Water in the World:Science, Society, & Scarcity

Engaging Students in Global Water IssuesJuly 13, 2010

Dr. Brad GreimanUniversity of Minnesota

Session Agenda

• Professional Development• Why Global Engagement?• Allen Four-Step Instructional Planning

Model• Application Opportunities• Sharing of Instructional Materials• Graduate Credit

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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

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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?4

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 beyond5

Why Global Engagement?• United States has responsibility as a leader to

address global needs & assist with MDG (UN, 2010)

1) Eradicate extreme poverty & hunger2) Achieve universal primary education3) Promote gender equality and empower women4) Reduce child mortality5) Improve maternal health6) Combat HIV/AIDS, malaria & other diseases7) Ensure environmental sustainability8) Develop a global partnership

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“We must not fail the billionswho 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

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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

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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

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Allen Four-Step Instructional Planning Model (Hedges, 2000)

Model taught in ~50% of Ag Ed Teacher preparation programs (Greiman & Bedtke, 2007)

1) Preparation

2) Facilitation of Learning

3) Application

4) Evaluation

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1) Preparation

• Teachers focus initially on:– Content– Activities

• Student learning increases when teachers plan with aim of achieving learning objectives (Clark & Yinger, 1987)

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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

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

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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)

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Concept Map

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

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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

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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

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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)

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?

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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.

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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

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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 22

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

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Application Opportunities

• Possible categories– Experiment or lab– Role Play

• The Bhatvan Game (Karlyn Eckman)

– Cooperative learning– Inquiry project– Guest speaker– Field trip– Assessments

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Sharing of Instructional Materials• Peer feedback

– WitW website• https://moodle.umn.edu/course/view.php?id=7

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• 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.htm25

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 WitW26

Summary

• Instructional materials– LOs

• Crosswalk with appropriate standards

– Learner and Teacher versions• Reading• Instructions• Teacher: answers, notes for PPT, etc.

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Contact Information

Dr. Brad GreimanUniversity of MinnesotaAgricultural Education146 Classroom Office Building1994 Buford AvenueSt. Paul, MN 55108O: 612-624-5644C: 612-987-3051bgreiman@umn.edu

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