked up the day of the week for our birthday, and looked at corresponding Ghanaian names for that day. Names for boys and girls are different. Here you can find the meanings of Ghanaian names. 

My Ghanaian name would be Esi, since I was born on a Sunday; my friend’s name is Amma, which is Saturday. Since I knew my Ghanaian name, I always introduced myself with both my regular and Ghanaian names. It works wonders cause as soon as I said “Esi”, I can make connection to them immediately, bringing me to them closer and creating a wide smile on everyone’s face- from a taxi driver to a shop owner, from a student to a teacher. This video also reminds me of the name project that we did as one of the inter-school activities, also featured here in my blog site.

We had lunch at the beautiful Azmena restaurant. We spent the afternoon exploring the Accra Art & Craft market. Some popular items are Ashanti stools, kente cloths, wooden masks, beaded jewelry, and leather goods. All are the bursting colors of life. And everything can be bargained! This shopping experience marked my first time in a local taxi cab called Bolt.   

🌍Facts for my guiding question: There's an effort to differentiate in the science lesson on body parts in Ms. Fostina’s second-grade class. She called on several students to demonstrate the function of body parts. For example, to illustrate the function of hands, she gave a ball to a student and instructed him to throw it with his hands. Then she tied his hands and gave him the ball, which he couldn't hold. For functions of eyes, she blindfolded a student and then gave him a stick, asking him to strike an object several feet before him. However, from the viewpoint of the US classroom, the demonstration displayed certain dangers as the ball or the stick may hit someone's head as there's tight proximity between desks in the class.  

The multimodal approach in Ms.Fostina’s teaching continued in her reading lesson, in which students sang the alphabet song with lots of body movement and hand gestures. 

During recess

Boflot- a fried donut- is served hot daily

Words of the day: Swebus, presentation, gifted, creativity, geometry, didactic, differentiation by process

Today’s the day we started our presentations for staff and students at my host school Swebus (Swedru School of Business). My presentation is on Gifted Education and Sarah’s is on Teacher training.

 After the introduction of my school district and my school- Bethesda elementary, I talked about the process of identifying and serving gifted students. When mentioning services and strategies for this population, I shared several things before diving deeper into Creativity and SCAMPER- a strategy/model to practice creativity.

 We did have a nice interactive activity when the audience tried one of the components of Creativity- Elaboration: they had to add details to the letter A to turn it into a picture. Many of them did a fantastic job: from letter A, I saw a mountain ridge, a patterned star, a person, or a house!

 After that, we visited some classes and more departments to continue introducing ourselves. When Sarah went to see a group of students to start her ballet lesson, I stayed in one classroom to observe a geometry lesson on the perimeter of polygons.

 On the way to lunch, we stopped by a fruit stand by the street to get fresh coconut. Such a great way to quench our thirst!

 The afternoon was even more exciting and adventurous when William, our host teacher, took us on a shortcut to get to an elementary school called Menaya of Hope. The shortcut is a small path lined with banana trees, especially with a stream. We all made successful jumps through the stepping stones.

 On my way, I also saw cool things such as different wells. I was so excited to see all of them since one of the units in our EL language arts curriculum is on water and water access. This water unit is also my global education unit plan that I did with my third-grade students. I can’t wait to show them the pictures of these wells. 

The students at the elementary school welcomed us with such a positive energy and respectful attitude. Actually, this applies to every classroom that we’ve been to. They always stand up to greet us and only sit down when we/teachers tell them to.

 I can’t wait to return here and Swebus tomorrow to start getting to know and teaching them more. 

🌍Facts for my guiding question: During my presentation on gifted education, I saw sparkles in the eyes of many students when they got to add details to the letter A. It seemed they had never done a tiered assignment or received differentiation by product before. One thing I noticed was I had a very quiet audience. I sometimes felt I talked to myself as no one asked questions or provided any feedback. Most reactions were just giggles or smiles. The more classrooms I visited, the more I saw visible conformity in the classroom setting. 

During the geometry lesson I observed, the teacher used paper shapes to show the concept. He let one student hold the shape while explaining, which is one basic example of differentiation by process (how it is being taught). 

There was still mostly didactic teaching. Spending most of the lesson in front of the class, the teacher didn't circulate the room or use proximity to check students' understanding. It would be more effective and beneficial if the teacher let the students work in groups to explore the shape and the concept of perimeter in a more hands-on approach.   

My first lesson observation: math lesson on geometry

A well in a village nearby the elementary school

A well in a village nearby the elementary school

Amazing view

Words of the day: Kakum, canopy walk, sankofa, weever, crocodile, egret

EXCURSION DAY

 Today was probably the day we’re most excited about- doing the canopy walk and visiting a crocodile village.

 Kakum Canopy Walk- the most visited place in Ghana, is also the scariest canopy walk in the country. We got here after a three-hour bus ride from Agona-Swedru. It's cool to hear and see the rain in the rainforest in Africa for the first time. 

The park’s best-known feature is undoubtedly its six platforms with suspension bridges which form a 333-meter long canopy walkway. The bridges are suspended from 18 to 40 meters above the forest floor with trees over 300 years old. I felt like walking in a movie set. Surreal! 

 The hike was exhausting yet exciting since we saw many cool trees with beautiful roots. Rain got heavy sometimes, and we were a little scared when getting near the gate to the first bridge cause there was a huge crowd. All the discomfort and anxiety disappeared when we stepped onto the bridge. It was quite slippery and shaky. My heart was pounding with the thrilling sensation of being in the rainforest taking in all the surrounding sights. It’s pretty quick, the whole walk took about 17 minutes.

 After having lunch with chicken and fried yam, prepared by Susie- the host teacher’s wife, we visited the gift shop, then headed to Hans cottage crocodile village. I bought a bracelet at the gift shop with the symbol Sankofa, which means "Never too late to go back and get it". At Hans village, our tour guide was good at explaining everything to us. 

 I did feed a crocodile, which wasn’t as scary as I thought! And I did pat a crocodile, too. It’s a crocodile village, but I was more impressed with the birds I saw. Especially the beautiful sights of all the egrets and weever nests. So peaceful!

Amazing experience that makes it into my list of memorable moments.

Poster inside Kakum National Park Museum

🌍Facts for my guiding question: During our trip, Sarah and I had many companions, such as William's/my host teacher's family, his nephews, and his former students. William is deeply committed to the well-being of his students, former students, and the children in his community. He plays a significant role in the community and consistently strives to do what is best for them. For instance, he creates opportunities for these young people to visit various places and interact with diverse individuals. Whenever we visit parks or museums, he always brings at least one or two students or children under his care to join us. This allows them to gain valuable life and hands-on experiences, broadening their perspectives and enriching their lives. 

Third Platform

Words of the day: Domeki village, tide pool, Atlantic Ocean, church, donzee, mudfish

Sunday Fun Day

 Going to church on Sunday is a very common practice for my host teacher’s community where most people are Christians. We visited IMC (Ministry of Christ) with a congregation of 70. After the preaching and praying session, the men gathered together, the women met in a different area. Listening to the women’s conversation made me truly understand “It takes a village to raise a child.” William, our host teacher shared that every child is everyone’s child. Everyone takes care of every single child. It’s truly a close-knit community where children can be nurtured, guided, or disciplined by any adult within the community. 

 After church, we ventured out to Village Domeki, where we enjoyed the scene of cows grazing lazily by graceful egrets. We also met some women selling fruits and veggies. I used the app Picture This and found out one of the things they had in their basket was Turkey berry or pea eggplant. My travel partner Sarah had great conversations with them about gardening and farming. Sarah also showed them pictures of her garden.

 When we passed by the village square, we saw the preparation for a funeral. Village square is also the place they hold praying sessions for rain, William told me.

 At Domeki, we were fascinated to watch the process of making sugarcane alcohol. The aroma is truly wonderful.

 After Domeki, we visited another village where my host teacher’s colleague settled in a farmhouse full of mudfish and chicken. His colleague is also the head of the Math department of Swebus High School.

 Everywhere we go, whoever we meet, the first impression is the big warm smile on their face!

 Fun time continued in the afternoon when we visited a zoo where we saw monkeys, peacocks, porcupines, ostrich, and especially donzee - a mix of donkey & zebra. 

We even went to Winneba Beach and drove through the campus of Winneba University where my host teacher attended. I got to share the beach visit experience with a girl named Lilyva, who first time went to a beach. Winneba Beach is situated along the Gulf of Guinea, about 66 kilometers (41 miles) west of Accra, Ghana's capital. The beach is closely associated with the town of Winneba, which is famous for its rich cultural heritage. The town hosts the annual Aboakyir Festival, a traditional deer-hunting festival that attracts many visitors. 

I love the palm trees here, and the waves of the very same Atlantic Ocean that reaches America. I also got to see a tide pool for the first time. Made of stone, this pool is infinity with surging waves. We ended our Sunday with a quick stop at a nearby harbor, where fishing boats and nets have such a beautiful blue color. Freshly caught fish are sold at the local fish market, which is a lively spot where locals gather to purchase seafood. Common catches include tilapia, sardines, and a variety of other fish species. 

 Throughout the drive, we had conversations about classroom management and PBIS; about jobs or things William’s students do after graduating from high school. They either go to college or get a job at the rate of $40/month. 

So many cool things that made our Sunday go by fast.

🌍Facts for my guiding question: Witnessing what William did at his church one more time confirmed his active role in the community. William demonstrates exceptional care for his students beyond the confines of the classroom. For instance, when I brought a large box of supplies from the U.S. containing food, school supplies, T-shirts, shoes, candy, and other items, he meticulously ensured that these resources were distributed equitably among different schools and communities. He possesses an acute awareness of the specific needs of each individual. For example, when we visited a village, he would determine which children should receive candy or pencils, and when we attended church, he would decide what items to bring for distribution to those in need. His deep understanding of the community’s needs reflects his genuine concern for their well-being.

 To him, differentiation extends beyond the classroom. His extraordinary efforts to reach out to students are tailored to their unique needs, encompassing both academic and emotional support. He integrates social-emotional learning into his teaching practice, embodying a philosophy that values not only the transfer of knowledge but also the importance of empathy and care. His approach to teaching and leadership, which is grounded in empathy, is truly inspiring. This commitment to supporting his students and the wider community is what I most admire about his work.

Donzee

Farmhouse

In front of Atlantic Ocean

Words of the day: Chief, tradition, waterfall, Snapps, Meneya of Hope, communal affairs, cultural identity

First Lesson

We started our day by attending the General Assembly of the management, teachers, and all students in the schoolyard. I felt like a Queen or princess, standing on the balcony of the second floor, addressing all the staff and 3,000 students. I wore my school spirit shirt, representing Bethesda Elementary. We then did a presentation to the whole school teachers on US culture and education. Many were interested in seeking opportunities to study and work in the U.S. This time, my audience was not as quiet as the previous one. 

We were then introduced to the Assistant Headmaster and Counselors in charge of all students: senior house master mistress Ms. Selma Hamidu, and the counselor in charge of all male students- senior house mister Enock Gurah. 

After joining Sarah’s ballet lesson for a group of students, we chatted with them about music and dance. We sang songs together. One of the girls shared that her favorite singers are Adele and Rihanna. Not many of them could tell about their hobbies like that though. Many seemed confused when we asked them about their extra-curricular activities after school.

 The singing and dancing continued with the impromptu performance by the school’s Cultural Club. We gathered on a basketball court and danced together. One of the dances was Kete, a royal dance of the Asante people, performed at durbars and important ceremonies. It consists of drumming, dancing, and singing. The dance expresses respect and honor for chiefs and dignitaries.

 In the afternoon, I taught my first lesson to third graders at the elementary school- Menaya of Hope. My lesson is called It’s Not a Box, which is about creativity and thinking outside the box. No computer, no projector, no fancy pencils or colored pencils. No problem! I used white chalk and blackboard, which is how my teachers in Vietnam taught me years ago. I was very impressed with their work. From a box/square in the middle of a paper, they turned it into a folder, a clock face, a race car, a house, or a computer screen! After that, everyone got a sticker and candy I love how their eyes lit up with delight and excitement when I told them they did a good job. Many even raised their hands, signaling me to come over so they could show their work!

 In the afternoon, we paid a visit to the palace of the paramount Chief of the Agona traditional area in Agona Nyakrom to learn about their tradition, culture, and governance system. We were joined by a teacher in the region who’s also a Fulbrighter. Here in Ghana, every you visit someone, you always, after introducing yourself, have to explain the purpose of your visit. There are a lot of preparations for this visit, such as buying the correct gift (a must is a Snapps bottle to be used for the praying session at the end).

 We learned so much about the culture and traditions during the conversation with the chief assistant- Ambrose London Arthur. He talked to us about the wedding and family tradition, about how Accra became the capital city. It’s amazing to see the similarities between different tribes, regions, and countries when it comes to choosing a land/area to settle, such as the water access category. Accra means a hidden waterfall.

 In Ghana, chiefs hold a significant and respected position within society, rooted in the country's rich cultural traditions. Traditionally, chiefs serve as the custodians of customs, land, and community values, with authority passed down through generations. They preside over chieftaincy institutions, which play a crucial role in maintaining order, resolving disputes, and overseeing communal affairs. In modern-day Ghana, chiefs continue to be influential, particularly at the local level. While their powers have evolved due to the advent of democratic governance, they remain key figures in promoting development, preserving cultural heritage, and acting as intermediaries between the government and the people. Chiefs are often involved in land administration, local governance, and the mobilization of resources for community projects. Their role today bridges traditional authority with contemporary state functions, making them vital in both preserving Ghana's cultural identity and contributing to its socio-economic development.

 We felt so welcomed and truly blessed to be prayed for by the Chief.

 I’ve learned so much today. Day by day, everything has been filling my bucket.

🌍Facts for my guiding question: Today, William shared with me how he differentiated in his class. He only provides more support for high achievers. For example, he would give them five instead of three questions. Differentiation to him is giving more work, not digging deeper. 

On a positive note, I continued seeing many teachers at Swebus that are engaged and interested in solving problems. During my presentation on US culture and education, after I answered a question on managing student behavior and attendance, at least two teachers voiced their concerns about the outlet for their opinions during the curriculum reform. They are so passionate about national major problems in the education system. I see agreeing looks from teachers around the room. They all want to have a personal influence on the change in their classroom.    

Dance with Cultural Club

Representing my school today :-)

One student work for It's Not a Box lesson 

Gift Presentation

Words of the day: multisensory, descriptive, popcorn marshmallow, senses, visual arts

Multisensory-Descriptive Writing lesson

Second Lesson

Today I taught the Junior students at Swebus a lesson on descriptive writing. I first explained about multi sensory instruction, with the emphasis on the three pathways of Visual, Auditory, and Kinesthetic. Then, using popcorn marshmallows, I encouraged them to use all five senses to describe the candy. The lesson went well I love how they came up with really good adjectives and adverbs. Our discussion went further to favorite books and authors.

 The journey with our senses continued with the trip to the Visual Arts Department. They went above and beyond by welcoming us with a whole exhibit and showcase. We were delighted to see several Minions as plant holders in front of the department.

 There were so many beautiful artworks, especially the leather goods. I was so thrilled that I took pictures of all the amazing art pieces and sent them to my Fulbright group chat. Instantly messages poured in to request us to help them purchase those items. I bought two paintings for my school, one is made of leather, depicting a traditional house in a village. Sarah also bought some. Many of my fellow Fulbright friends bought handbags. The department chair and the students were so happy. We’re happy customers too :-)

Before leaving the school, we visited the Assistant headmaster and interviewed him for our driving questions. Sarah’s is about teacher training and mine is on differentiation.

🌍Facts for my guiding question: during the interview with the Assistant headmaster- Mr. Ebenezer Twumasi, I learned that Swebus has PLC (Professional Learning Community) every Wednesday. During PLC sessions, teachers come to the two-hour meeting, learning ways they can make an impact in their classrooms. Every department will look at things they can do to improve teaching and learning, especially how to create a culture in their classroom. The expectation for differentiation here is how to integrate the student's own culture into the classroom's. With support from T-TEL, they also populate learning templates/materials for students to use. For the first time, they learn how to critique plans and strategies, and how to look at data and percentages to direct their instruction. During PLCs, teachers at Swebus High School discuss different topics related to the new curriculum and textbooks, such as developing lesson plans and exchanging ideas. Regarding differentiated instruction and meeting the needs of all learners, Mr. Twumasi shared that the main focus is considering the various backgrounds of the students. Besides originating from various regions with distinct cultures, many of them come very poor homes, or with health difficulties. One of the biggest challenges is the lack of sanitary pads, which prevents many female students from going to school. Another challenge relating to attendance is that many parents do not want their children to come to school. To them, food is more important than education. They don't see the value of education. Traditional cultural view of women as someone who has domestic responsibilities is an additional factor that makes attendance a big issue. I suddenly remember a sight I saw in Accra when groups of children who were also street vendors convened around our car. I wonder how many of them still go to school. As a teacher, they need to see the need of each student. And the needs come in numerous forms. Teachers at Swebus have been working really hard with not just the students, but with parents as well. Many times, parents are invited, together with students, to help sessions with the counselors.  

It's interesting to know that some of the challenges are even listed in the textbook, according to Mr. Twumasi. William immediately explained about Gender Equality and Social Identity Inclusion, or GESII (gee-si). In every classroom, teachers are expected to include everyone, no matter of their gender, social status, or cultural background. GESII in Ghana is an initiative aimed at promoting equity and inclusion across various sectors of society. It focuses on addressing the disparities and barriers that exist due to gender, social identity, and other intersecting factors such as ethnicity, disability, and socioeconomic status. The GESII framework is designed to ensure that all individuals, regardless of their gender or social background, have equal access to opportunities, resources, and rights.

 In Ghana, GESII initiatives often involve advocacy, policy-making, and educational programs that seek to empower marginalized groups, reduce discrimination, and foster a more inclusive society. These efforts are aligned with broader global commitments, such as the United Nations' Sustainable Development Goals (SDGs), particularly those related to gender equality (SDG 5) and reduced inequalities (SDG 10). By promoting GESII, Ghana aims to create a more just and equitable society where everyone can participate fully and benefit from the country’s development.    

Apart from GESII, new curriculum and textbooks also feature topics of SEL- social-emotional learning, and 21st-century skills such as critical thinking and problem-solving.  

Leather products at Art Dept

With my host teacher William, Sarah, and Art Dept. Chair Deborah Dadzie 

Words of the day: portrait, souvenir, farewell, Pearl, fashion show, PBIS

The lesson with the third-grade class at Menaya of Hope elementary school

Farewell Day

It’s hard to believe that today’s the last day of our stay in Agona Swedru, a small town with such a big heart. The day was short since we had to leave around 1.30 pm to go back to Accra, but super productive. Before driving us to the elementary school to say farewell and to teach one more lesson, William- our host teacher- took us to a souvenir shop to do final shopping. He also took us to a local tailor shop to buy dresses for us. His wife was so nice and thoughtful with this wonderful surprise and gift. Both Sarah and I found a dress we really liked. 

 We had our last meal/lunch with William’s family. Again, our chef Tony was there to prepare yummy food for us. 

 Right after lunch, on the way to Swebus for the farewell ceremony, William drove us to a daycare to say goodbye to Chris- a little boy that we adored - and Elisa, the German student we met during our stay.`

 It’s always hard to say goodbye. We got to see the performance by the Cultural Club one more time. Of course, we danced with them. Everything went as planned, in terms of decorations, speeches, and certificates. What was not planned is the emotion I felt when we received the gift from Swebus- our PORTRAIT. I was speechless and touched. Amazing! Such a great surprise. The portrait is so beautiful. 

The farewell was short but sweet. Our stay was short but definitely made an impact on the school and community. 

 The three-hour ride back to Accra was uneventful. There was traffic but our driver skillfully took a shortcut, which seemed really long to me. 

Back at the hotel, we truly enjoyed and appreciated the hot showers and clean towels. Dinner at Fiesta Royal was even greater than the last time we ate since we deeply engaged in the conversation about our host communities. Everyone has many stories to share.

 We ended our day with a bang- trying out all the outfits we got from our tailor -Pearl at Kwakyebya Atelier Everyone was extremely happy with the outfits. We only got a few days left in Ghana.

🌍Facts for my guiding question: During morning hectic drives to different locations, William and I had conversations about classroom management, generation gaps, and how we live in a global village. I first started by telling him about one image I saw while I was passing by a classroom- a teacher holding a stick and pointed at his students. Coming from a background where corporal punishment is not practiced or is strictly prohibited, I felt shocked. The sight of the stick triggered a protective instinct in me and a desire to advocate for the student's well-being. I also feel conflicted, torn between respecting the local customs and feeling compelled to challenge practices that conflict with my own beliefs about student discipline and child welfare. William responded that he felt torn as well. He did show his willingness to change the practice. He admitted that many teachers here in Ghana still shout at their students to get their attention. I then shared with him how we implement PBIS (Positive Behavioral Interventions and Supports) in my school and my class. William was deeply interested in some topics I mentioned such as using attention-getters, setting up class rules, and building a reward system or schoolwide matrix. I suggested he can localize some popular grabbers, like "I say fufu. You say goat soup." He also asked me how to resolve the conflict between teachers and students in terms of internet usage. Teachers in Ghana, with limited resources and little support from the system, find it difficult to deal with students who have better internet access and awareness. With PBIS, I recommend, teachers in his school can set rules and boundaries, while considering students' well-being.     

Fulbright Certificate Presentation to Swebus High School

At a local tailor shop, we picked what we wanted as a gift from our host teacher's wife 

Words of the day: Minister Yaw, college of education,Black Star, Independence Square, Wear Ghana 

Accra College of Education and Ministry of Education

We started our day with a visit to Accra College of Education, which was established in 1902. The meeting with the college’s Principal- Prof. Samuel A. Atintono- was pushed back an hour later as he had to attend to the matter of the ongoing teacher strike. At the meeting, Dr. Atintono provided us with information on teacher training in Ghana, as well as different pathways and programs offered at his institution. One of the programs being developed is the Chinese curriculum. All teachers who teach at primary levels will teach in the Ghanaian language. We also discussed coursework for college-level classes and master's degrees, how reform looks like at the teacher college level, and the next steps for prospective graduates.

 Regarding my question on differentiation, Dr. Atintono explained that specialized instruction is mostly for blind and deaf students. There’s no service for other disabilities.

 We also did a quick tour of the grounds where we saw a library, resource center, and in-campus elementary classrooms.

 The second visit was to the Ministry of Education, where we got the chance to meet and talk with such an inspiring person- Minister Yaw Osei Adutwum. After working as a teacher and founding a charter school network in L.A., Adutwum was appointed Ghana’s minister for education in 2021 and led the country’s effort to expand free secondary education for all. His own life path from a security guard to the man managing the whole education system of a country has left a great impression on us. What made him go back to Ghana after 10 years in America? The meeting with now-Ghanaian President Nana Akufo-Addo at an event in L.A., where the President shared one aspect of his education agenda -implementing free secondary education in Ghana. America is the nation that began free secondary education for all. But what really spoke to his heart is the talk with his mentor-late Congressman Mervyn Dymally “Your country cannot do without you. America can do without you.”

The mindset of “Everything is possible” was shown throughout his presentation and discussion with us. I also see a caring and empathy perspective in his leadership and vision. We do hope his party will have enough votes in the upcoming elections so he can continue to bring more positive changes to the education system. 

Black Square or Independence Square is our next stop. The square often hosts the annual independence celebration as well as other national events. The site is for all civic and military parades and other national gatherings. On the day of our visit, we saw a parade of tractors lined up in the square. All these tractors are for road construction in Ghana.

 Our day ended with a shopping trip to Wear Ghana, a local brand suggested by our wonderful country consultant Gideon. I bought two more dresses. 

Black Star Square

🌍Facts for my guiding question: According to Prof. Samuel A. Atintono, Accra College of Education’s Principal, specialized instruction is mostly for blind and deaf students. There’s no service for other disabilities. 

From the meeting with the Minister of Education Yaw Osei Adutwum, here is the information about differentiated instruction: 

• There's progress, yet still so much to be done to implement STEM education in Ghana. 

• In his presentation, there were pictures and videos of a class as student-centered as you can get- a teacher with a small group of students and a SMART board in the background. At the moment, this type of image is not popular. However, Minister Yaw is confident about the possibility that the image will soon be found in many classrooms, like the schools he established in California, USA.

• To implement differentiated instruction, he would start from the elementary level. 

• Minister Yaw is preferred to be called "teacher in chief" as he still goes to classrooms to teach. To do the thing that excites him. He leads by example. He wants to instill the mindset of "We are teachers. We can change the world." to all Ghanaian teachers and educators.  

• He wants to create a system to involve parents in the education of each child, shifting the mindset of "that's the teacher's job" to "that's OUR job" to educate.

• Commenting on the differentiation instruction, Minister Yaw said that the empathy piece is missing. Many teachers here in Ghana need to work on the ability to listen and care.

• Using the UK model, the target instruction for gifted learners is still at the beginning stage, which makes gifted learners suffer the most since they do not conform. 

• Of different career pathways, most students opt for visual arts, not engineering. With a vision for his country, Minister Yaw introduced a great engineering program two years ago. Now 150 students completed medical and engineering degrees.          

At Accra College of Education

With Yaneis, a fellow Fulbrighter

Words of the day: library, chocolate, Perbi Cubs, Bioko, cocoa, literacy, truffles

With Perbi Cubs staff and children

Library and Chocolate

Our first visit today was to Perbi Cubs Library, a startup originally from Montreal, Canada. As soon as we walked in the door, all the tiredness from the host community travel the day before was shaken off with the music and exercise of the library staff and kids. We all joined the morning exercise to start our day. 

After that, we listened to the presentation on Perbi Cubs and the reading scene in general, relating to SDGs #1, 4, and 10. With the huge market size of 300 million children (between ages 6-14) across Africa being affected by poor literacy, according to UNICEF, what would Perbi Cubs do? They have served 12,000 children in 270 schools since 2018, partnered with Scholastic in 2020, 4 in-school setups in 2021, and 51 partner schools currently. They provide 107,000 books across Ghana. They even have a TV show and a UNESCO campaign to promote reading and literacy. There’s still so many potential for this online platform in particular and Ed tech in general.

 The presentation was followed by a reading session with some amazing kids and a word game that puzzled and challenged some of us lol. Perbi Cubs staff and the kids seemed outperforming us. 

After the library, we visited the Museum for Science and Technology. The elder group (those of us who are 40 years and older) took pictures with all the electronic equipment in the 70s and 80s. I didn't know that the first Firestone tire was made in Ghana!

We had lunch at The Buka- a very nice restaurant that is well-known where Americans, local politicians, diplomats, and expats like to dine and be seen.

 At 2 pm, some of us started a sweet journey at Bioko Treats, where we made our chocolate bar With 400 cedies ($28), we had an amazing experience of learning about the cocoa industry in Ghana and participating in the whole process from bean to bar. It was the first time ever I saw and taste cocoa milk and tried different flavors such as ginger or black pepper chocolate.

 Ghana's cocoa industry dates back to the late 19th century. Cocoa is a critical part of the economy, accounting for about 25% of the country's export earnings. Ghana is the second-largest cocoa producer in the world, after Côte d'Ivoire. Second in terms of quantity, but first in quality, according to Bioko staff presenter.

 Ghana has several local chocolate manufacturers, such as Golden Tree, Niche Cocoa, and Fairafric. Every day in Fiesta Royal, the hotel for our stay in Accra, we got a piece of Golden Tree chocolate. 

After making our own chocolate, we each bought so many chocolates of different kinds. I can’t wait to taste my chocolate tomorrow when it will be delivered to the hotel.

 Chocolate making at Bioko is one of the sweet memories of my time in Ghana.

🌍Facts for my guiding question: Perbi Cubs Library with its online reading platform is truly an innovative approach to literacy and education in Ghana. From a problem (300 million children between ages 6-14 across Africa being affected by poor literacy), they came up with a solution: serving 12,000 children in 270 schools since 2018, partnered with Scholastic in 2020, 4 in-school setups in 2021, and 51 partner schools currently. They provide 107,000 books across Ghana. 

Perbi Cubs Library can significantly enhance differentiation efforts in education by providing tailored reading resources to meet the diverse needs of students. By offering a wide range of books at various reading levels, in different genres, and on diverse topics, the platform allows educators to select materials that align with each student's interests, abilities, and learning pace. This personalized approach supports differentiated instruction by ensuring that all students, regardless of their reading level, can access content that challenges them appropriately while fostering a love for reading. Additionally, the platform's flexibility enables students to learn at their own pace and explore topics that resonate with them, further supporting individualized learning paths. 

With the current infrastructure challenge in Ghana, they dream of satellite and internet to maintain the library sustainably. With the contacts we have, we hope we can contribute to making their dream soon come true.  

Elder group and electronics of the old time

Underground copper cables- Museum for Science & Technology

Words of the day: Cape Coast, canon, compassion, fortress, formal education, dungeon, unity, understanding, Sankofa

The view of the endless ocean, with its rhythmic waves crashing against the shore, offered a poignant metaphor: despite the horrors of the past, life continues, and there is always the promise of a new horizon.

Cape Coast Castle - History with No Filter

Standing before Cape Coast Castle, a formidable stone fortress fronting the vast Atlantic Ocean, I felt a profound mix of awe and sorrow. The castle's weathered walls and iron-studded doors silently spoke volumes about the dark chapters of history they had witnessed. Built by the Swedes in the mid-17th century and later controlled by the British, this castle was a central hub in the transatlantic slave trade, a testament to the human capacity for cruelty and greed.

 Walking through the dimly lit dungeons, I was struck by the sheer horror of the past. These cramped, airless cells once held thousands of enslaved Africans, awaiting a fate that none should endure. The stench of despair seemed to linger in the very stone, a haunting reminder of the atrocities committed here. It was impossible to stand in those rooms and not feel the weight of the suffering that had transpired within their walls. The two moments I’ll never forget are when the tour guide turned out the light when we were all inside, and when I realized I stood and walked on decomposed waste, sweat, feces, urines, bodies.

 Stepping outside or just looking over the large windows on the second floor, the contrast was startling. The bright, open sky framed by the castle’s windows felt almost jarring against the grim memories inside. The view of the endless ocean, with its rhythmic waves crashing against the shore, offered a poignant metaphor: despite the horrors of the past, life continues, and there is always the promise of a new horizon. The ocean waves, so relentless and powerful, seemed to symbolize hope and resilience.

 As I gazed out over the water, I was reminded of the duality of this place. The same ocean that carried ships of human cargo also carries the possibility of unity and understanding. It is a reminder that while we cannot change the past, we can learn from it and strive for a future where such atrocities are never repeated.

 Cape Coast Castle stands as a sobering monument to human suffering and endurance. It is a place of deep historical significance, urging us to confront our collective past honestly and without filters. But it also offers a powerful message of hope. As the waves meet the horizon and the sky opens up above, we are reminded that we have the power to come together, to bridge our differences, and to create a world defined not by division and hatred but by unity and compassion. This is also the last message that our tour guide spoke to us.

 The image that left the most impression on me about this visit was the last part when I learned that Cape Coast is considered the birthplace of formal education in Ghana. At the end of our tour, right next to the tomb of Philip Quaque, a prominent Ghanaian figure who played a significant role in introducing formal education in Cape Coast, I saw groups of children in colorful uniforms. I also saw a big group of beautiful women dressed in traditional costumes, looking excitedly to start their tour. This image reminds me of a painting I got from the Accra Art and Craft market, featuring the Sankofa bird, a symbol from the Akan tribe (see picture in comments). The Sankofa bird is often depicted with its head turned backward, taking an egg off its back, which signifies the importance of learning from the past. The vibrant colors and intricate patterns in the artwork reflect the rich cultural heritage and artistic traditions of Ghana. Sankofa teaches the importance of looking back at history to move forward with wisdom and understanding.

Door of No Return

But when you open it, the other side said "Door of Return"

🌍Facts for my guiding question: The last message of the tour guide reminds us that we have the power to come together, to bridge our differences, and to create a world defined not by division and hatred but by unity and compassion. By fostering a sense of unity and compassion within the classroom, teachers can create an inclusive and supportive environment where all students feel valued and understood. Teachers in Ghana can draw upon the rich cultural and historical heritage of Cape Coast, particularly its significance in the transatlantic slave trade, to enhance students' understanding of their own identity and history. By incorporating lessons that explore the history of slavery and its impact on Ghanaian society and the diaspora, teachers can help students appreciate the resilience and strength of their ancestors. This awareness can be used to build students' self-esteem and pride in their heritage while also fostering empathy and understanding for the diverse cultural backgrounds of their peers. 

Proud and beautiful

Words of the day: Global Mamas, Palava sauce, Red-red, Fried Plantains, tomato sauce, family meal, happy, bright

Tomato sauce-foundation of many meals 

After the visit to Cape Coast Castle, we headed to Global Mamas office to buy some handmade products. Global Mamas is a fair-trade global community of female artisans that provides sustainable livelihoods to over 300 women in Ghana. We bought a range of items from earrings to shea butter, from pot holders to jumpsuits and dresses. Then, we headed to the place where we did the cooking workshop, which is a kitchen and dining area bursting with bright colors. The host first taught us a song about being happy. This reminds me of the belief that only when you cook with a happy mind, the food you make would then taste good.

With different cooking skills and levels, we made Palava sauce, Red-red, steamed Yam, and Fried plantains. They’re so yummy I love the Palava sauce the most. Best dish ever since I’ve been in Ghana

We didn’t eat lunch/our food until 4 pm, but it truly was worth it. Making palava sauce and red-red took a long time since we had to grind the ingredients by hand and stir the mixture slowly in a coals cooker. Tomato sauce is a staple ingredient in these two dishes and many other Ghanaian dishes, providing a rich and flavorful base. Its versatility allows it to be used in a variety of recipes, from soups and stews to rice dishes and sauces. Tomatoes are often blended with onions, garlic, and peppers to create a robust and aromatic sauce that forms the foundation of many meals.

 The dishes made during our workshop highlight the importance of using local, readily available produce to create flavorful and nutritious meals. The combination of tomatoes, leafy greens, beans, and plantains provides a balanced diet and reflects the rich agricultural landscape of the country.

 Lunch today was so wonderful not only because we prepared together but we enjoyed it together as family. Our host was a great conductor of today’s performance. Overall, Ghanaian cuisine is characterized by its bold flavors, use of fresh and local ingredients and the importance of communal dining.

The ingredients- all local and fresh

Our kitchen was burst with colors and laughter

Words of the day: reflective, African agencies, unlearn, relearn, heritage dance, farewell

Today was a Reflection Day for us. The first Reflective Session was on the Cape Coast visit, facilitated Ms. Gertrude Nkrumah (Lecturer, History Education, University of Ghana-Winneba). My host teacher graduated from the University of Winneba. 

Ms. Nkrumah presented the understanding of Slavery and the Slave Trade from diverse perspectives. She also shared the Learn Unlearn Relearn model with lesson plans addressing different learning needs. What she does with her students is very similar to what I do in my classroom with various learning activities such as think, pair, share, brainstorm, role-play, and group discussions or projects. These include:

• The use of LEGO to build slave societies.

• Using Graffiti to create posters on the Atlantic Slave Trade.

• Autobiographies

• Using audio-visual materials, such as movies, documentaries, etc.

• Visiting historical sites and writing reports.

 The second reflection session was about our travel experience. We synthesized and evaluated the personal and professional impact, as well as planned for telling the story of our experience in Ghana. The question of how to teach difficult and sensitive topics started in the first session and continued in the second session. We also talked about our feelings and many other matters and issues such as cultural attributes, building trust between teachers and students, view on the purpose of education, strengths, and challenges of educational structures, assessments rigor, etc. We each contributed many great ideas for creating a classroom that is open to difficult topics. I learned so much from my fellow Fulbright educators. For example, Kelsey shared the idea of Think-Ink-Pair-Share, where students write down their thoughts before sharing.

 We ended our day with a buffet dinner and a dance celebration. Dressing in African attire, we had so much fun dancing with the Great Africa Heritage Dance Ensemble. I suddenly remembered one quote "Life is available only in the present moment." _ Thich Nhat Hanh. 

I can’t wait to go back to the States and share my memories and moments in Ghana with my colleagues.

Global EDUCATION resources

🌍What is Global Education: Global Education is an approach to teaching and learning that emphasizes understanding and addressing global issues, fostering cultural awareness, and developing skills for active participation in an interconnected world. It aims to equip students with the knowledge, attitudes, and competencies needed to engage responsibly and effectively in a diverse and globalized society.   

🌍Global Education Resources: 

Books to teach Diversity:  This curated list from Common Sense Media features books for children and teens that emphasize diversity, inclusion, and representation. These books are selected to help young readers understand different cultures, experiences, and perspectives, promoting empathy and social awareness. 

Changemakers and civic action

Guiding youth to see themselves as changemakers

https://www.edutopia.org/article/guiding-students-see-themselves-changemakers

This Edutopia article discusses strategies for educators to help students view themselves as active changemakers. It offers practical ideas for empowering young people to take initiative in addressing issues that matter to them and their communities. 

Why difference-making is the new superpower

https://www.gettingsmart.com/2020/04/22/why-difference-making-is-the-new-superpower/

This article from Getting Smart explores how making a difference in society is becoming a key skill in today's world. It emphasizes the importance of nurturing young people to be leaders and innovators, using their unique talents to create positive social change. 

What is informed action?

https://www.inquired.org/post/what-is-informed-action

This article provides an overview of "informed action," a process that encourages students to take meaningful, impactful steps based on their knowledge and understanding of societal issues. It ties civic learning to real-world applications, aiming to develop responsible and engaged citizens. 

10 questions for changemakers

https://yppactionframe.fas.harvard.edu/home

Developed by Harvard, this resource offers a set of 10 guiding questions designed to help young people think critically about civic engagement and social change. These questions are intended to support students in navigating complex social issues and taking informed action. 

Civic action resources

https://www.ed4democracy.org/topics/civic-action

This site offers a collection of resources and tools to support educators in teaching civic action and engagement. It provides materials on a range of topics related to democracy, social justice, and youth participation, aimed at helping students become active, informed citizens. 

Design for awareness, function, empathy, change

https://www.changemakerk12.org/

Changemaker K-12 is a platform that provides resources and strategies for designing education systems that emphasize awareness, empathy, and social change. It promotes a school culture that empowers students to address real-world problems through creative solutions. 

Creative Changemakers Learning Hub

https://www.cvchangemakers.org/learning-hub

This site offers a variety of curriculum resources and tools to help educators foster creativity and changemaking skills in students. It supports project-based learning and encourages students to use their creativity to solve local and global challenges. 

TED Talk by Indian Educator

https://www.ted.com/talks/kiran_sethi_kids_take_charge?subtitle=en

In this TED Talk, Indian educator Kiran Sethi shares her experience of empowering children to be leaders of change through hands-on, student-centered learning. She emphasizes the power of students taking ownership of their learning and driving social impact. 

Another good TED talk

https://www.youtube.com/watch?v=t5HEV96dIuY

This TED Talk highlights the importance of young people developing changemaking skills through education. The speaker discusses how education systems can nurture students' ability to think critically, act responsibly, and become agents of positive change. 

Article: What do students need from their education to become changemakers

https://www.k12digest.com/what-do-students-need-from-education-to-be-changemakers/

This article outlines the essential components of an education system that empowers students to become changemakers. It provides insights on how schools can adapt their curricula, teaching methods, and culture to equip students with the skills necessary for driving social and environmental change. 

Connecting with the Worldwide Global Ed Community

International Education Week (IEW)

https://iew.state.gov/

International Education Week is a joint initiative of the U.S. Department of State and the U.S. Department of Education, promoting international education and exchange. The website provides resources for celebrating the week with activities that emphasize the importance of global learning and cross-cultural exchange in schools, universities, and communities. 

GLOW (Global Learning for an Open World Conference) 

https://actionableinnovations.global/conference 

GLOW is a conference designed to promote global learning and cultural understanding. The event focuses on equipping educators with tools and knowledge to prepare students for an interconnected world, encouraging collaboration, and sharing best practices in global education. 

International Dot Day

https://www.internationaldotday.org/where-to-begin

International Dot Day is a global celebration of creativity, courage, and collaboration inspired by the children's book The Dot by Peter H. Reynolds. The event encourages students and educators to engage in creative projects, fostering self-expression and community connection across schools worldwide. 

World Affairs Councils of America

https://worldaffairscouncils.org/

This network of non-profit organizations promotes global understanding and international affairs education across the U.S. Through programs, discussions, and events, the World Affairs Councils aim to engage citizens in global issues and provide a forum for addressing foreign policy and international challenges. 

Global Learning on Edweek

https://www.edweek.org/policy-politics/global-learning

Education Week offers resources and articles focused on global learning, discussing how schools can incorporate international perspectives into the curriculum. The platform provides insights into educational practices that promote global awareness, preparing students for participation in a globalized society. 

Article: Dare to Go First

https://ascd.org/el/articles/dare-to-go-first

This article from ASCD’s Educational Leadership magazine emphasizes the importance of educators taking the lead in trying new methods or ideas. It encourages teachers to be bold in innovating and setting the stage for others to follow in creating a more dynamic and responsive learning environment. 

Global Learning on Getting Smart

https://www.gettingsmart.com/?s=global

Getting Smart features a collection of articles and resources focused on global learning. The site explores strategies for integrating global competencies into education, offering tools for fostering cultural awareness, international collaboration, and preparing students for the globalized workforce. 

Culturally Responsive Teaching

Hour and a Half Roundtable with Beverly Tatum

https://www.youtube.com/watch?v=WM-pw_-vjvY

In this insightful roundtable discussion, Dr. Beverly Tatum, renowned psychologist and expert on race relations, explores topics related to racial identity, systemic racism, and education. The conversation touches on her groundbreaking book Why Are All the Black Kids Sitting Together in the Cafeteria? and offers strategies for fostering inclusive school environments. 

Culturally Responsive Design Principles (video)

https://www.youtube.com/watch?v=Y6jLyuZ9H9A

This video discusses culturally responsive design principles in education, focusing on how educators can create learning environments that are respectful and inclusive of diverse cultures. It offers practical strategies for designing curricula and teaching methods that acknowledge and honor students' cultural backgrounds. 

Culturally Responsive CTE

https://www.gettingsmart.com/2022/09/01/what-is-culturally-responsive-cte/

This article from Getting Smart explores how Career and Technical Education (CTE) programs can be made culturally responsive. It highlights ways to incorporate students' cultural experiences into technical education to enhance engagement, success, and career readiness, particularly for students from underrepresented groups. 

Understanding Culturally Responsive Teaching

https://www.newamerica.org/education-policy/reports/culturally-responsive-teaching/understanding-culturally-responsive-teaching/

This report from New America provides an in-depth explanation of culturally responsive teaching (CRT). It outlines how this educational approach helps educators create more equitable and inclusive classrooms by incorporating students' cultural identities and lived experiences into the learning process. 

Four Misconceptions about Culturally Responsive Teaching

https://www.cultofpedagogy.com/culturally-responsive-misconceptions/

This article addresses four common misconceptions about culturally responsive teaching. It dispels myths and clarifies what CRT truly involves, helping educators avoid misunderstandings and better implement CRT principles in their classrooms.  

Culturally Responsive Teaching: A Reflection Guide

https://www.newamerica.org/education-policy/policy-papers/culturally-responsive-teaching-competencies/

This guide provides educators with a framework for reflecting on their practice in relation to culturally responsive teaching competencies. It offers specific questions and activities that help teachers evaluate and improve their approaches to fostering inclusivity and equity in the classroom. 

Dos and Don’ts

https://drive.google.com/file/d/1qZZviejrdoUDwmEExmkQQ_BgjHOXDrtm/view

This document outlines important dos and don’ts for educators implementing culturally responsive teaching. It offers practical advice on what to emphasize in the classroom and what to avoid to ensure that teaching practices support equity and cultural inclusivity. 

Table of Curriculum Concerns Impacting Equity and Inclusion

https://docs.google.com/document/d/1VFr4qBQTfJWwkuzFmOPRVdmE-AeuLsYpfqgJalagRVc/edit

This document highlights curriculum concerns related to equity and inclusion, providing an overview of issues that may arise when designing or delivering instruction. It serves as a reference for educators looking to assess their curriculum’s impact on diverse student populations and make necessary adjustments. 

18-slide Slideshow about CRT Concepts and Buzzwords

https://docs.google.com/presentation/d/1TmHg2qEtcpJxGf_Gav8J-0SbtFBhYtZJGW2XHYBZ7rI/edit#slide=id.g7860f04c36_0_1151

This slideshow presents key concepts and buzzwords related to culturally responsive teaching. It offers a concise overview of CRT principles, providing educators with a foundation for understanding and incorporating CRT into their teaching practices. 

Global Competence resources

🌍What is Global Competence: Global competence refers to the skills, attitudes, and behaviors necessary to thrive in a more complex, diverse, interconnected, and ever-changing world.  

🌍Global Competence Resources

What do Globally Competent Students Look Like?

This article from Getting Smart outlines the key characteristics of globally competent students. It describes the skills, knowledge, and attitudes students need to thrive in a globalized world, such as cultural awareness, critical thinking, and the ability to collaborate across borders. The article emphasizes how educators can cultivate these competencies through global learning initiatives. 

Global Competence

Globally competent school leadership

https://longviewfdn.org/files/3215/4844/2464/GloballyCompetent-digital.pdf

This guide from the Longview Foundation provides insights into the role of school leaders in fostering global competence. It offers strategies for administrators and school leaders to create environments that promote global awareness, integrate global perspectives into the curriculum, and support teachers in preparing students for a global society. 

World Savvy- National Nonprofit to Promote Global Competence in K-12 System

https://worldsavvy.org/about-us/ 

World Savvy is a national nonprofit organization dedicated to promoting global competence in the K-12 education system. The organization partners with schools to integrate global education into classrooms, helping students develop the skills needed to understand and engage with diverse cultures and global issues. Their mission is to create a more inclusive, equitable, and sustainable world by transforming education. 

🌍Global Education Assessment Toolkits

Global competence readiness index

https://www.afsusa.org/educators/index/

The AFS Global Competence Readiness Index is a tool for educators and schools to assess their preparedness to integrate global competence into their teaching practices. The index provides resources, activities, and guidance to help schools foster cultural understanding and global skills in students, preparing them for a globally interconnected world. 

Global Leadership Performance Outcomes Rubrics by Asia Society for different grade levels:

https://asiasociety.org/education/leadership-global-competence

Asia Society provides detailed rubrics to assess global leadership and competence across different grade levels. These rubrics help educators measure students' progress in areas such as global awareness, intercultural communication, and critical thinking, offering performance outcomes for integrating global competence into K-12 education. 

Global Citizenship in the Classroom- A Guide for Teachers

https://drive.google.com/file/d/1bPwdm9BXYHrLts1Wc0k4qE1doWGv7he8/view?usp=sharing 

This guide offers teachers practical strategies for integrating global citizenship education into their classrooms. It includes lesson ideas, activities, and frameworks to help students become informed, responsible global citizens by promoting cross-cultural understanding, social responsibility, and critical thinking skills. 

Ready for the World- Preparing Elementary Students for the Global Age

https://drive.google.com/file/d/16tCY7u_AVDMMssXTZsiDAmjbK5CMSi8F/view?usp=sharing 

This resource provides elementary school educators with strategies to prepare students for the challenges and opportunities of a globalized world. The guide emphasizes the importance of teaching young students global perspectives and cultural awareness, offering tips and lesson ideas to help them become globally minded citizens from an early age. 

Additional resources

DIGITAL LITERACY

1. The CRAPP Test

2. Lateral Reading

3. Misinformation

4. Five Types of Misinformation

5. Is it legit? 

6. SIFT Method

7. Teachers' Guide to Cranky Uncle 

8. Books to teach Digital Citizenship  

STEM RESOURCES

• Web & App for K Students

1. Coding & Programming: Blue Bot, Scratch Junior, Codable Crafts, Blockly Dash & Dot Robots, Cork the Volcano, Kodable-The Programming for Kids, Code.org

2. Creation & Engineering: PBD Kids Kart Kingdom, Workbench, littleBits Invent, 3D Slash, SAM Labs, Teach Kids Engineering

3. Fundamentals & Problem Solving: Picture Dots, Curiosityville, PBS Learning Media

4. Science & Math: Pattern Shapes, Photo Stuff with Ruff, Tangram-Osmo, Lawrence Hall of Science, Mystery Science, Ck-12, Easy Science For Kids

• Web & App for K-12 Students

1. Little Bins for Little Hands: https://littlebinsforlittlehands.com/ 

2. Ask Dr. Universe: https://askdruniverse.wsu.edu/ 

3. Exploratorium: https://www.exploratorium.edu/ 

4. How Stuff Works: https://www.howstuffworks.com/ 

5. STEM Works: http://stem-works.com/ 

6. Funology: https://www.funology.com/ 

7. Teach Outside the Box: https://teachoutsidethebox.com/ 

8. Tinker Lab: https://tinkerlab.com/ 

9. STEMfinity: https://www.stemfinity.com/ 

10. Study Jams The Universe: https://bit.ly/2VTWydl/ 

11. The Sun: https://www.storybots.com/learning-videos/ 

12. Saint Louis Zoo: https://www.stlzoo.org/ 

13. Mystery Science Lessons for elementary teachers: https://mysteryscience.com 

14. The Nine Planets Solar System Tour: http://nineplanets.org/ 

15. Easy Science For Kids: https://easyscienceforkids.com/  

16. Teach Kids Engineering: https://teachkidsengineering.com/ 

17. The Homeschool Scientist: https://thehomeschoolscientist.com/ 

18. Science Buddies: https://www.sciencebuddies.org/ 

19. Teaching Channel: https://www.teachingchannel.com/ 

20. CK12: https://www.ck12.org/student/ 

21. Concord Consortium: https://concord.org/ 

22. STEM Collaborative: http://www.stemcollaborative.org/ 

23. Online Simulations: https://phet.colorado.edu/ 

24. STEM Education Research Center: https://stemedresearch.siu.edu/what-is-stem-education/#:~:text=STEM%20is%20an%20acronym%20for,on%2C%20problem%2Dbased%20learning. 

25. Globe Education: Globe

26. Smithsonian Science Education Center: https://ssec.si.edu/global-goals

SEL RESOURCES

1. Second Step https://www.secondstep.org/social-emotional-learning 

2. Choose Love https://chooselovemovement.org/education/ 

3. Ripple Effects: https://rippleeffects.com/secondary-6-12/

4. Move This World: https://www.movethisworld.com/social-emotional-learning.../

5. PATHS: https://blog.pathsprogram.com/blog/tag/resources

6. 7mindsets: https://7mindsets.com/

7. The Positivity Project: https://posproject.org/ 

8. Quaver SEL: https://www.quavered.com/sel/

9. Conscious Discipline: https://consciousdiscipline.com/ 

10. Generation Mindful: https://genmindful.com/ 

11. Zones of Regulation: https://www.zonesofregulation.com/index.html

12. Caring School Community:  https://www.collaborativeclassroom.org/.../caring-school.../

13. Capturing Kids Hearts: https://www.capturingkidshearts.org/

14. Random Act of Kindness: https://www.randomactsofkindness.org/ 

15. True Success: https://truesuccesstools.org/ (character building)

16. Friendzy: https://www.friendzy.co/

17. Purposeful People:  https://characterstrong.com/purposefull-people/ 

18. Harmony SEL: https://www.harmonysel.org/  

19. Emotional ABCs: https://www.emotionalabcs.com/signup-schools/ 

20. The Compassion Project: https://everfi.com/.../lesson-plans-empathy-compassion.../

NAME PROJECT RESOURCES

Teach Us Your Name

My Name My Identity

Empatico  

GIFTED RESOURCES

• Books:

1. Creativity Calendar

2. Doodle

3. Logic Workbook

4. Analogies

5. Perplexors

6. Logic Puzzle

• Websites:

1. Hoagies' Gifted Education

2. One Minute Mysteries

3. Tang Math

4. Gifted Development Center

5. Davidson Institute

6. SCAMPER technique for Design Thinking

7. National Association for Gifted Children

8. Georgia Association for Gifted Children  

9. Georgia Gifted Education

PBIS

1. Center on PBIS: https://www.pbis.org/ 

2. PBIS World: https://www.pbisworld.com/ 

3. PBIS Rewards: https://www.pbisrewards.com/ 

4. PBIS Resources: https://sites.google.com/vbschools.com/pbis-resources/home 

5. Georgia PBIS: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Pages/Positive-Behavioral-Interventions-and-Support.aspx 

Access to Books Around the World