Welcome to PBL world

• The target learners are pre-k to Grade 2. 
• Process:
  1) Starting with the essential questions such as why should we save the earth and how can we save the earth
  2) Learning about the earth through singing and dancing, reading a book, watching an animation video, and brainstorming what can we do to save the earth
  3) Creating diverse activities based on students' interests and related to real experiences such as saving the earth such as plant the desired plant, field trips to pick up garbage, creating a poster, practicing recycling, making recycled plant pots, etc. It can be group or individual activities.
  4) Connecting students' projects with the community. The school can invite local environmental experts to interact with students. Also, the school can have a charity event to exhibit students' projects such as posters and sell the recycled plan pots that students created. Parents will be invited to the charity event as well. Then students donate the income from the charity event to environmental protection organizations.
• Learning outcomes:
  1) Students identify why we have to save the earth
  2) Students explore and demonstrate the ways we can save the earth
  3) Students contribute to society with their projects
  4) Students can have long term memory of learning through hands-on experiences
• Resources: Liston to the water https://www.youtube.com/watch?v=0X09OUtx5PA
                        How Should I Protect Nature
                        https://www.youtube.com/watch?v=A68NH81RHQM                                  
                        Animation: Recycling https://www.youtube.com/watch?v=6jQ7y_qQYUA

• The target learners are pre-k to Grade 2.  
• Process: 1) Starting with the essential questions, teacher generates interest and activates schemata of students about caring by a whole class discussion. 2) Since learners' age are young, a 'help' song is adopted to trigger students' interests by singing and movement. It especially fits kinesthetic learners who need to sing, move, and think. 3)After singing the song, students are probably curious about the lyrics of actions to help others, so teacher explains a little bit as scaffoldings. Then, students are divided into groups to brainstorm how to help others. 4) With concrete ideas, students are taking actions with adults' help. For example, do 3 good things to help others every day and share with classmates in circle time. In this way, students learn to recognize emotions. 5) How to connect an individual's social-emotional learning to the community or even global issues? Teacher holds fundraising for collecting needs for the poor such as, items for refugee settlement program or animal shelter. Students actively participate and apply their creativity to raise money for the organization. Of course, participation and involvement from the stakeholders and the community are powerful ways to leveraging the partner of networks.
• Evaluation: formative assessment- daily observation on participation, motivation, and performance is a must. Applying some concept-checking questions for understanding checking verbally is a good way. The objective of this PBL is to make students realize that their tiny actions can make a big difference. Additionally, being a caring person is an important part of being a global citizen.
• Resource: All About Helpfulness (song for kids about helping others)Song     PopEd Blog: 9 SEL Activities that Promote Global Citizenship & Global Learning  Population Education Lesson Plan

• The target learners are Grade3 to Grade 5.  
• Process: 1) Starting with the essential questions, teacher generates interest and activates schemata of students about empathy by a whole class discussion. 2) In order to help students to make concrete sense, teacher divide students into 3 groups on purpose. Provide different amounts of stationery for the artwork activity. Ask students how they feel and ask them to share with their groups and then to the whole class. 3) Ask students if they are willing to share the stationery with the other groups? How do they feel? Everyone gathers in a circle and discusses the difference between sympathy and empathy. Teacher further provides scaffolding for clarifying the difference between empathy and sympathy. 4) Everyone has strengths and weaknesses. It is important for school pupils to know their advantages and disadvantages. Distribute a graphic organizer and ask students to write down their personal traits. Then discuss 3 key points that they admire the person and 3 shortcomings they wish they could change. 5) How to connect an individual's advantages and disadvantages to global citizenship? Ask students to brainstorm the solutions of helping each other depending on their worksheets. Ask them to carry out the actions in real life.
• Learning outcomes: Students can tell what empathy is and develop the habit of help others. Also, students demonstrate their strengths and weaknesses, and thus, further build confidence through positive behavior change.
• Resources: SWOT Analysis Templates and Examples for Any Situation

• The target learners are higher elementary grades.  
• Process: 1)Learners will keep a diary of news items related to peace and conflicts for the benefit of the entire school. Learners' works will be displayed in a public area at school, like a lobby or along the corridor. 2)Leaners should include both local and international events. Start by using the newspaper/ magazine in our classroom. Then learners can bring articles from home, write up things they heard from television or radio, or even print out articles from websites. Both successful conflict resolutions and continuing disputes can be included. 3)Learners should take the news from different sources. They can even compare two reports on the same event to look for media bias. 4)Learners take turns to change the news items and manage the display over the duration of the activity. 5)The whole school should be encouraged to involve, with representatives from different classes, the office, lunch-time supervisors, and others bringing items in for the board.
• Learning outcomes: Students are able to detect bias, stereotypes, and potential prejudice, find and select evidence and have a growing interest in world events.       
• Resource link: Oxfam’s Teaching Controversial Issues Guide: www.oxfam.org.uk/education/resources/teaching-controversial-issues

Pei-Hsuan worked as a secretary in an international school in Taiwan and an evening academic program teacher in Primary School. Currently, she works at Hua Yuan Children Association as a teacher. Her ultimate goal is to become a licensed teacher in an international school. Her habits are playing with her lovely doggie, taking a stroll, and listening to music.

I am a pre-service teacher. I was a social worker in South Korea, and now I am studying elementary education at TCNJ. My goal is to be a kindergarten teacher in an international school. My hobbies are listening to music, making resin jewelry, and working out.

I’m Ms.Su from Taipei, Taiwan. I am currently a fourth-grade teaching assistant at Taipei American School. I have also been a part-time English tutor for almost 5 years. I like teaching and especially teaching English or in English. Grammar and reading strategies are my favorite areas to teach.

Now, I am working on becoming a professional teacher. Hopefully, I can become an ESL teacher in an international school in the future!

**My favorite things to do include:

• Working-out
• Reading
• Learning languages… I can speak French
• Hanging out with my friends!