Tag Archives: Global Learning

Postcards: An Opportunity to Build Relationships & Learn About the World

In June of each year, I send a welcome letter, a postcard from Vermont with Vermont animals on it, and a map of the United States to each of my students that I will have in kindergarten in the fall. I ask my students to examine the animals and to share with someone at home if they recognize any of the animals and share where they think they may live. I am beginning to help model and create opportunities for my students to become explorers and to think and experience ways they can interact with the natural world.

I do this for many reasons.

Why does this matter?

One important reason is that I want to begin to establish a relationship with all of my students and their families. Kindergarten is an important year and it goes by quickly so I want to take every opportunity I can to connect. Through making personal connections early on I find that both families and their children feel welcomed and a part of their learning experiences.

Through sharing our personal stories of our travels, experiences, and ideas not only to we begin to connect, but I am sharing information about myself as well. This is always helpful when establishing new relationships.

The postcards invite conversations for families to think about why are things where they are? They begin to think about land and water. This helps me explore how all my students will become geographers because they will have opportunities to ask why things are where they are in the world.

Through this postcard exchange, I am helping me to promote conversations about where places are in the world as well as opening up perspectives about what is possible and where you can go and what you might find there/learn.

I am intentional about the cards I send because I am also trying to promote the idea of inquiry. For example; In the cards I sent from Chicago I visited a museum and the artist produced lots of visual art by creating patterns. One of the cards I sent had patterns in it so I am able to pose the following questions on the card giving all my students opportunities to think and share their ideas with a family member. What do you notice? Do you see any patterns? How do you know they are patterns? Look at the postcard I sent you from Wisconsin, do you see any similarities?

The postcards have land, water, trees, art, animals, and other amazing things that give a glimpse of where I have traveled. The variety of photos invites conversations about why is water here along the shore in Chicago? etc. This helps my students think a bit about the geography of the land. This is important because in kindergarten as explorers my students will be investigating Global Goal #15 Life On Land and these experiences help establish some familiarity with the world.

Through these types of questions, I am opening up dialogue for the family to look at the cards and to discuss their observations with their child, while also modeling open-ended questions that promote thinking and curiosity. I am modeling how writing can be used as a tool to communicate and invite my students to send and create cards as well.

What I notice:

In one of the photos, you see a young boy using his holding hand while his other hand guides him to color in the state I am currently visiting(his mom shares he is mentioning my name and where I am while coloring). He is coloring carefully and has a natural grip to help guide him. These are skills that we explore in kindergarten and this helps me get to know a bit about this child. Through an authentic opportunity to connect, I am learning many things about my new kindergartners.

The family shares that he states: “I need to color in Michigan because that is where Mrs. D. is.” The child uses his oral language to talk about the map and have conversations with his family about my travels. Each place I visit I send a postcard to all of my students. This experience invites opportunities to make predictions about where is Mrs. D. going next. In some ways, I am promoting curiosity and deep thinking so this child and others can make predictions and use their imagination about what it might be like there, where I am.

You will notice in the photos that many of my students sent me postcards of how they were using their postcards and maps I sent them. You notice that many of my students mailed me postcards and one of my students found a map on an airplane and used that to mark his travels and mine. What an amazing, authentic connection with how maps can be used to give information and share a story.

Once kindergarten started, many of my students brought me postcards of places they traveled as well. I created a place in kindergarten to display these cards because we are connecting and developing relationships from our experiences and are inspiring each other through our stories.

In the photos, you see the different ways families have used the maps. Some children taped on a wall, others kept on a table. One family added Canada to their map because that was where they were from.

Looking at photos of my new kindergarten students this year I am reminded about the impact visual information can offer and how much I can learn about my students and what they are exploring as they receive the many postcards I mail them throughout my summer travel.

As a National Geographic Certified Educator, I have been very excited about The Learning Framework that National Geographic created. The framework has 3 components; Attitudes, Skills, and Knowledge. I have experienced how these pieces when woven together through inquiry offer endless opportunities for students to begin to think like a geographer and an explorer.

The postcard exchange I create each year begins to create a culture and model how we can all learn from each other when we share our experiences and our stories. This is a wonderful example of how the Learning Framework can be a part of learning. I am inviting opportunities to be curious, promote inquiry, and to connect with others who have a different perspective.

I am a very passionate educator who believes in opening up my classroom globally to help build bridges between people and cultures. I believe that this matters because even young children can think and learn about the world through sharing. I choose postcards because they helped to tell my story of my summer travel and to give authentic images of real things in the world. This inspired my students to do the same.

How We Explore The Global Goals: @vermontkkids123

A Culture Of​ Learning: Global Goals

As a kindergarten teacher, I have the privilege of working each day with young children who are eager to learn and connect with their learning environment. I look forward to being inspired by our busy days together.

In the beginning days of school, I began to build a learning culture with my students through a big idea. This year our big idea was sustainability. We began by asking what we could do to help sustain and keep the world healthy. As we began to explore this idea I introduced the Global Goals for Sustainability because these goals were at the center of our learning. We put a poster of the Global Goals in our classroom and it became an easy way to weave the goals into our daily learning explorations. I explained to my students that these goals are promises we can make to make a difference in the world. I shared that if we make a promise to help, we are pledging our help to save the world. My students immediately become excited about this idea and wanted to know what they could do to help. I began by asking a simple question, “What do you do if you are cold?” The children responded with: I get a jacket, snuggle with a blanket and put a coat on.  I used their examples as an opportunity to connect the goals. I asked my students to imagine that the goals were a large blanket that wraps itself around the world.  The blanket represents the goals. The goals are around so we can all help sustain the world for everyone to enjoy.

Why does this matter?

The world needs everybody’s help. Global Goals provide endless opportunities to build awareness and create a plan of action. The goals also translate to my local community as I began thinking of possible needs and opportunities we have and ways my students could engage in a positive manner to build awareness for change. Children want to be a part of solution-based problem solving, and this can begin in kindergarten. A good place to start is with teaching how our actions of kindness can help create people who care and have empathy for others.  

Getting Started:

There are seventeen Sustainable Development Goals, and I chose to begin with Goal #16 because it is about being kind, advocating for others who may need help and promoting fairness. A good place to learn more about the goals on the #TeachSDGs site, there is also a Twitter conversation around this hashtag.

This goal sets a positive tone for risk-taking, support, and encouragement.  Young children need experiences and opportunities to feel what it is like to support others and be kind.  Through establishing these ideas at the beginning of Kindergarten we all begin to understand that it is about what we can do together, not as individuals that offer invitations for everyone to participate.

Creating a Culture of Learning

We created a culture of learning, by noticing and sharing our actions of kindness towards each other. Through our actions of kindness, patience, and collaboration my students felt connected to Kindergarten and each other. As we built trust, took risks and learned from each other we created a culture where all students feel safe, valued and inspired. Once my students felt connected to a classroom, we painted a map of the world as a way to show that other people live outside of Vermont and this Kindergarten class. I also began connecting with other educators and people around the world using Padlet, Skype, Google Hangout, and Twitter.  As we connected with people I took photos so my students were able to see where people are from globally, but also how we were having conversations with them.

Connections with Content:

As I began exploring how to teach about the SDGs, I looked towards the content I was teaching to determine where the goals and the content meshed. I first looked at the NGSS (Next Generation Science Standards), these standards are a wonderful way to begin to think about where you want to start and what goals you will explore. As we explored Goal #13 Climate Action and Goal #15 Life On Land, my students were able to connect that through our ability not to be wasteful, we can have a positive impact on land and climate. Since the goals are displayed on my wall, the students make connections about being responsible for waste every time we recycle, compost, and reuse. This helps my students make a connection with authentic action. I found a good place to start is by simply putting up a Global Goal in your classroom where your students can make a connection. Just by adding Goal #6 to our sink area my students are being more responsible for not wasting water. These visual reminders are helping to build their awareness.

Another idea is to ask your students to make a pledge or promise to the world.  I have found this to be very impactful in my Kindergarten class, as students highlight the goal and what their action will be. I then ask my students to read their promises aloud, as if to the world, and they all feel proud. We created a board outside our classroom as a way to highlight our promises.

In my class, we are currently exploring forest life, and this offers opportunities to explore and expand on two Global Goals: #13 Climate Action and #15 Life On Land.

Through our weekly nature walks and explorations outside, my students are beginning to develop an awareness of the outdoors and why we need to take care of it.  Through Padlet we were able to share what a tree/forest looks like in Vermont as well as what trees look like and need in other countries. To get started with this activity, we first shared our Padlet on Twitter, and I also asked families to share with family members and on their Facebook pages. I also shared on my Facebook pages with other teachers. We received responses from Hong Kong, Egypt, Portugal, Germany, Ireland, London, and Australia. My students were so excited to see that people from 5 continents added to our Padlet! I printed the photos off from each country and we made observations about the trees and forests, then we put the images on our map of the world.  This allowed my students to see where the trees grew globally.

Through our forest exploration, my students were able to reflect on what things trees need to grow and survive no matter where they are in the world.

This is what they came up with:

  1. All trees need a seed.
  2. All trees need water.
  3. All trees need soil.
  4. All trees need sunlight.
  5. Trees need people to care

My favorite response was #5 because when we take care of things we are modeling and demonstrating how we care.  This idea comes back to no matter what the content. These ideas turned into a belief statement for my Kindergarten students. We now connect all of our learning explorations to the global goals.  

As an extension to this project, we made a connection with a Kindergarten class in Hong Kong because my sister is a teacher there and she put me in touch with other teachers who are interested in connecting globally with another class.  Now we connect monthly using Padlet and/or Twitter to share what we are exploring. Twitter and Facebook teacher groups are also great places to post projects and ask if others are interested in joining my class to explore a specific learning idea.

Now What?

The goals can be woven in and out of all content, standards, and learning. Regardless of the age you teach, the world needs everyone to care, now! What are some themes of study you are exploring? Ask your students how they can make a difference. What is important to them? Think about a global goal that would connect with their learning. Then take it a step further and think about a community need or school need you to have.  How can you build an awareness alongside your students and their families?  

To help you get started here are some resources with great ideas: Participate, World’s Largest Lesson, and the Global Goals.

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