Studying and living Globalisation
The five most pressing problems on our planet has been the first project developed for my students this year in Citizenship, a new subject studied with CLIL methodology. It resulted a challenging experience for my young pupils, who are currently starting their acquisition process of learning a Foreign Language. They conformed mixed work groups with partners of different Secondary Schools from Canada, United States and Venezuela. English was the vehicular language to communicate and to do the different tasks of the project.
The initial purpose of the project consisted in that all the members of the groups agreed in the five most pressing problems that affect our world. Consulting different links and resources provided by the teachers, the students should discuss, choice and decide which are, in their opinion, the most worrying problems that are actually concerning us. This was, no doubt, the hardest part of the project. All the work during the project was released in shared folders on Google Drive, so collaborative tasks were really stimulated across this experience. Some students edited documents with their suggestions while other groups chatted with Google Hangout about their priorities. I regret that most of my students couldn’t be more involved in chats. They were a little scared because they didn’t feel able to keep the conversation flowing with natives. Different members of each group suggested topics to choose the five most pressing problems on our planet. After the agreement, the final product edition process began.
The selected topics were really varied, according to different causes. Firstly, a part of the involved work teams, elected issues directly linked to their daily lives, such as bullying, drug trafficking or drug consumption and healthy problems as smoking habits. Secondly, other problems were studied according to the recient media contents. For example, ebola outbreak and economic crisis in Spain. Finally, other topics were analysed according to a more global political and economical awareness, as terrorism, overpopulation, wars, starvation or women status. These different views were considerably positive and showed particularly what is the perception that teenagers of different countries, have about the actual world. Each gruop had to define the problem, explain how has been approached by the moment, why they chose it and how it could be solved.
The final products of this project were presented in different ways. My students are used to work with collaborative tools such as Google presentations and they defended this option. But reasonably, different members of the groups, suggested recording and editing videos with their research conclusions. After the editing process, the results were communicated with oral expositions to the rest of the class. I would like to share with you different products created by them.
To take part in The 5 most pressing problems on our planet was an amazing experience for us. It allowed us to expand our classroom further its physical limits. Also, we could collaborate, discuss, check and share different global views regarding to the problems that affect to our world. And of course, it made possible an improvement in the acquisition process of a Foreign Language for my students. Furthermore, this experience showed me how Globalisation has different repercussions in our public educational system: the linguistic and technical gap which exist between Spain and other areas of the developed world. A wide gap that, despite the enormous effort of Spanish teachers and pupils, is growing due to the recession.
I want to thank specially to the teachers involved in the project, their patience and dedication. We learnt about Globalisation and we lived Globalisation effects. In my view, this project resulted a perfect learning task, full of significant content.