Teaching Empathy and Global Citizenship Through a Culturally Responsive Classroom
2018
Formats
| Format | |
|---|---|
| BibTeX | |
| MARCXML | |
| TextMARC | |
| MARC | |
| DublinCore | |
| EndNote | |
| NLM | |
| RefWorks | |
| RIS | |
-
Participants will be able to understand how deepening our understanding of our own traditions drives our connections to others’ traditions around the world.
-
Participants will be able to make connections with empathy-driven learning, where students understand themselves by understanding others.
-
Participants will be able to understand how culturally-driven practices stimulate and inspire thinking and learning across disciplines.
Title
Teaching Empathy and Global Citizenship Through a Culturally Responsive Classroom
Author
Gangotena, Maria, Victoria (St. Patrick's Episcopal Day School, Washington DC)
Date
2018-05-19 - 2018-05-19
Content Type
Event
interactiveworkshop
Events
interactiveworkshop
Events
Record Created
2025-12-17
Record ID
18852
System Control Number
icot18_ICOT18_complete_calendar_10
Language
English
Note
special_requests: Projector and enough space for small group discussions.
What kind of classroom culture are we looking to create? What kind of thinking dispositions are we looking to foster in our students? In this kindergarten classroom, the teachers aimed to create a classroom culture where empathy, thinking, and understanding are at the forefront. They looked to create an environment where students reflected on their identities by thinking about and reflecting on their traditions. Through these kinds of reflections, students began to think about and understand traditions and identities around the world, which in turn led to a much deeper understanding of empathy. Students in this kindergarten classroom become enveloped in their own traditions as well as traditions around the world through a study of the holidays of light, and simultaneously began to deepen their understanding of the human experience. They began to see culture and tradition as a way to make more human connections and to find powerful similarities with others. Since tradition is a powerful form of a culture’s expression, thinking about tradition and culture gives students a deeper understanding of the human experience, and how people around the world express what is important to them. This project sparked students’ thinking about who they are, what defines them, and their identities. It also became a catalyst for a powerful understanding of who others are, what defines them and their identities. Through these kinds of understandings, students began to make powerful connections with others around the world, and in turn, developed a strong sense of empathy. This course aims to address how deepening students’ understanding of their own traditions drives empathy and connections with traditions around the world. Participants will be introduced to Global Competence and Visible Thinking, as well as how these drive meaningful learning. Through the use of Thinking Routines, participants will be able to witness Kindergarten students’ journeys through an understanding of their own traditions and traditions around the world, and how these shaped a globally competent classroom culture. The presenters will feature classroom experiences that portray student thinking and learning in a student-centered, inquiry-driven environment, where empathy and understanding are at the forefront. ---- This presentation will begin with a brief introduction to the Visible Thinking approach as well as Boix-Mainsilla’s Global Competencies. Participants will use a See-Think-Wonder routine, where close looking at a holiday of light picture will ignite personal connections with different traditions. Then, through a Think-Pair-Share, participants will explore what holidays mean to them. Participants will participate in the same celebrations as students, where a Step Inside routine will guide understanding of the perspectives of different cultures. The presenters will share the experiences of a Kindergarten classroom, where an exploration of the Holidays of Light led to students’ meaningful understanding of why we celebrate different holidays around the world. Driven by pictures of practice and classroom experiences, the presenters will share concrete examples of Global Competence and Making Thinking Visible in thinking and learning. Participants will see how students used their experiences of celebrating different holidays to create their own classroom holiday, which encompassed connections and what was most meaningful to their experiences about each tradition. To conclude, participants will analyze how this Kindergarten experience can be integrated into different disciplines and ages, as well as curriculum demands.
What kind of classroom culture are we looking to create? What kind of thinking dispositions are we looking to foster in our students? In this kindergarten classroom, the teachers aimed to create a classroom culture where empathy, thinking, and understanding are at the forefront. They looked to create an environment where students reflected on their identities by thinking about and reflecting on their traditions. Through these kinds of reflections, students began to think about and understand traditions and identities around the world, which in turn led to a much deeper understanding of empathy. Students in this kindergarten classroom become enveloped in their own traditions as well as traditions around the world through a study of the holidays of light, and simultaneously began to deepen their understanding of the human experience. They began to see culture and tradition as a way to make more human connections and to find powerful similarities with others. Since tradition is a powerful form of a culture’s expression, thinking about tradition and culture gives students a deeper understanding of the human experience, and how people around the world express what is important to them. This project sparked students’ thinking about who they are, what defines them, and their identities. It also became a catalyst for a powerful understanding of who others are, what defines them and their identities. Through these kinds of understandings, students began to make powerful connections with others around the world, and in turn, developed a strong sense of empathy. This course aims to address how deepening students’ understanding of their own traditions drives empathy and connections with traditions around the world. Participants will be introduced to Global Competence and Visible Thinking, as well as how these drive meaningful learning. Through the use of Thinking Routines, participants will be able to witness Kindergarten students’ journeys through an understanding of their own traditions and traditions around the world, and how these shaped a globally competent classroom culture. The presenters will feature classroom experiences that portray student thinking and learning in a student-centered, inquiry-driven environment, where empathy and understanding are at the forefront. ---- This presentation will begin with a brief introduction to the Visible Thinking approach as well as Boix-Mainsilla’s Global Competencies. Participants will use a See-Think-Wonder routine, where close looking at a holiday of light picture will ignite personal connections with different traditions. Then, through a Think-Pair-Share, participants will explore what holidays mean to them. Participants will participate in the same celebrations as students, where a Step Inside routine will guide understanding of the perspectives of different cultures. The presenters will share the experiences of a Kindergarten classroom, where an exploration of the Holidays of Light led to students’ meaningful understanding of why we celebrate different holidays around the world. Driven by pictures of practice and classroom experiences, the presenters will share concrete examples of Global Competence and Making Thinking Visible in thinking and learning. Participants will see how students used their experiences of celebrating different holidays to create their own classroom holiday, which encompassed connections and what was most meaningful to their experiences about each tradition. To conclude, participants will analyze how this Kindergarten experience can be integrated into different disciplines and ages, as well as curriculum demands.