C125 (Application): Local and Global Inquiry in our Context

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​Welcome back my Lu Crew.  I’m Lu Gerlach from thinkchat, just in case you forgot my name.  This is confession #125!  We are going to sit for a moment and reflect on how to make local and global inquiry happen within our context.  This seems like quite an abstract concept to many people, because we tend to overthink it.  Let’s take a deep breath and break it down into manageable parts that you can apply. 

​Disclaimer, there are two possible ways to apply local and global inquiry to your context.  You can choose to complete both or only one, based on where you are on your inquiry journey.  I like to have choices, so I don’t feel hemmed into a process, especially when talking about this topic.  The primary goal is to have fun with local and global inquiry. 

​Why does it matter?

​There are so many children in this world that have limited understanding of how people and things work in other places.  In my last school, many learners could not conceptualize life outside of the 5-10 block radius of our community, let alone other parts of our city and country.  As educators, we can be a vehicle for learners to explore different ways of thinking and approaches to solving complex global issues.

​How does it look in practice?

​​Let’s take a look at the bigger picture of this process by using the PZ visible thinking routine, Generate, Sort, Connect, Elaborate (GSCE). This routine guides students through a process of generating ideas, sorting and organizing those ideas, connecting them to broader themes or concepts, and then elaborating on their thoughts. We are going to apply this to local and global inquiry.  Stay with me as we go through the process of brainstorming to classify ideas. Are you ready for it? 

Generate

• Product: Generate as many ideas, questions, or thoughts as possible related to local and global inquiry.  What does it look and feel like to you?  What are the learners doing? What are the teachers doing?  

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• Process: Encourage students to brainstorm and write down any ideas or questions that come to mind about their chosen topic. This phase is about creative exploration.  

Sort

• Product: Organize your generated ideas into categories or themes. Identify commonalities and connections among your ideas.  

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• Process: In this step, students categorize and sort their generated ideas. This helps them identify patterns, similarities, and potential directions for their inquiry.

Connect

• Product: Consider how your sorted ideas connect to broader themes, concepts, or real-world issues. What larger context or significance do you see?

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• Process: Students analyze the connections between their sorted ideas and larger themes or concepts. This step encourages them to see the relevance of their inquiry within a broader context of their local and global community.

Elaborate

• Product: Elaborate on one or more of your sorted and connected ideas. Develop your thoughts further by providing details, examples, or explanations.

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• Process: Students choose specific ideas from their sorted and connected list and elaborate on them. This could involve providing more details, offering examples, or exploring the implications of their ideas.

Models

If students are conducting a shared or personal inquiry on renewable energy, here are some potential ideas of applying it to the local and global context

Local

• Generate: Students collaboratively generate ideas related to renewable energy within their local context, exploring aspects like local renewable sources, specific challenges and advantages pertinent to their community, or innovative projects in the region.

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• Sort: Students categorize their generated ideas, grouping them based on localized factors such as community needs, available resources, or unique environmental considerations.

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• Connect: Students examine the connections between their sorted ideas and local themes, considering how these notions relate to community sustainability, local climate issues, or the specific energy demands of their region.

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• Elaborate: Focusing on a specific aspect like solar energy, students delve deeper into the local implications, providing detailed information on how solar panels can be applied in their community, potential benefits, and the specific impact on reducing local carbon emissions.

Global

• Generate: Students collaboratively brainstorm ideas related to renewable energy on a global scale, exploring diverse sources, international benefits and challenges, or cutting-edge innovations worldwide.

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• Sort: Students categorize their global ideas, grouping them based on broader categories like global environmental impacts, technological advancements on a worldwide scale, or the interconnectedness of renewable energy issues.

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• Connect: Students analyze the connections between their sorted global ideas and overarching global themes, considering how these notions relate to worldwide sustainability, the global impact of climate change, or the collective energy needs of the planet.

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• Elaborate: Concentrating on a specific aspect, such as solar energy, students delve deeper into the global implications, providing detailed information on international applications, potential global benefits, and the overall impact on reducing carbon emissions on a global scale.

Application

As educators, embracing the GSCE routine ensures that learners not only acquire knowledge but also develop the analytical tools and global awareness needed to address the complex challenges of the 21st century. It’s your turn to apply it to your context.  
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• Consider a new idea or concept that you are exploring in the new year. 
• Use the GSCE visible thinking routine to unpack all of the ways it might be explored. 
• Replicate the process with your learners and compare/contrast the two experiences. 
• What did you notice?  What patterns and relationships emerged?  
• Present the two versions to your learners and ask them which components they would like to explore on their personal inquiry. 

We don’t want to overwhelm learners with choices, but it’s a valuable skill to be able to analyze previous wonderings with current ideas to determine where we will go next.  This happens all the time in our profession, so it’s a valuable tool to share with our learners. 

​What are ways we can explore it further? 

If you are hungry for more ideas, here are some interesting ideas that ChatGPT suggested to help you frame local and global inquiry into your context.  Some may not apply to you, which is okay.  Take and modify this list to meet your needs and the needs of your learners.

1. Identify Opportunities in the Curriculum:
Review your existing curriculum and identify topics or units that naturally lend themselves to exploring local or global connections. Look for themes that can be expanded to include perspectives from different regions or cultures.

2. Integrate Local Stories and Perspectives:
Infuse local stories, examples, and perspectives into your lessons. Connect the curriculum content to the students' immediate community, helping them see the relevance and impact of their learning on their daily lives.

3. Explore Global Contexts:
Look for opportunities to embed global contexts within your curriculum. For example, when teaching history, explore events from different parts of the world during the same time period. This helps students see the interconnectedness of historical events.

4. Use Multicultural Resources:
Incorporate multicultural resources, such as literature, documentaries, or artifacts, to expose students to diverse perspectives. Choose materials that represent a variety of cultures, ensuring inclusivity in the learning process.

5. Collaborate with Other Teachers:
Collaborate with colleagues to create transdisciplinary projects that incorporate local and global connections. 

6. Utilize Technology for Virtual Connections:
Leverage technology to connect your students with peers from different parts of the world. Use video conferencing, online collaboration tools, or social media to facilitate virtual exchanges, discussions, or joint projects.

7. Incorporate Service-Learning Projects:
Integrate service-learning projects that address local or global issues. This hands-on approach allows students to apply their knowledge in real-world contexts while making a positive impact on their community or beyond.

8. Explore Global Literature and Authors:
Introduce global literature and authors into your language arts curriculum. Select books that tell stories from diverse cultures, providing students with insights into different ways of life and fostering empathy.

9. Connect with Local Experts:
Bring local experts into the classroom to share their experiences or insights related to the curriculum. This could be professionals, community leaders, or individuals with expertise in the subject matter.

10. Provide Opportunities for Reflection:
Build reflection opportunities throughout the curriculum. Encourage students to reflect on how the content connects to their own lives, the broader community, and the world at large.

Application #2

​Pick 2-3 ideas and actively apply them to your curriculum.  Monitor and reflect how they changed the feeling of your unit and how learners expanded their knowledge of the world around them.  It’s exciting when we have some tools that are simple and spark our creativity!

I hope you enjoyed this episode about local and global inquiry.  In the next episode, we are going to further apply it through the world of the Expert Effect.  Let’s do this!