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'''THINK Global School''' is an independent high school that travels the world, giving students the opportunity to study in twelve different countries over the course of three years. The school is non-profit, co-educational, and non-denominational. The school was created by travel photographer [[Joann McPike]], who contributed the founding donation.
'''THINK Global School''' is an independent high school that travels the world, giving students the opportunity to study in twelve different countries over the course of three years. The school is non-profit, co-educational, and non-denominational. The school was created by travel photographer [[Joann McPike]], who contributed the founding donation.


During the 2010-11 school year, the students studied in [[Stockholm]], [[Sweden]]; [[Sydney]], [[Australia]]; and [[Beijing]], [[China]]. During the 2011-12 school year, they studied in [[Cuenca, Ecuador|Cuenca]], [[Ecuador]]; [[Chiang Mai]], [[Thailand]]; and [[Berlin]], [[Germany]]. The 2012-13 school year included a fall term in [[Buenos Aires]], [[Argentina]]; a spring term in [[Boston]], [[United States]]; and a two-week intersession in [[Bhutan]]. The 2013-14 school year included a fall term in [[Hyderabad, India]], a spring term in [[Hiroshima]], [[Japan]], and a two-week intersession in [[Tanzania]]. The 2014-15 school year consisted of three terms: the first taking place in [[Auckland, New Zealand]], followed by terms in [[Puntarenas, Costa Rica]] and [[Athens, Greece]]. The 2015-2016 school year includes a return to Stockholm, a term in [[Sarajevo]], [[Bosnia and Herzegovina]], and will culminate in [[Florence]], [[Italy]]. The 2016-17 school year will take place in [[Peru]], [[Morocco]], and [[Canada]].
During the 2010-11 school year, the students studied in [[Stockholm]], [[Sweden]]; [[Sydney]], [[Australia]]; and [[Beijing]], [[China]]. During the 2011-12 school year, they studied in [[Cuenca, Ecuador|Cuenca]], [[Ecuador]]; [[Chiang Mai]], [[Thailand]]; and [[Berlin]], [[Germany]]. The 2012-13 school year included a fall term in [[Buenos Aires]], [[Argentina]]; a spring term in [[Boston]], [[United States]]; and a two-week intersession in [[Bhutan]]. The 2013-14 school year included a fall term in [[Hyderabad, India]], a spring term in [[Hiroshima]], [[Japan]], and a two-week intersession in [[Tanzania]]. The 2014-15 school year consisted of three terms: the first taking place in [[Auckland, New Zealand]], followed by terms in [[Puntarenas, Costa Rica]] and [[Athens, Greece]]. The 2015-2016 school year included a return to Stockholm, a term in [[Sarajevo]], [[Bosnia and Herzegovina]], and culminated in [[Florence]], [[Italy]]. The 2016-17 school year took take place in [[Peru]], [[Morocco]], and [[Canada]].

⚫
In 2017, THINK Global School instituted a travel cycle of 12 countries that students cycle through four countries per year. They include, Botswana, India, Japan, Spain, China, Oman, Costa Rica, Greece, Bosnia and Herzegovina, Australia, Chile, and Italy. Students that year went through the first four countries of the travel cycle: Botswana, India, Japan, and Spain.


⚫
In 2017, THINK Global School instituted a travel cycle of 12 countries that students cycle through four countries per year. They include, Botswana, India, Japan, Spain, China, Oman, Panama, Greece, Bosnia and Herzegovina, Australia, Chile, and Italy.
[[File:Travel-cycle.jpg|left|thumb|500x500px|The THINK Global School Travel Cycle]]
In the summer of 2018, THINK Global School added a second cohort of students, who follow the school's travel cycle one year behind the original cohort. Each cohort consists of roughly thirty students per year, with students hailing from over twenty countries in each. The cohorts are known as Changemaker Cohort 1 (CM1) and Changemaker Cohort 2 (CM2). For the 2018-19 school year, Changemaker Cohort 1 are traveling through China, Oman, Costa Rica, and Greece, while Changemaker Cohort 2 students are traveling through Botswana, India, Japan, and Spain.
In the summer of 2018, THINK Global School added a second cohort of students, who follow the school's travel cycle one year behind the original cohort. Each cohort consists of roughly thirty students per year, with students hailing from over twenty countries in each. The cohorts are known as Changemaker Cohort 1 (CM1) and Changemaker Cohort 2 (CM2). For the 2018-19 school year, Changemaker Cohort 1 are traveling through China, Oman, Costa Rica, and Greece, while Changemaker Cohort 2 students are traveling through Botswana, India, Japan, and Spain.


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All teacher-led modules and projects are tied to THINK Learning School's custom learning targets, which guide all learning at THINK Global School. The learning targets are a collection of expected outcomes and offer a varied approach to THINK Global School's multidisciplinary place- and project-based curriculum.
All teacher-led modules and projects are tied to THINK Learning School's custom learning targets, which guide all learning at THINK Global School. The learning targets are a collection of expected outcomes and offer a varied approach to THINK Global School's multidisciplinary place- and project-based curriculum.
Each teacher-led module and student-driven project comprises multiple learning targets, which are tied to psychologist Benjamin Bloom's theory of mastery learning. As students progress through modules and projects and their skills improve, they will increase in mastery rank. These ranks are novice, specialist, and master. Students are able to focus on the learning targets and subjects that interest them the most, achieving applicable real world skills in the process that will translate beyond high school. To ensure that they are receiving a well-rounded education, each student at THINK Global School must achieve the rank of novice in 70% of learning targets, the rank of specialist in 30% of learning targets, and complete one mastery project.
Each teacher-led module and student-driven project comprises multiple learning targets, which are tied to psychologist [[Benjamin Bloom]]'s theory of mastery learning. As students progress through modules and projects and their skills improve, they will increase in mastery rank. These ranks are novice, specialist, and master. Students are able to focus on the learning targets and subjects that interest them the most, achieving applicable real world skills in the process that will translate beyond high school. To ensure that they are receiving a well-rounded education, each student at THINK Global School must achieve the rank of novice in 70% of learning targets, the rank of specialist in 30% of learning targets, and complete one mastery project.
At the end of each THINK Global School term, each student shares what they've learned during a project-based learning showcase. Students present their module findings in front of their peers, educators, and members of the local community, often including members who have taken part in educating students during their time in country.
At the end of each THINK Global School term, each student shares what they've learned during a project-based learning showcase. Students present their module findings in front of their peers, educators, and members of the local community, often including members who have taken part in educating students during their time in country.
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To help develop empathy and a balanced worldview, students at THINK Global School are also exposed to a wide variety of cultural experiences. These experiences are usually held in conjunction with guest speakers who are local experts in their field and often involve the students traveling to a destination to learn firsthand. These cultural experiences cover the environmental, socio-cultural, political, and economic issues that are central to the host country. Many of these cultural experiences are tied to the teacher-led modules that students are participating in, further informing their studies and providing evidence for their project work.
To help develop empathy and a balanced worldview, students at THINK Global School are also exposed to a wide variety of cultural experiences. These experiences are usually held in conjunction with guest speakers who are local experts in their field and often involve the students traveling to a destination to learn firsthand. These cultural experiences cover the environmental, socio-cultural, political, and economic issues that are central to the host country. Many of these cultural experiences are tied to the teacher-led modules that students are participating in, further informing their studies and providing evidence for their project work.


Each term students also take at least one weXplore, a week-long series of activities centered around  the driving question of their module. weXplores are also tied to our teacher-led modules, and involve leaving the host city for another location. [[File:Students practice archery in Bhutan.jpg|thumb|right|Students practice archery in Bhutan]]
Each term students also take at least one weXplore, a week-long series of activities centered around  the driving question of their module. weXplores are also tied to our teacher-led modules, and involve leaving the host city for another location.
[[File:THINK Global School Students learn about Bedouin life in Oman.jpg|alt=|thumb|400x400px|THINK Global School Students learn about Bedouin life in Oman]]

'''Sample weXplore activities:'''
'''Sample weXplore activities:'''
*Conscious consumerism lessons in Tokyo, Japan
*Conscious consumerism lessons in Tokyo, Japan

Revision as of 21:29, 19 August 2019

THINK Global School
A handful of locations that THINK Global School has visited in the school's seven-year existence
Top to bottom, left to right: THINK Global School (TGS) visits Machu Picchu, Peru; TGS in Quito, Ecuador; Discussing conservation issues with a Guarani tribe member in Misiones, Argentina; Islam discussion with an Imam in Bosnia; TGS in Washington DC; recreating The Odyssey in the Melissani Cave, Greece; Archery lessons in Thimphu, Bhutan; Tea with a maiko in Kyoto, Japan.
Information
School typeIndependent, boarding, secondary School, co-educational
Opened2010
FounderJoann McPike
Head of schoolJamie Steckart
Teaching staff13
Grades10-12
Enrollment58
Average class size10
Student to teacher ratio4:1
LanguageEnglish
AccreditationWestern Association of Schools and Colleges
TuitionUS $85,500, sliding scale
Websitethinkglobalschool.org

THINK Global School is an independent high school that travels the world, giving students the opportunity to study in twelve different countries over the course of three years. The school is non-profit, co-educational, and non-denominational. The school was created by travel photographer Joann McPike, who contributed the founding donation.

During the 2010-11 school year, the students studied in Stockholm, Sweden; Sydney, Australia; and Beijing, China. During the 2011-12 school year, they studied in Cuenca, Ecuador; Chiang Mai, Thailand; and Berlin, Germany. The 2012-13 school year included a fall term in Buenos Aires, Argentina; a spring term in Boston, United States; and a two-week intersession in Bhutan. The 2013-14 school year included a fall term in Hyderabad, India, a spring term in Hiroshima, Japan, and a two-week intersession in Tanzania. The 2014-15 school year consisted of three terms: the first taking place in Auckland, New Zealand, followed by terms in Puntarenas, Costa Rica and Athens, Greece. The 2015-2016 school year included a return to Stockholm, a term in Sarajevo, Bosnia and Herzegovina, and culminated in Florence, Italy. The 2016-17 school year took take place in Peru, Morocco, and Canada.

In 2017, THINK Global School instituted a travel cycle of 12 countries that students cycle through four countries per year. They include, Botswana, India, Japan, Spain, China, Oman, Panama, Greece, Bosnia and Herzegovina, Australia, Chile, and Italy.

The THINK Global School Travel Cycle

In the summer of 2018, THINK Global School added a second cohort of students, who follow the school's travel cycle one year behind the original cohort. Each cohort consists of roughly thirty students per year, with students hailing from over twenty countries in each. The cohorts are known as Changemaker Cohort 1 (CM1) and Changemaker Cohort 2 (CM2). For the 2018-19 school year, Changemaker Cohort 1 are traveling through China, Oman, Costa Rica, and Greece, while Changemaker Cohort 2 students are traveling through Botswana, India, Japan, and Spain.

In 2016, THINK Global School received a five-year renewal of its accreditation by the Western Association of Schools and Conferences.

Mission

The school's mission is "to challenge learners, through firsthand experiences of global travel, to become compassionate individuals who are curious and knowledgeable about the world and motivated to effect meaningful change. To guide us on our journey and help us achieve our goals, we follow a set of core values and promises gathered from nations around the world.."[1]

Non-profit status

The school is a U.S.-registered 501(c)(3) non-profit entity and has earned the Guidestar Exchange Seal, an award given to non-profits demonstrating a commitment to transparency.[2]

Language of instruction

The school's core academic program is taught in English, but the curriculum also includes classroom study of Spanish. Moreover, students are expected to acquire a basic vocabulary in the language of each term's host country.

Changemaker Curriculum

Learning at THINK Global School is centered around the school's internally developed Changemaker Curriculum, which educates students through a blend of place- and project-based learning. There are no formal classes at THINK Global School, instead students participate in one multidisciplinary teacher-led module each term that draws heavily from social, environmental, historical, and cultural themes and create several personal projects of their own. For the teacher-led modules, students are either partnered up or work in groups to replicate what employees experience in the workforce. Students work with educators at the start of the term to produce a summative assessment that lays out the direction of their project, and then work towards producing that outcome during their eight weeks in country.

All teacher-led modules and projects are tied to THINK Learning School's custom learning targets, which guide all learning at THINK Global School. The learning targets are a collection of expected outcomes and offer a varied approach to THINK Global School's multidisciplinary place- and project-based curriculum.

Each teacher-led module and student-driven project comprises multiple learning targets, which are tied to psychologist Benjamin Bloom's theory of mastery learning. As students progress through modules and projects and their skills improve, they will increase in mastery rank. These ranks are novice, specialist, and master. Students are able to focus on the learning targets and subjects that interest them the most, achieving applicable real world skills in the process that will translate beyond high school. To ensure that they are receiving a well-rounded education, each student at THINK Global School must achieve the rank of novice in 70% of learning targets, the rank of specialist in 30% of learning targets, and complete one mastery project.

At the end of each THINK Global School term, each student shares what they've learned during a project-based learning showcase. Students present their module findings in front of their peers, educators, and members of the local community, often including members who have taken part in educating students during their time in country.

Reporting at THINK Global School is done quarterly at the end of each term. The school utilizes a narrative report to present a comprehensive picture of a student's time in country. Students evaluate their own learning outcomes as part of the narrative report as well as receiving feedback from their educators and advisors on their academic and social progress. It is during this narrative report where students learn also learn whether they have progressed in their mastery of skills to novice, specialist, or master.

THINK Local and Service Learning

To maximize its students' time in country, THINK Global School implements its THINK Local program each term. THINK Local is comprised of three components: in-country service learning, cultural experiences, and learning the local language.

Service Learning

THINK Global School integrates service learning into its curriculum in several ways. The first is by engaging in service-based activities in the places the school visits. Students are presented with service learning activities at the start of each term, and they choose which one they would like to engage in during their time in country. Additional service learning activities are attended by all members of the school cohort. An example of service learning implemented in the Changemaker Curriculum during the Botswana term was the use of iPads to create pages for a children’s alphabet book. These books were printed and distributed to a local organization THINK Global School partners with during their time in the Okavango Delta. A second example of service learning at THINK Global School was a whole cohort activity in Costas Verdes, Costa Rica. Students learnt about the problem of deforestation through a lecture on the issue by Gerardo Bolanos, director of the NGO BarriGuiones. Following the lecture, students planted their own trees along the coast.

As a requirement for graduation from THINK Global School, students create a project tied to at least 3 TGS learning targets that meets a local need in their home country. These service-based projects are similar to personal projects in nature and require the student to work with stakeholders in their local community to ensure project authenticity.

Cultural Experiences and weXplores

To help develop empathy and a balanced worldview, students at THINK Global School are also exposed to a wide variety of cultural experiences. These experiences are usually held in conjunction with guest speakers who are local experts in their field and often involve the students traveling to a destination to learn firsthand. These cultural experiences cover the environmental, socio-cultural, political, and economic issues that are central to the host country. Many of these cultural experiences are tied to the teacher-led modules that students are participating in, further informing their studies and providing evidence for their project work.

Each term students also take at least one weXplore, a week-long series of activities centered around  the driving question of their module. weXplores are also tied to our teacher-led modules, and involve leaving the host city for another location.

THINK Global School Students learn about Bedouin life in Oman

Sample weXplore activities:

  • Conscious consumerism lessons in Tokyo, Japan
  • Water potability activities in Amritsar and Rishikesh, India
  • Traditional Chinese medicine lessons in Guangzhou, China
  • Discussions on the Balkan ethnic conflict in Srebrenica, Bosnia & Herzegovina
  • Surf and physics lessons in Tamarindo, Costa Rica
  • Exploration of the Basque identity in Guernica, Spain
  • Conservation lessons at the Okavango Delta, Botswana

Sample guest speakers:[3]

Language Learning

Learning the local language is the third component of THINK Local at THINK Global School. In every country THINK Global School visits, students are encouraged to learn and speak the local language during their daily interactions. This is accomplished through language lessons with local experts and educators; authentic encounters with local people; effective and authentic integration of language into the curriculum; and differentiated teaching. Particular emphasis is placed on increasing students’ knowledge of Spanish, with one term being held in a Spanish speaking country each year (Spain, Chile, Panama).

Memberships and Distinctions


References

  1. ^ https://thinkglobalschool.org/about/mission-values/
  2. ^ http://www.guidestar.org/organizations/42-1767394/tgs-think-global-school.aspx
  3. ^ https://thinkglobalschool.org/academics/guest-speakers/

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