CURRICULAR DESIGN AND ACADEMIC EXPECTATIONS Participant Expectations Curriculum

CURRICULAR DESIGN AND ACADEMIC EXPECTATIONS

Participant Expectations • Curriculum Development • Short-term Project • Long-term Project

• Build awareness about the Andes • Promote study of the Andes in K-12 • Develop content to support the study of the Andes • Engage educators in professional development • Highlight and advocate for travel abroad

Curriculum Development • Align to school curriculum and state academic standards • Reflect experiences from program • Integrate the Common Good and other relevant themes • Feature participatory pedagogical practices

Short-term Project Ideas • Give a presentation within community • Host a workshop for teachers • Participate in a conference, workshop, or other PD event • Collaborate with CLAS to deliver a webinar

LONG-TERM PROJECT IDEAS

Publishing Ideas • Publish travel journal • Publish curriculum • Publish narrated slide show

Presentation Ideas • Present at national conference • Check schedule for proposal deadline • Collaborate with other participants • Organize around a theme • Explore different presentation options

Content Development Ideas • Develop annotated anthology—teacher resources or student resources • Collaborate to create resource repository— online photos • Curate artifacts for lending library • Contribute content to CLAS website

Outreach Ideas • Coordinate visit to “Great Inka Road” exhibit • Lead service project in collaboration with students • Use technology to connect to and collaborate with teacher from trip

APPROACHES TO TEACHING THE ANDES IN THE CLASSROOM

Instructional Goals • Design engaging learning experiences • Improve students’ global and cultural competence

Instructional Goals • Develop creative, innovative content • Stretch yourself professionally

PARTICIPATORY PEDAGOGIES

SERVICE LEARNING Collaborative approach in which teachers integrate academic learning, relevant and meaningful community service, and critical reflection. Teachers and students work in partnership with community members.

INTERDISCIPLINARY TEACHING Approach which emphasizes the integration of curriculum (typically organized around a topic or issue). Learning is enhanced by helping students to make connections across disciplines.

INQUIRY-BASED LEARNING Approach in which students build conceptual knowledge and deepen their understanding of the world by posing questions, investigating and gathering information, and formulating answers.

BLENDED LEARNING Approach where traditional face-to-face instruction is combined with online learning in order to provide more personalized learning experiences for students.

GLOBAL LEARNING Approach in which students work toward developing global competence. Teachers use tools and resources to build knowledge and connect with classrooms across the world.

CULTURALLY RESPONSIVE TEACHING An approach based on principles of equity and social justice. CRT makes the connection between the academic curriculum and culturally relevant experiences of the students explicit.

ARTS INTEGRATION Pedagogical approach in which students’ learning of core content is enhanced through various art forms.

DESIGN-BASED LEARNING Approach in which students apply design thinking and principles from various disciplines to arrive at innovative and creative solutions to problems.

TECHNOLOGY INTEGRATION The use of learning technologies—computers, tablets, apps, software, etc. —in academic instruction. Involves the integration of technology, pedagogy, and content.

BEGIN WITH SELF-ASSESSMENT Indicate approaches you have used in your classroom

SCAVENGER HUNT

Small Group Discussion

What approaches have you implemented with the most success?

What opportunities do you see for teaching about the Andes?

What are the strengths and limitations of using these pedagogies to teach about the Andes?