Think Global, Act Local: Give One World a Chance.
The One World criterion in MYP Sciences can get a bad rap and I think it is because it has been misinterpreted as being unscientific or too ‘soft’ for a science class. Sure, you don’t want to spend the whole semester doing One World essays, but we can make much better use of its potential. It can be a good showcase of student writing and ethical discussion, as well as an authentic connection between research and real world.
Here are a few pieces of recent work from students that give some idea of how engaging it can be. All are from the same class, with the prompt “Think Global, Act Local“.
- Aili’s investigation into the one-to-one programme and paper use.
- Sanam also uncovered some shocking facts on paper use and printing.
- Maggie’s post, “Make your meals healthier, even after you’ve finished.“
- Joanna’s post on e-waste and if we really need that new phone.
- Kyoko on balancing paper towels with hand dryers.
- Parina’s idea for a vegetarian challenge to reduce our meat consumption.
I think for One World to be successful it needs to have the following elements:
- An audience. I hate that students write for me alone, so the more that we can blog, the better: especially when it is community-related. The blogs allow us to include images, videos, links and mirror more closely the work of real science writers. I do need to get better at getting students and others to comment on their work.
- An authentic purpose. In the examples above, part of the purpose was to highlight that our own actions as a school have consequences, but also to give some inspiration for CAS projects. Connecting One World to other subjects or global issues might help students see the purpose of their research and writing.
- Differentiation. Of course it’s boring when 20 students write the same response to the same question. A good unit question might be all the stimulus it takes to get many different ideas, all connected to the significant concepts. We should help students pick questions of personal interest.
- Enough guidance to help those in need, but not enough to stifle the students’ voice. The criterion is complex, and it is easy to break it into a checklist or paragraph-by-paragraph pro-forma. For students that need this level of support, that is fine, but for some it is like a straitjacket. I like to give students the guidance, but encourage them to take their own path, if they can.
- Time. It is very easy to set these kinds of tasks as homework and be done with it, but that doesn’t do the students or the task justice. If it is a summative assessment task, it should be mostly completed in school; if it is valuable to count in the report, it is valuable to… value with time.
- Feedback and self-assessment. Drafting in GoogleDocs makes for easy, timely and directed feedback to students during the process.
What other suggestions do you have for successful One World work?Do you have examples of great student One World work you’d like to share? If so, please do so in the comments.
Here’s a little presentation that might be useful for a formative or introductory task: