Cultural Experiences
In this dynamic era of complex change, there is a growing realization that student learning must be fostered well beyond the walls of traditional classrooms. To encourage this globally connected learning, a group of Golden Hills School Division students, teachers, and administrators took part in a cultural study experience in China. Organized by one of our international agents, Sally Tang, our group was hosted primarily by the Zhenjiang School District, reflecting the strong international partnerships that GHSD participates in. The cultural trip was also an opportunity for the Strathmore students to share some experiences of the large number of international students who attend schools in our division. The trip provided a number of powerful learning opportunities for both students and staff, and it has set the stage for future initiatives.
Global Connectedness
One of the primary objectives of the travel to China was to develop an enhanced global awareness and sense of global citizenship in our students. As educators, we knew, however, that we needed to maximize this learning opportunity through carefully structured learning activities. Through the course of several workshops, students received mentorship in designing an individual learning plan. A major part of this plan involved students creating an essential question to guide their inquiry into a chosen element of Chinese culture. The participating students were also coached through the process of identifying research goals, experience planning, and connecting their chosen topic to their personal context. This academic process supports a key component of the GHSD Powerful Learning framework, which is to establish students as active citizens who can see and apply connections to their local, national and global communities. Students certainly learned a great deal more about Chinese culture, and these new understandings had implications for their perspectives on Canadian culture.
Academic Engagement
Each evening during the trip, students were encouraged to respond to daily focus questions based on the day’s activities. In this way, all of the participants were encouraged to think more deeply as they worked to synthesize understandings after participating in cultural classes, language experiences, creating and eating Chinese cuisine, museum tours, and arts demonstrations. Additionally, the group visited several schools where students and teachers were able to work directly with Chinese counterparts. Not only did these meaningful experiences contribute to building valuable cultural understandings, but they also allowed students and teachers to reflect on the nature of teaching and learning through a comparison of the Canadian and Chinese education systems. Now that we have all returned to Canada, the group’s attention has turned to engaging in the students’ individual projects. The projects will certainly be academically rigorous, and thus the teachers and administrators will continue to support them through the process. It will be a rewarding endeavour for the students to share their powerful learning experiences with an authentic audience of educators, parents, school board trustees, and other community members.
Connected Citizenship
In a sense, the trip to China allowed GHSD students to be ‘international students’ for a brief time. During the trip, the students were challenged to embrace the challenges inherent to learning internationally, and to reflect upon the obstacles that the international students in our school division need to overcome. Staff and students alike reflected on how we can make the international student experience more rewarding both for the international students, their peers, their teachers, and the communities in which they live. This deep commitment to creating meaningful connections in our schools will undoubtedly lead to exciting initiatives which create a richer learning environment for all.
