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Melda Yildiz - Global Kitchen Project

Melda Yildiz - Global Kitchen Project

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Published by Classroom 2.0 Book
Chapter submission for the Classroom 2.0 Book Project
Chapter submission for the Classroom 2.0 Book Project

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Published by: Classroom 2.0 Book on Jul 24, 2012
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01/05/2013

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5th
 AnniversaryBookProject
Global Kitchen Project
Developing 21st Century Skills and Global Competency inTeacher Education
By:
Melda Yildiz
Creative Commons License:
CC BY-NC-ND
Author contact:
mnyildiz@gmail.com
Author Biography:
Melda N. Yildiz is anassociate professor in the School for GlobalEducation and Innovation at Kean University andadjunct faculty in Master of Education in Technology in Education at Lesley University.
2009-2010, Melda served as the rst Fulbright Scholar in Turkmenistan. Melda workedas a Media Specialist at Northeld Mount Hermon School, taught video and media
production to grades 9-12, and published and presented featuring Educational Media,Global Education, Media Literacy, Education Semiotics, and Multicultural Education inmany national and international conferences. She received her Ed.D. from Universityof Massachusetts on Math & Science and Instructional Technology.
Activity Summary
This paper is for educators who would like to integrate health education, 21st Century teaching skills
(
http://www.p21.org/ 
) and new media technologies into their curriculum. It outlines innovative and
interdisciplinary projects using social interaction media; offers creative strategies for producing media
with elementary students and developing Web 2.0 projects integrating 21st century skills. The goal
of this interdisciplinary unit is to develop a research based global nutrition curriculum that promoteshealthy eating habits among elementary school children in elementary schools especially 3rd through
5th grade. By collaborating with health educators, in-service and pre-service teachers in this project,we developed and implemented a Global Kitchen Project to infuse 21st Century skills and knowledgein the excitement of new discovery through research, improve the children’s eating habits and
contribute innovative interdisciplinary projects for classroom use.
Class or subject area: 5th grade- Interdisciplinary UnitGrade level(s):
Elementary School- 5th grade
Specifc learning objectives:
Acquired the knowledge and skills about healthy eating choices as well as related technology
skills and global competencies
Participated in project based activities and developed interdisciplinary UDL lessons integratingCommon Core and local state Standards on nutrition, technology, global education and 2stcentury skills.
Enhanced their knowledge on healthy eating choices, technology skills and global competencies
due to the interdisciplinary UDL model lesson design.
 
Introduction
This paper is for educators who would like to integrate health education, 21st Century teaching skills
(
http://www.p21.org/ 
) and new media technologies into their curriculum. It outlines innovative and
interdisciplinary projects using social interaction media; offers creative strategies for producing media
with elementary students and developing Web 2.0 projects integrating 21st century skills. The goal
of this interdisciplinary unit is to develop a research based global nutrition curriculum that promoteshealthy eating habits among elementary school children in elementary schools especially 3rd through
5th grade. By collaborating with health educators, in-service and pre-service teachers in this project,we developed and implemented a Global Kitchen Project to infuse 21st Century skills and knowledgein the excitement of new discovery through research, improve the children’s eating habits and
contribute innovative interdisciplinary projects for classroom use.
Situated within the context of teaching and learning, this research project aims to advance scienticknowledge of how an interdisciplinary based curriculum revolving around nutrition as a means to
promote healthy eating behaviors in young children can provide an experiential global educationfor both the teachers and students and engage them in curricular activities to enhance their criticalthinking skills and global competencies needed to succeed in the 21st century.
Background
In this study, we address a public health issue among young children in the nation by offering the
“global tools” (e.g., media literacy, multiple perspective) for teachers to better educate these childrenabout the importance of practicing healthy eating behaviors.
Childhood obesity has become an epidemic in the United States. Obesity is dened, according tothe 2000 Center for Disease Control growth reference for the United States, as the body mass index(BMI), or a person’s weight divided by height (Ogden et al., 2002). An obese person falls at or abovethe 95th percentile of BMI-for-age (Kuczmarski & Flegal, 2000). The national statistics of childrenwho are obese are alarming. According to Stop Childhood Obesity (http://www.stop-childhood-obesity.com/childhood-obesity-statistics.html), over the past three decades, the childhood obesity rate hasskyrocketed: “more than doubled for preschool children aged 2-5 years and adolescents aged 12-
19 years, and it has more than tripled for children aged 6-11 years.” Of all the age groups, the most
prevalent are children ages 6-11, with the percentage of them being obese increased from 7% in1980 to nearly 20% in 2008 (Center for Disease Control and Prevention, n.d.). The consequencesof obesity are serious, including persistent overweight into adulthood with adult health complications,such as heart disease, type 2 diabetes, and stroke (Guo & Chumelea, 1999; Freedman et al., 2005;Freedman, Khan, Dietz, Sirnivasan, & Berenson, 2001; Freedman, Wang, Thornton, et al., 2009).Furthermore, obesity has been reported to account for over 300, 000 deaths annually in the UnitedStates. While obesity is a health issue for individuals, it is also a problem to society. Stop Childhood
Obesity noted that obesity costs society annually an estimated nearly $100 billion.
 As a child’s health is related to his or her school performance, healthy eating may contribute to hisor her academic success (CDC, 2010, Hoyland, Dye, Lawton, 2009; Rampersaud, Pereira, Girard, Adams, Metzl, 2005; Taras, 2005). For school-age children, schools become an important placewhere children acquire knowledge about healthy eating behaviors so that they can practice themin their lives. Schools can create environments that promote and support children’s efforts to eat
healthy by implementing pertinent policies and practices (Center for Disease Control and Prevention,
 
n.d.).
With the world becoming increasingly accessible to people (Freidman, 2005), and greater diversity inU.S. public schools due to immigration, many of our teacher candidates are likely to work abroad or in
school districts that serve children from diverse backgrounds including English language learners that
requires them to understand how to apply an interdisciplinary global curriculum for children to acquireknowledge and skills needed to succeed in the 21st century.
Project
This project was staffed by 1) two undergraduate research assistants who were in-service teachers,2) Faculty in Our research teGlobal Education, and Early ly-Childhood Education, and HealthEducation, 3) District Health Educator, and 4) 5th grade classroom teacher 
Our team and the undergraduate students had an opportunity to develop interdisciplinary curriculumin nutrition and investigated the curriculum among 10-11 years old students 5th grade in collaboration
with district and school personnel. Our curriculum work enabled us to integrate new technologiesto deliver the curriculum and to work collaboratively with students and educators across the nationand globally as well. This work was consistent with the vision and mission of our University and theelementary school with respect to creative teaching, use of innovative technology, and service in
regional, nation and international arenas.
Our teacher candidates need to be equipped with up to date, culturally responsive teaching tools and
education skills by providing opportunities to teach, research and serve the community that promote
children’s learning and development. This project has shown that interdisciplinary approaches toteaching global nutrition education contribute to signicant outcomes in improving children’s response
to health, global education and technology, the results may provide policy implications for educationalinitiatives and teacher professional development focused on global education.This community based collaborative interdisciplinary projects addressed health, technology, 21st
century life and careers standards as well as Common Core (
http://www.corestandards.org/ 
) and
International Society for Technology in Education (ISTE/ NETS-
http://www.iste.org/standards.aspx 
)standards.
This project was funded by the mini-grant that focused on promoting undergraduate study. Our teacher candidates who tool technology courses collaborated in designing the unit. For the project:We used various mobile technologies such as Ipod touch, Ipads, laptops. 1) Laptops for instructionand creating interactive surveys and online quizzes using quizlet.com, 2) ip cameras for creatingdigital stories, 3) data projectors for displaying lessons, 4) Ipod touch and Ipads for Podcasting of thestudents’ projects and culminating event. Teacher candidates interviewed K12 students who attendedthe activities, asked them questions, and recorded their answers and help creating the podcast.
The focus of this project included identifying the kinds of interactive innovative interdisciplinarypractices and curriculum that promote global education, 21st century skills and nutrition educationamong elementary school children; and conducting instruction to children ages 10-11 in grades
5th in elementary school while providing research skills for our undergraduate students. First, wecontacted the health department in the school district establishing a professional partnership with the

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