PART A: Global Project Design Essentials
Project Name
Global Gossip
Curriculum Idea and Alignment
This project involves a variety of courses including but not limited to language arts, science, social studies, geography, foreign language, and computer class
Guiding Question and Project Aims
Why are the future dreams of students from various culture and countries the same/different? The aims of the project are going to have the students work with students from other countries and begin to understand similarities and differences among one another.
Prerequisites and Skill Level
YouTube and other standard video sharing sites
  • Creating own movies using iMovie or similar program
  • Twitter
  • Facebook(optional)
  • Diigo
  • Netvibes
  • Wiki
  • Blog
  • Google Translator
  • Snail Mail(old technology, but necessary)
Students do not have to be masters in these skill sets, but prior exposure to using these applications will help them with communication
Standards Alignment
Here are the standards used for the 21st Century Skils for this unit

IA_Core_Curriculum (Science_Social Studies_21st Century) - 21st Century Skills (2010) - Primary

21st Century Skill 2 Employability Skills

Concept or Skill 2.1 Communicate and work appropriately with others to complete tasks.

Details and Examples 2.1.1 Work appropriately and productively with others.

2.1.1.a Set goals.

2.1.1.c Share thoughts and ideas with others.

2.1.1.d Work positively and effectively with others.

2.1.1.j Cooperate with others.

2.1.1.k Acknowledge own and other’s good efforts.

Concept or Skill 2.3 Learn leadership skills and demonstrate integrity, ethical behavior, and social responsibility.

Details and Examples 2.3.2 Leverage the strengths of others to accomplish a common goal.

2.3.2.b Share tasks necessary to complete a group task.

2.3.2.c Understand others may have different ideas and opinions.

Concept or Skill 2.4 Develop initiative and demonstrate self-direction in activities.

Details and Examples 2.4.3 Assess mastery of skills.

2.4.3.a Identifies the task.

2.4.3.b Becomes aware of skills needed to complete the task.

2.4.3.c Shares knowledge.

Details and Examples 2.4.5 Engage in effective problem solving process.

2.4.5.b Become aware of resources and partners that may be useful in solving problems.

2.4.5.c Practice problem solving techniques.

2.4.5.d Generate potential solutions to the problem.

2.4.5.e Implement solution.
Student level/age
I would like to use this with my 4th and 5th grade ELP students in addition to my students in grades 6-8. I think each level I would expect them to dig deeper the older they are in age.
Focus Questions
Create a list of questions crucial to the content and aims of the project, such as:
What are the cultural differences?How is English spoken differently in countries outside of the USA?
  • What does school look like in different countries?
  • How is the makeup of society - homogenous society vs. multi-cultural society, individual focused vs. community based, etc.?
  • What is the perception of the country and what is the reality?
  • What can we learn from another country to make our society better?
  • What is important(goals, expectations) to the society and drives the dreams of students?
Working Mode: Individual and Team Structure
I think the students will work independently with at least one other student. However, there will be times when they work with other students in their classroom and also abroad. I think the option for a global collaboration project will depend on how comfortable the students and teachers are as things progress. This will vary based on classroom, country, communication methods, etc.
Required inputs
  • Introduction letter
  • Class video introducing ourselves
  • Wiki page to document learning and progress
  • Interview/Communication with student from other country to learn answers to focus questions
  • A video, book, multimedia, paper, etc. response to their partner about themselves and focus questions
  • Final project(independent contract) to showcase what they have learned
Optional inputs
  • Wiki moderator(one is in charge of their wiki page)
  • Class Leader(one who helps direct the class)
  • Online Communicator(one who helps organize Skype calls, emails to instructor, etc.)
  • Twitter Responder(one who is in charge of posting tweets)
  • School Communicator(one who is in charge of sharing what we are learning with rest of school)
Required outcomes and Learning Experiences
State what each student is expected to have created as a product by the end of the project and what learning experiences are supported.

Research specific topics pertaining to the Focus Questions listed above. Students will keep a journal of their journey as well as create a final multimedia project as agreed upon by their contract to showcase to everyone that will capture their learning.
Optional outcomes
  • Skype call
  • Elluminate Session
  • Twitter
  • Blog to share photos, information, video
I think this will be dependent upon the teachers and classes involved. Ideally, I would like for this to be a year long process where it is worked on from time to time to break up regular instruction.August - Begin with establishing connections, communication methods, and start with the introduction piece. Set up PLN and other technology tools.September - Class video and organization of goals and outcomes for research. Submit questions and establish times to ask each other questions about Focus Questions. Students will also be conducting research on their topics.October - November *
  • Finish up research
  • Begin working on final project
  • Continue with Twitter, wiki, FB, etc. connections

December - Showcase Presentations both at school and online. Receive feedback and reflect on what was accomplished.
The rest of the school year can be open to what the students and teachers want to do from this point on.
Rubric designed for use of classtime
Rubric designed for research project
Rubric designed for global communication effectiveness
Rubric designed for technology uses
Bi-weekly individual meetings in class to share, discuss, and talk about what is happening in the course of the project.Student and Teacher Reflection and Feedback form
PART B: Seven Steps Design Principles and Teaching Strategies
This will be dependent upon the classes involved and the restrictions among schools.

Twitter: @coffeechugclass - this is a separate Twitter account from the one I use for my own personal use. Teachers are asked to create an account that is just for their students to eliminate any unnecessary tweets.

Wiki: This is still in draft form and will eventually be moved over to a wiki of it's own. However, as I still pilot and try out a few tools and ideas this will be my "Sandbox". My plan will be to place this template on the wiki page and the educators prior to starting will conference together and fill it out so both sides are happy with the directed outcome.
Determine appropriate tools and strategies for monitoring and facilitating communication• Decide methods for communicating teacher-teacher, teacher-student and student-student• Determine expectations for communication - asynchronous and synchronous – and make this very clear• Document guidelines for reliable, culturally sensitive, gender appropriate, language sensitive, context aware communication

Communication between teachers will be email, Skype, and phones if necessary
Communication between teachers and students will be done through teacher email, student email(if students have them), Twitter, Google Docs, wiki, and website(if needed).
Communication between students will be snail mail, email, Twitter, movie production

Expectations will be dependent upon the classes that join. For example, I worked with one class this year who only had computer access once every 1-2 weeks so communication parameters were much different compared to others where it was a daily routine.
Decide the teaching approach for how to be a reliable, responsible and ethical online learner and collaborator• Establish agreed standards for educational networking such as avatar development, online profile, customization of online spaces, managing an online presence• Define collective practice for Copyright, Intellectual Property and fair use, creative commons

I think the whole citizenship idea will be taught through mini lessons in the classroom of the teachers. I know my students will need much guidance to ensure we avoid copyright and such. I think for simplicity sakes the avatar development will be one for the entire class(Twitter), online profile will be done as a class(eliminate individual accounts in the beginning). Students will learn about each other through the exchange of video, Skype, letters, etc. I don't see a need for each student to have their own page to start this project. Down the road I would like to expand to this, but not to start.
Contribution and Collaboration
Establish a mechanism for equal and fair contribution opportunities and expectations• Provide mechanisms for discussion between students while jointly researching, contributing and collaborating• Determine methods for qualitative and quantitative collection of student contribution and collaboration

This will have to be monitored by the teachers and discussed among themselves. Using the rubrics and conferencing with the students will ensure that everything is equal and fair and balanced. Communication is huge and without the project will fall flat. Students will have to show documentation of their contributions in the meetings. A good teacher will make sure that the everything is in place.
Determine outcomes that provide a challenge and engage students• Consider varied outcomes, or varied topics that provide choices for participation, promote higher order thinking and problem solving and that build in success

The students will work to tackle one of the issues mentioned above and work to create a final multimedia production showcasing their learning and their journey in the project. The will have to include work from their partners from the other classrooms and also provide work for the projects of the other students.
Establish clear guidelines for format and submission of the final product(s)• Construct templates if needed• Consider a 'competition' or opportunity to share the work beyond the immediate participants.

There will be showcase night/day depending on time zone where students from the entire building and community will be able to view the final projects. The final project format will have to be decided among the teachers. I think working on a template that benefits all schools will allow the project to operate smoother compared to me just saying this is what you must do.
Define a culminating activity for when the work is completed as a form of celebration• Build in time for presentations and reflection/evaluation of the project

I think the final celebration will be a Skype conference where the schools can watch each other in the final production of their videos. This will allow both parties to see the human reaction to their project.