Global Problem
2. What differing opinions about the problem did your team discover?

The major question that divided opinion was about the extent that modern advances were exacerbating the problem of infectious diseases. There was considerable debate about whether the threat of global infectious diseases was higher or lower today. Factors such as air travel, which allow diseases such as SARS to travel the world instantly, were addressed as causing increased risk. Also, the increasing population, especially in the developing world, carries with it the danger of pandemics spreading rapidly. However, the students did identify the advantages of modern medicines and vaccines as greatly reducing the dangers of infectious diseases. While modern travel may increase the risk of diseases spreading modern communications allow the international community to co-ordinate their responses to them.

SHS

Why choose only one disease vs the bigger problem of GID?  We struggled with focusing

Global Problem
3. What was your final definition of the problem based on your research and collaborative thinking?

SHS – you can’t

Solution

4. State your team’s proposed solution to this global problem.

The most important consideration was international education and co-operation. The populations of the richest countries in the world need to understand that the inter-connected nature of the modern world ties together everyone. And that the threats of infectious diseases around the world place everyone at risk, not just those in developing countries where the sicknesses are most virulent. Increased communication and international aid – leading to a worldwide confrontation of the problem is the only solution.

Solution
5. Identify the steps it would take over the next 20 years (at the local, national, and global levels) to actualize the vision.

Local – Increased understanding that the dangers can be felt close to home. Here in the North-American continent we rarely feel the threat of infectious disease. This last year, however, with the H1N1 outbreak, has woken up many people and the threat. The content researched by the team provides a stepping stone for educating other students on a local level. Providing a resource for the teaching of infectious diseases in the wider context of a global world. Increasing awareness of the problem for young people.

Local – through school curriculum – independent school system/public school systems

National – SEAL, Canadian Independent Network for Schools

Global – use NAIS to spread message, IBSC . The Sterling Institute

Solution
6. Identify the 20-year vision of how the problem might be ameliorated or diminished were your team to be successful. Include details on local implications of the solution to both schools.

Solution
7. How did your schools integrate the project into the curriculum? 

Wardlaw-Hartridge studied this as a distinct module within the science curriculum. It was presented as a challenge to the students. They were able to do preliminary research into the problem and were set several projects and challenges along the way.

SHS offered this as a club to grades 6 & 7 students.  Across curriculum approach.  VP- academics, director of technology and librarian to support this club.  Peer teaching opportunities exist already – this could fit into.

Solution
8. How are your schools planning on integrating the solution into your communities (if applicable)?

 Through student council

Through stewardship/character education program

Elective program for 2010-2011

Assemblies

Working Together
9. Please provide a comprehensive summary of the experience for students and teachers involved. You may include ways in which your students worked collaboratively despite distance and language barriers. Describe what students learned from the experience – academically, culturally, and personally. This information might be used to create a profile for your team that will be posted on our website, so please write it as you would like it to appear in print.

Working Together
10. Tell us about plans for future collaboration with your partner school(s) or with other schools.

If elective program – we could go to other schools to present the 20/20 challenge at assemblies

Working Together
11. Has your school experienced any difficulty communicating with your partner/s? If so, please explain and on a scale of 1 to 10, rate your difficulty. If your team had no problems communicating, please let us know as well. Explain your experience.

YES – ning didn’t work

Skype – provided a great platform – the human contact with face/voice – forces you to ensure you are prepared – questions to each other ahead of time made a difference\

Working Together
12. If your team created a website for the NAIS Challenge 20/20 program, please list the URL.
http://

Media
13. Are there any articles or media coverage about your school’s Challenge 20/20 projects? If so, please provide the URL.

On SHS website – assembly update,

2010-2011 – as elective program will have direct link through the Sterling Institute to demonstrate the collaborative learning between student/teacher – a 21^st century expectation.

Useful Resources
14. If you found any resources (print or electronic) particularly helpful to you as your teams researched the global problems and found solutions, please identify them. This information will be valuable to us as we create a list of global resources for other schools to use. 

Suggestions and Information on School Calendar
15. Please let us know your comments and suggestions about the Challenge 20/20 program. In this section, you may include mention of any major holidays.

Testimonials
16. Please send us testimonials about the Challenge 20/20 program. You may include testimonials about the program from your Head, teachers, students, parents and others in the community. If you run out of space on this form, email your testimonials to Ioana Simona Suciu at suciu@nais.org.

Blog entry courtesy of Mitchell Bannon and Mrs. Trish Cislak