Teach

"Education is the most powerful weapon which you can use to change the world."

-Nelson Mandela

Guiding Question for IFE:

How do schools support and inspire students to develop identity, build empathy, bolster connection and become actively engaged citizens of the world?

Following my IFE, I have found that schools in Uruguay did a masterful job of creating learning environments where students can develop their identity, build empathy, bolster connection and become engaged citizens of the world. Here are a few highlights of how these ideas are alive and well in Uruguay.

In order to help students to accomplish identity building, empathy creation, connection and a global perspective, I noticed that the majority of schools and the education system as a broad entity truly focused on the following areas to address these ideas.

Schools naturally support CONNECTION & EXCHANGE

Students were challenged to build their own skills - writing postcards, practicing English phrases, gardening, and creating science experiments - while connecting their learning to the larger community.

**Students at Las Laureles were exchanging postcards throughout the country to build perspectives and share ideas across the miles. Now, we have joined this exchange to share about our locations in the States. Check out this link.

**Students at Oliveras near Salto created a completely animated model of their school to explore circuitry as well as solar power and to lay a foundation for how their school could be powered one day. At the same time, students completed a globally recognized project to study water quality and improve it for the community with the help of a local university.

**At Las Violetas in Canelones, students at each grade level created a question about the natural world to investigate and report on. From studying insects to measuring native trees in order to share data in urban settings locally and globally, students were active drivers of their own learning. This project-based, student centered approach truly engaged learners at all levels and at every turn.

Through these examples and countless others, it was evident that students were challenged to craft intellectual pursuits in a supportive environment that celebrated thoughtful meaning-making and connection beyond the school walls. This allowed students to see themselves as natural and empowered change-makers in their communities and beyond. Since students were building their identities while connecting with others about the questions they developed, this naturally fostered empathy through the connections. The guiding pursuit of knowledge allowed the whole process to be unlimited in depth and connection.

Student INVESTMENT & KNOWLEDGE building lead the process.

Most projects students shared with us were student driven. Students controlled, altered, challenged and affirmed where the studies were headed. This had a masterful effect on student investment.

**This was most evident in our visit with students at Las Violetas who were keeping data on which plants were most enticing to butterflies in the garden they were tending. This strong purpose guiding the work with the students at the center and a natural connection to the wider world of environmental study provided endless possibility for student growth and development in school and beyond.

**Also at Las Violetas, students of all ages were the engine behind their learning - asking questions to study, collecting data, and considering next steps - and student engagement was palpable.

**Proud students at Oliveras, showed us all around their school to showcase labels in English, plants ready to be transplanted to the outdoor garden, and a small lending library with books for community consumption. The learning environment supported active, lively learning with practical, real world applications.

**In Laureles, students celebrated the writing process through receiving and preparing correspondence for schools in Uruguay and for me to carry back to Vermont. This was a masterful way to approach skill building and global competency development.

It was inspirational to witness, provided so much confidence in the process and truly allowed me to reflect upon my own practice and guidance as a teacher. At my school and in my planning, I am working to craft ways for my students to take ownership of their learning process and support their intellectual curiosity so they can embrace the life long enrichment in all areas - academic, social and emotional. We've hit the ground running with so many projects this year and I am so excited to help craft an environment where students can build their learning and engage in the wider world.

Please follow our class website for more information on our work.

We witnessed this in Uruguay and we can recognize this in our own school communities. We must continue to nurture the connections we’ve made nationally and internationally and support our students to develop on all levels for a more just and peaceful world.

Global learning empowers students and teachers to explore, build and strengthen worldwide connections by exchanging ideas and perspectives about all manner of issues. This exchange naturally builds empathy and curiosity, a sense of shared responsibility to one another and to our planet and naturally invites collective action.

By applying a global lens to our already rich units of study, we can deepen our students' experiences while preparing them for the world we live in today and the one we are shaping for the future. Applying a global sensibility to the already rich content will infuse our teaching with new vigor, meaning and engagement for all.

If you are interested in learning about and trying out ways to take your teaching and your students' learning to the next level - the level beyond the hills and valleys of Vermont - join us!