QATAR FOUNDATION INTERNATIONAL Connecting Cultures for Global Good
Assalamu alaykum. Since 2009, QFI programs in Arabic Language and Culture, STEAM (Science, Technology, Engineering, Arts, and Math), and Youth Engagement have given youth in the Americas and Qatar the tools, access, and space they need to discuss issues of importance to them. We believe that, since they face shared global challenges such ȱ ȱ ǰȱ Ĝ ȱ ȱ ȱ ¢ȱ education, and rising disease rates, it is imperative they learn to work together, building cross-‐‑cultural teams that solve problems. As we’ve introduced youth from Qatar and the Americas to each other, we at QFI have witnessed hundreds of “ah-‐‑ha” moments, as barriers collapse ȱ ȱ ȱ Ĵ ǯȱ ȱ ȱ A., a students from Qatar told us: “I have met a ȱ ȱ ȱ ȱ ȱ ě ȱ ǰȱ ě ȱ ǰȱ ȱ ě ȱ ǯȱ ¢ȱ ȱ ȱ widened the angle from which I view life.” Young people crave the opportunity to make an impact; too often, no one has challenged them to try. QFI programs teach them to see beyond their own surroundings to their place as part of a global community, which they’ll one day be responsible for maintaining. It’s not just about hearing about other cultures— we don’t believe that continuous access to the ‘other’ via social media and popular culture alone can create true understanding. Educators know the importance of global competencies and 21st-‐‑century skills—real-‐‑world problem solving, collaboration, self regulation, skilled communication, technology, and global awareness—but schools struggle to integrate ȱ ě ¢ȱ ȱ ȱ ȱ ȱ college. Knowing that that’s too late, we are Ĵ ȱ ȱ ȱ ȱ ȱ ȱ ȬŗŘȱ classes. Four key themes inform and unite our programmatic areas: Community, Challenge, Access, and Dialogue. We work with partners, schools, educators, and students who strive to exemplify these values.
Community Be it family, a circle of friends, or a global group of students and teachers, communities foster a feeling of belonging that drives individuals to share, ǰȱ ȱ ȱ ȱ ȱ ȱ ě ǯȱ ȱ ȱ ȱ build a global community by asking participants ȱ ȱ ȱ ¢ȱ ę ȱ ȱ ȱ ȱ ȱ surroundings. Challenge QFI challenges individuals to acknowledge that, as members of a global community, they’re responsible for stepping up to address global ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ǯ Access Through QFI programs, students with diverse social, economic, and cultural backgrounds gain access to educational tools that broaden their understanding of the world. Dialogue QFI values discussions that enhance mutual respect, understanding, and appreciation of varied perspectives. Since the world’s youth come from diverse backgrounds, access to an environment that encourages the free and comfortable ȱ ȱ ě ȱ ȱ ȱ ȱ consciousness. This cross-‐‑cultural dialogue helps today’s youth grow into the strong global leaders and citizens of tomorrow. In the following pages, we invite you to learn more about our programs and meet some members of our global community. I hope you’ll enjoy reading about our work and join us in empowering the world’s youth. Shukran jazilan.
Maggie Mitchell Salem
Qatar Foundation International / MISSION
MISSION Qatar  Foundation  International,  LLC  (QFI)  is  a  US-Ââ€?‑based  member  of  Qatar  Foundation  (QF).  Its  mission  is  to  connect  cultures  and  advance  global  Œ’Â?Â’ÂŁÂŽÂ—ÂœÂ‘Â’Â™ČąÂ?‘›˜žÂ?‘ȹŽÂ?žŒŠÂ?Â’Â˜Â—ÇŻČą ČąÂ—Â˜Â?ČŹÂ?Â˜Â›ČŹÂ™Â›Â˜Ä™Â?ČąÂ˜Â›Â?Š—’£ŠÂ?Â’Â˜Â—ČąÂ‘ÂŽÂŠÂ?šžŠ›Â?Ž›ŽÂ?ȹ’—ȹ Washington,  DC,  QFI  facilitates  collaboration  across  geographical,  social,  and  cultural  boundaries.  By  placing  young  people  from  diverse  backgrounds  into  collaborative  learning  environments—in  person  and  online—QFI  helps  K-Ââ€?‑12  students  in  Qatar  and  the  Americas  become  engaged  global  citizens.  Within  three  core  program  areas—Arabic  Language  and  Culture,  Youth  Engagement,  Š—Â?Čą ȹǝ ÂŒÂ’ÂŽÂ—ÂŒÂŽÇ°Čą ŽŒ‘—˜•˜Â?¢ǰȹ —Â?’—ŽŽ›’—Â?Ç°Čą ›Â?ÂœÇ°ČąÂŠÂ—Â?Čą ŠÂ?‘ǟȯ ČąÂŽÂšÂžÂ’Â™ÂœČą students  to  address  the  major  global  challenges  of  this  century.
C O R E PR O G R AM AR EAS
ALC QFI’s Arabic Language and Culture initiative (ALC) provides opportunities for students from varied backgrounds to learn Arabic and become familiar with the Arab world’s history and culture. QFI has a unique, systemic approach to expanding the study of Arabic and Arab culture in American public schools. PAG E S 9-14
Youth Engagement QFI’s Youth Engagement programs focus on three areas—education, leadership, and service—to spark action and curiosity in the world’s next generation of leaders and educators. QFI readies young people to investigate parts of the world both near and far, understand varied perspectives, exchange ideas, and tackle community and global issues. PAG E S 15-20
STEAM STEAM (Science, Technology, Engineering, Arts, and Math) projects enhance classroom education and emphasize global, 21st-century challenges—climate change, biodiversity, and water conservation, among others. Using problem-based learning, QFI connects educators and learners to promote collaboration between classrooms. PAG E S 21-26
PROGRAMS / Qatar Foundation International
PR O G R AM MATI C TH E M E S Open Education
Professional Development
Global Citizenship
Open Education provides unencumbered access to digital resources, encouraging lifelong learning from anywhere. We utilize Open Education to develop learner-centered experiences and promote dialogue between classrooms and communities spanning great physical distances.
For students of Arabic language and culture and of STEAM subjects to thrive, they need well-trained teachers. QFI supports professional development for teachers through individual interaction, group training, and the development and upkeep of online resources.
QFI is committed to teaching the next generation to collaborate across cultures and between communities. Using interdisciplinary learning, we support young people and educators in working together to creatively address global challenges, encouraging them to effect change both in their hometowns and around the world.
PR O G R AM S
Khan Academy
Dual Immersion
Curriculum Grants
Educational videos available online for free.
Language training for Arabic speakers and learners.
Support for Arabic teachers throughout the world.
National Youth Leadership Council (NYLC) An American council that promotes service learning.
Peers Educating Peers (PEP) An initiative the promotes students educating each other.
Summer Arabic Programs
Yallah
Travel and enrollment support for Arabic students.
Youth Ambassadors for Science & Environment (YASE) A youth ambassador program that supports science education.
A global social network for QFI students.
Mapping Mangroves A joint program that teaches the importance of a vital ecosystem.
Qatar Foundation International / GLOBAL NETWORK OF SCHOOLS
A GLOBAL NETWORK OF SCHOOLS CANADA
QFI’s Global Schools Network unites publicly funded schools in Qatar and the Americas in cross-‐‑cultural collaboration. The network aims to encourage open communication and teamwork between schools, encourage experiential and project-‐‑based programs for students, provide professional development for teachers, build a global community of administrators, and provide a mechanism for students, teachers, and administrators to contribute to QFI programming.
Simon Fraser University, Vancouver
COSTA RICA Country Day School, Guanacaste
UNITED STATES Arizona Cholla High Magnet School Safford K-8 Magnet School California Albert Einstein Academy for Letters, Arts, and Sciences Bell High School Granada Hills Charter High School Student Empowerment Academy Colorado Overland High School Georgia Amana Academy North Cobb High School Hawai’i James Campbell High School Illinois LaSalle II Magnet School Lincoln Park High School Lindblom Math and Science Academy
6
Volta Elementary School DePaul University Louisiana International High School of New Orleans Maryland Meade High School Massachusetts Boston Arts Academy Charlestown High School Boston Latin Academy Cambridge Rindge & Latin School Methuen High School Michigan Star International Academy The Dearborn Academy Minnesota Minneapolis Public Schools Montana Missoula County Public Schools New Hampshire Merrimack School District
New York PS 261 Philip Livingston School PS 368 Hamilton Heights PS/IS 30 Mary White Ovington Ohio Academy of World Languages Central Academy of Ohio Chagrin Falls Exempted Village Schools Oregon Lincoln High School West Sylvan Middle School Pennsylvania Independence Charter School (ICS) Northeast High School Texas Bellaire High School Central Junior High School
Hurst-EulessBedford Independent School District Utah Renaissance Academy National Middle East Language Resource Center, Brigham Young University Vermont Middlebury Monterey Language Academy Washington State Seattle Public Schools Washington, DC Washington Latin Public Charter School E. L. Haynes Public Charter School
GLOBAL NETWORK OF SCHOOLS / Qatar Foundation International
BRAZIL
QATAR
Anisio Teixeira Municipal Middle School (Rio de Janeiro)
Al Bayan Educational Complex for Girls
Ambassador Araújo Castro Municipal Middle school Bolívar Municipal Middle School Mário Paulo de Brito Municipal Middle School
Doha Independent Secondary School for Boys Al Iman Independent Secondary School for Girls Omar Bin Al-Khattab Educational Complex for Boys Qatar Academy
Rivadávia Corrêa Municipal Middle School
Qatar Independent Secondary School for Girls
Country Day School, Guanacaste
Qatar Leadership Academy
Raba’a Al Adawiya Independent Secondary School for Girls
Musab Bin Omair Independent Secondary School for Boys
Al Wakra Independent Preparatory School for Girls
Ahmad Bin Mohammad AlThani Independent Secondary School For Boys
Al Wakra Independent Secondary School for Boys Al Yarmouk Preparatory School for Boys Al Resala Independent Secondary School for Girls
Qatar Foundation International / ONLINE LEARNING
OER COMMONS ARABIC What are OERs? The term Open Educational Resource (OER) refers to educational content, curricula, and tools that are available online and can be revised and redistributed at no cost. OERs developed and disseminated by top-tier educational institutions expand access to innovative teaching techniques around the world. What’s the problem? The sheer volume of content makes it difficult for students and teachers to utilize OERs effectively. What’s being done? QFI has contributed to the creation of a digital OER library, called OER Commons Arabic, which will make Arabic-language tools easier to sift through. Developed by the Institute for the Study of Knowledge Management in Education (ISKME), this contains both a system for saving and sharing content and an Open Author tool, which allows educators to build, remix, and translate materials. QFI’s support has also led to the development of a curriculumalignment tool, which allows tagging and searching for content geared toward the Qatari Supreme Education Council’s achievement standards for science, mathematics, and English and for US Common Core State Standards. OER Commons Arabic already contains resources from Khan Academy, MIT Blossoms, and the University of Colorado’s PHeT Physic Simulations, and the library will continue to grow.
8
AN ONLINE LEARNING COMMUNITY As  part  of  its  Arabic  Language  and  Culture  initiative,  QFI  funds  grants,  fellowships,  and  conferences  that  aim  to  make  teachers  of  ALC  programs Â Â–Â˜Â›ÂŽČąÂŽÄ›ÂŽÂŒÂ?Â’Â&#x;ÂŽÇŻ MAPPING OPEN ARABIC INITIATIVES The  open-Ââ€?‑education  movement  relies  on  search  ›Žœž•Â?ÂœČąÂ?Â˜ČąÂ‘ÂŽÂ•Â™ČąÂžÂœÂŽÂ›ÂœČąÄ™Â—Â?ČąÂ?Â‘ÂŽČąÂŒÂ˜Â—Â?Ž—Â?ČąÂ?‘Ž¢Ȃ›Žȹ looking  for—but  with  only  3%  of  the  digital  content  on  the  web  available  in  Arabic,  it  has  Â?›ŠÂ?Â’Â?Â’Â˜Â—ÂŠÂ•Â•Â˘ČąÂ‹ÂŽÂŽÂ—ČąÂ‘ÂŠÂ›Â?ČąÂ?Â˜ČąÄ™Â—Â?ČąÂ›ÂŽÂœÂ˜ÂžÂ›ÂŒÂŽÂœČąÂ’Â—Čą the  language.  To  simplify  the  process,  QFI  has  launched  a  mapping  exercise,  which  aims  to  document  all  Open  Arabic  Initiatives  (OAIs)  globally.  People  all  over  the  world  can  post  their  resources  to  QFI’s  OAI  map,  available  at  openarabic.crowdmap.com. Â
KHAN ACADEMY ‘Š—ȹ ŒŠÂ?ÂŽÂ–Â˘ČąÂ’ÂœČąÂŠČąÂ—Â˜Â—Â™Â›Â˜Ä™Â?ČąÂ˜Â›Â?Š—’£ŠÂ?Â’Â˜Â—Čą that  provides  world-Ââ€?‑class  education  to  anyone,  anywhere  for  free,  encouraging  students  of  all  ages  to  learn  various  subjects  on  their  own.  Khan  ŒŠÂ?ÂŽÂ–Â˘Č‚ÂœČąÂœÂ’Â?ÂŽČąÂ˜Ä›ÂŽÂ›ÂœČąÂ?‘˜žœŠ—Â?ÂœČąÂ˜Â?ČąÂœÂ‘Â˜Â›Â?ČąÂ&#x;Â’Â?ÂŽÂ˜ÂœČą and  practice  exercises  that  teach  science,  math,  humanities,  and  other  subjects,  using  a  data-Ââ€?‑rich  Â?Šœ‘‹˜Š›Â?ÇŻČą Â&#x;Ž›ȹęÂ&#x;ÂŽČŹÂ–Â’Â•Â•Â’Â˜Â—ČąÂœÂ?žÂ?Ž—Â?ÂœČąÂ Â˜Â›Â•Â? ’Â?ÂŽČą access  Khan  Academy  each  month  to  utilize  its  resources.
ŽŠÂ?ÂžÂ›ÂŽČ„ČąÂ‹ÂžÄ´Â˜Â—Ç°ČąÂ Â‘Â’ÂŒÂ‘ČąÂŒÂ˜Â—Â—ÂŽÂŒÂ?ÂœČąÂžÂœÂŽÂ›ÂœČąÂ?Â˜ČąÂŽÂŠÂŒÂ‘ČąÂ˜Â?‘Ž›ȹ and  to  QFI’s  online  multilingual  learning  spaces.  “Our  partnership  with  Intel  and  Khan  Academy  continues  QFI’s  commitment  to  providing  truly  open  education  resources,â€?  said  Maggie  Mitchell  Salem,  QFI’s  executive  director.
AL MASDAR In  2012,  QFI  awarded  a  grant  to  the  Center  for  the  Languages,  Arts,  and  Societies  of  the  Silk  Road  (CLASSRoad)  for  the  development  of  a  comprehensive,  web-Ââ€?‑based  platform  and  resource  site  for  Arabic  language.  CLASSRoad  is  curating  the  content  for  the  site,  called  Al  Masdar,  in  collaboration  with  QFI  and  the  Institute  for  the  Study  of  Knowledge  Management  in  Education  (ISKME).  Al  Masdar  seeks  to  provide  the Â Â›ÂŽÂœÂ˜ÂžÂ›ÂŒÂŽÂœČąÂ?ÂŽÂŠÂŒÂ‘ÂŽÂ›ÂœČąÂ—ÂŽÂŽÂ?ČąÂ?Â˜ČąÂŒÂ›ÂŽÂŠÂ?ÂŽČąÂŽÄ›ÂŽÂŒÂ?Â’Â&#x;ÂŽČą Â›ÂŠÂ‹Â’ÂŒČą classrooms  along  with  a  listing  of  academic  and  professional  opportunities  for  teachers  and  a  robust  database  of  Arabic  language  and  culture  programs.  Al  Masdar  is  currently  undergoing  semi-Ââ€?‑closed  beta  testing,  and  it  will  launch  near  the  end  of  2013.
QFI  has  partnered  with  Intel  to  translate  a  selection  of  Khan  Academy’s  core  math  and  science  videos  into  Arabic  and  pre-Ââ€?‑load  them  onto  Intel  desktops  and  laptops.  The  two  companies  ‘ŠÂ&#x;Žȹž—Â?Ž› ›’ĴŽ—ȹÂ?Â‘ÂŽČąÂŒÂ˜ÂœÂ?ČąÂ˜Â?ČąÂ?›Š—œ•ŠÂ?’—Â?ȹŠ—Â?Čą installing  on  computers—called  localizing— roughly  1,000  core  math  and  science  videos.  These  computers  will  be  distributed  in  Arabic-Ââ€?‑ speaking  countries,  including  Qatar,  through  the  Intel  Global  Education  program. Â‘ÂŠÂ—Â”ÂœČąÂ?Â˜Čą —Â?ÂŽÂ•Č‚ÂœČą Ä?’—Žȹ ŽŠ›—’—Â?Čą •ŠÂ?Â?Â˜Â›Â–ČŻ called  the  “playerâ€?—about  600  of  the  videos  to  be  playable  even  when  a  broadband  Internet  connection  is  not  available.  With  pre-Ââ€?‑loaded  content  on  their  machines,  students  and  teachers  in  areas   ’Â?‘˜žÂ?ȹ’—Â?Ž›—ŽÂ?ČąÂŠÂŒÂŒÂŽÂœÂœČąÂ˜Â›ČąÂ Â’Â?Â‘ČąÂžÂ—ÂŠÄ›Â˜Â›Â?Š‹•Žȹ Â˜Â›ČąÂ’Â—Â?Ž›–’ĴŽ—Â?ČąÂŒÂ˜Â—Â—ÂŽÂŒÂ?Â’Â˜Â—ÂœČąÂ Â’Â•Â•ČąÂ‹ÂŽČąÂŠÂ‹Â•ÂŽČąÂ?Â˜ČąÂ&#x;Â’ÂŽÂ Čą content  and  the  Khan  Academy  knowledge  map  ˜Ä?’—Žǯȹ Â‘ÂŽČąÂ™Â•ÂŠÂ˘ÂŽÂ›ČąÂŠÂ•ÂœÂ˜ČąÂ’Â—ÂŒÂ•ÂžÂ?ÂŽÂœČąÂŠČąČƒ ˜––ž—’Â?¢ȹ
Caption for a photo could go here
Qatar Foundation International / ALC
In ten years, I will be a translator of Arabic language at the United Nations — JADE M., 16
ARABIC LANGUAGE AND CULTURE (ALC) Č‚ÂœČąÄšÂŠÂ?ÂœÂ‘Â’Â™Čą Â›ÂŠÂ‹Â’ÂŒČą Š—Â?žŠÂ?ŽȹŠ—Â?Čą ž•Â?ž›Žȹǝ ǟȹ’—’Â?’ŠÂ?Â’Â&#x;ÂŽČąÂ™Â›Â˜Â&#x;Â’Â?ÂŽÂœČąÂ˜Â™Â™Â˜Â›Â?ž-Ââ€?‑ nities  for  students  from  varied  backgrounds  to  learn  Arabic  and  become  familiar   ’Â?‘ȹÂ?‘Žȹ Â›ÂŠÂ‹ČąÂ Â˜Â›Â•Â?Č‚ÂœČąÂ‘Â’ÂœÂ?Â˜Â›Â˘ČąÂŠÂ—Â?ČąÂŒÂžÂ•Â?ž›Žǯȹ ČąÂ‘ÂŠÂœČąÂŠČąÂžÂ—Â’ÂšÂžÂŽÇ°ČąÂœÂ˘ÂœÂ?ÂŽÂ–Â’ÂŒČąÂŠÂ™Â™Â›Â˜ÂŠÂŒÂ‘ČąÂ?Â˜Čą expanding  the  study  of  Arabic  and  Arab  culture  in  American  public  schools,  and  Â?Â‘ÂŽČąÂ˜Â›Â?Š—’£ŠÂ?Â’Â˜Â—ČąÂ˜Ä›ÂŽÂ›ÂœČąÂ˜Â™Â™Â˜Â›Â?ž—’Â?Â’ÂŽÂœČąÂ?Â˜Â›ČąÂ’Â—Â?Ž›—ŠÂ?Â’Â˜Â—ÂŠÂ•ČąÂŽÂĄÂ™Â˜ÂœÂžÂ›ÂŽČąÂ?Â˜ČąÂ˘Â˜ÂžÂ—Â?ČąÂ™ÂŽÂ˜Â™Â•ÂŽČąÂ’Â—Čą ŠÂ?Š›ȹŠ—Â?ČąÂ?‘Žȹ Â–ÂŽÂ›Â’ÂŒÂŠÂœČąÂ Â‘Â˜ČąÂŒÂ˜ÂžÂ•Â?ČąÂ—Â˜Â?ČąÂ˜Â?Â‘ÂŽÂ›Â Â’ÂœÂŽČąÂŠÄ›Â˜Â›Â?ČąÂœÂžÂŒÂ‘ČąÂ˜Â™Â™Â˜Â›Â?ž—’Â?Â’ÂŽÂœÇŻ Â
ALC AIMS TO Build cultures by teaching young people about Arab culture.
Grow and improve Arabic programs in American schools.
Support teachers of Arabic as a foreign language through training, raising the visibility of the profession, and helping build their professional network.
Use information technology to support instructional delivery, school partnerships, and student-teacher collaboration.
DUAL IMMERSION PAG E 10
OPPORTUNITIES FOR TEACHERS PAG E 12
OPPORTUNITIES FOR STUDENTS PAG E 14
Qatar Foundation International / ALC
DUAL IMMERSION Dual-Ââ€?‑language  immersion  programs  provide  bilingual  education  to  groups  of  students,  half  of  whom  are  native  speakers  of  one  language  and  half  of  whom  are  native  speakers  of  another.  QFI'Ęšs  dual  immer-Ââ€?‑ sion  programs  focus  on  Arabic  and  English—they  help  Arabic  speakers  learn  English  and  English  speakers  learn  Arabic  in  the  same  classroom.
DUAL IMMERSION IN BAY RIDGE, BROOKLYN In  September,  2013,  the  New  York  City  Department  of  Education  (DOE)  launched,  with  support  from  QFI,  a  dual-Ââ€?‑language  Arabic  program  at  PS/IS  30,  the  Mary  White  Ovington  School.  The  Bay  Ridge,  Brooklyn,  school  is  home  to  one  of  the  city’s  largest  ™˜™ž•ŠÂ?Â’Â˜Â—ÂœČąÂ˜Â?Čą Â›ÂŠÂ‹Â’ÂŒČąÂœÂ?žÂ?Ž—Â?ÂœČąÂŠÂ—Â?ČąÂ?‘ŽȹęÂ?Â?‘ȏ largest  concentration  of  Arabic-Ââ€?‑speaking  English-Ââ€?‑language  learners.  The  program,  funded  by  a  grant  from  QFI,  will  begin  in  PS/ IS  30’s  kindergarten  this  fall,  providing  a  rich  curriculum  for  English  speakers  learning  Arabic  and  Arabic  speakers  learning  English.  It   ’••ȹ‹ŽȹÂ?Â‘ÂŽČąÄ™Â›ÂœÂ?ČąÂ˜Â?ȹ’Â?ÂœČąÂ”Â’Â—Â?ȹ’—ȹ ÂŽÂ Čą Â˜Â›Â”Čą Â’Â?¢ǯ Caption for a photo could go here
“You get to learn new words. It’s a little hard; sometimes you forget. I like talking in Arabic, and we get to play!� – JAYREN F.
10
The  DOE  recognizes  the  educational,  social,  and  economic  importance  of  bilingualism  in  our  global  society—particularly  in  a  city  with Â ÂœÂžÂŒÂ‘ČąÂŠČąÂžÂ—Â’ÂšÂžÂŽČąÂŒÂžÂ•Â?ž›Š•ȹÂ?ÂŠÂ‹Â›Â’ÂŒÇŻČą Â?žÂ?Ž—Â?ÂœČąÂ’Â—Čą ÂŽÂ Čą Â˜Â›Â”ČąÂœÂŒÂ‘Â˜Â˜Â•ÂœČąÂ›ÂŽÂ™Â›ÂŽÂœÂŽÂ—Â?ČąÂ˜Â&#x;ÂŽÂ›ČąĹ—ĹœĹ–ČąÂ?’쎛Ž—Â?Čą language  groups  and  a  plethora  of  national,  ethnic,  and  religious  identities.  The  DOE  has  ™ž›œžŽÂ?ČąÂ?žŠ•ȏ•Š—Â?žŠÂ?ŽȹŽÂ?žŒŠÂ?Â’Â˜Â—ČąÂ’Â—ČąÂŠČąÂ—ÂžÂ–Â‹ÂŽÂ›ČąÂ˜Â?ČąÂ?’쎛Ž—Â?ȹ•Š—Â?žŠÂ?ÂŽÂœČąÂ?Â˜ČąÂ?˜œÂ?Ž›ȹ‹’•’—Â?žŠ•ȹ and  multilingual  development,  and  QFI  now  joins  the  DOE  in  its  commitment  to  language  learning  at  the  K-Ââ€?‑to-Ââ€?‑12  level. Starting  this  fall,  PS/IS  30  will  serve  kindergarteners  in  addition  to  its  intermediate-Ââ€?‑school  students,  and  an  additional  grade  will  be  added  each  year  until  a  full  elementary  school  has  joined  the  intermediate  school.  The  Dual  Language  Arabic  program  will  serve  as  many  as Â Ĺ˜Ĺ›ČąÂœÂ?žÂ?Ž—Â?ÂœČąÂ’Â—ČąÂ’Â?ÂœČąÄ™Â›ÂœÂ?ȹ¢ŽŠ›ǰȹÂ?Â‘ÂŽČąÂ–ÂŠÂ“Â˜Â›Â’Â?Â˘ČąÂ˜Â?ČąÂ Â‘Â˜Â–ČąÂŒÂ˜Â–ÂŽČąÂ?Â›Â˜Â–ČąÂ?ÂŠÂ–Â’Â•Â’ÂŽÂœČąÂ?‘ŠÂ?ȹŽ–’Â?›ŠÂ?ÂŽÂ?ČąÂ?Â›Â˜Â–Čą Yemen,  Egypt,  Morocco,  and  Algeria. ˜˜”’—Â?ČąÂ?˜› Š›Â?Ç°Čą ČąÂ‘ÂŠÂœČąÂŒÂ˜Â–Â–Â’Ä´ÂŽÂ?ČąÂ?Â˜ČąÂ?ž—Â?’—Â?ČąÂ?‘Žȹ‘’›’—Â?ȹŠ—Â?ČąÂŒÂŽÂ›Â?’ęŒŠÂ?Â’Â˜Â—ČąÂ˜Â?ČąÂŠČąÂœÂŽÂŒÂ˜Â—Â?Čą teacher  at  PS/IS  30,  in  addition  to  providing  for  further  curriculum  development  and  materials.  This  supplementary  grant,  totaling  nearly  $170,000,  will  be  administered  by  the  ž—Â?ČąÂ?Â˜Â›Čą ÂžÂ‹Â•Â’ÂŒČą ÂŒÂ‘Â˜Â˜Â•ÂœÇ°ČąÂ?‘Žȹ ÄœÂŒÂŽČąÂ˜Â?Čą —Â?Â•Â’ÂœÂ‘Čą Š—Â?žŠÂ?ÂŽČą ÂŽÂŠÂ›Â—ÂŽÂ›ÂœÇ°ČąÂŠÂ—Â?ČąÂ?‘Žȹ ›Š‹ȹ Â–ÂŽÂ›Â’ÂŒÂŠÂ—Čą œœ˜Œ’ŠÂ?Â’Â˜Â—ČąÂ˜Â?Čą ÂŽÂ Čą Â˜Â›Â”Ç°ČąÂŠÂœČąÂ ÂŽÂ•Â•ČąÂŠÂœÇ°ČąÂ˜Â?ČąÂŒÂ˜ÂžÂ›ÂœÂŽÇ°ČąÂœÂŒÂ‘Â˜Â˜Â•ČąÂ˜ÄœÂŒÂ’ÂŠÂ•ÂœČąÂŠÂ?Čą ČŚ ȹřŖǯ
ALC / Qatar Foundation International
AR AB I C TI D B IT Almost all Arabic letters have three different written forms depending on their position in a word; the beginning, middle, or end. Letters are also written differently when alone.
THE Q WHEEL ȱ ȱ ȱ ȱǻ ¢ȱ ȱ ȱ ȱ Ǽȱ ȱ ȱ Ĵ ȱ ȱ ȱ to their phonetic Arabic counterparts. It was created as a tool for English speakers to use in learning ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ currently funding the development of a one-‐‑unit curriculum on how to write one’s name in Arabic, which will be used in conjunction with the wheel. The curriculum will include suggested activities for students and teachers as well as a student workbook of exercises to practice writing names.
MEET THE Q WHEEL’S CREATOR: Moneera Hamad Al-Badi
Q Tell us about yourself. Where are you from? A My name is Moneera Hamad AlBadi. I’m a Qatari graphic designer who graduated with honors from VCU-Qatar in 2006. I’ve lived in Qatar all my life, except for the last two years, when I lived in Washington, DC with my husband and two boys.
What is working abroad like? Working abroad, you collaborate with people from different nationalities, and you’re responsible for promoting yourself, your culture, and your country. I found that I was Q A
able to reflect some aspects of Qatari identity in the work I did in Washington. I think those of us living outside of Qatar are ambassadors; we have a lot to be proud of in our heritage! Talk about the design inspiration behind your wheel. A When I thought about students learning Arabic, I felt that creating a tool to help them write their names would assist teachers in connecting with them, as a person’s name is his or her identity. I then started working on Madar Al-Huruf (the Q wheel), with QFI’s support. I was very Q
humbled by the opportunity to meet Her Highness Sheikha Moza and present the final version to her last year, during her visit to a QFI-funded school. Q What are you most proud of with regard to the Q Wheel? A The Q Wheel is my first design to be patented. As a Qatari, I’m proud to have designed an educational tool for my native language. To have it spread across the US gives me a chance to prove my talent at an international level, and I hope to see it used in different languages around the globe.
Qatar Foundation International / ALC
ALC OPPORTUNITIES FOR TEACHERS As  part  of  its  Arabic  Language  and  Culture  initiative,  QFI  funds  grants,  fellowships,  and  conferences  that  aim  to  make  teachers  of  ALC  ™›˜Â?Â›ÂŠÂ–ÂœČąÂ–Â˜Â›ÂŽČąÂŽÄ›ÂŽÂŒÂ?Â’Â&#x;ÂŽÇŻ “From the Ambassador of Qatar I learned that the Arabic can be rewarding and anyone can learn it if they work at vocabulary and pattern.â€? – BRIA C, 16
GRANTS Teacher  Initiative  Grants  are  awarded  to  Arabic-Ââ€?‑ language  teachers  in  public  and  charter  schools  to  pay  for  classroom  materials,  cultural  events,  other  opportunities  for  students,  and  teacher  training  and  professional  development.  In  2012-Ââ€?‑2013,  QFI  awarded  26  such  grants  (up  to  $5000  each),  and  for  2013-Ââ€?‑2014,  12  grants  (up  to  $3000  each)  have  been  awarded.  Curriculum-Ââ€?‑Development  Grants  are  used  by  educators  to  develop  free,  open  educational  materials  for  Arabic-Ââ€?‑language  classrooms.  In  2012-Ââ€?‑2013,  QFI  awarded  8  such  grants  (up  to  $25,000  each);  12  have  been  awarded  for  2013-Ââ€?‑2014. Â
Caption for a photo could go here
Online  Arabic  Grants  support  the  Arabic  Language  Initiative  at  Simon  Fraser  University  in  Vancouver,  British  Columbia.  The  program  has  produced  an  Intelligent  Tutor  Learning  Platform  for  Arabic-Ââ€?‑language  education,  which  aids  in  the  development  of  web-Ââ€?‑based  Arabic  courses  and  iPad  apps.  In  addition,  the  grants  fund  outreach  to  three  school  districts—Vancouver,  Burnaby,  and  ž››Ž¢ȯŠ—Â?ČąÂ?Â‘ÂŽČąÂŒÂ›ÂŽÂŠÂ?Â’Â˜Â—ČąÂ˜Â?ČąÂ?Â Â˜ČąÄ™Â›ÂœÂ?ȏ¢ŽŠ›ȹ courses  at  a  nearby  university.  Once  beta  testing  is  completed,  the  courses  will  be  managed  by  SFU,  though  the  online  platform  will  remain  part  of  QFI’s  open-Ââ€?‑education  initiative,  licensed  under  Creative  Commons.
PROFESSIONAL DEVELOPMENT OPPORTUNITIES Teacher  Fellowships  of  up  to  $25,000  are  available  to  adults  aspiring  to  gain  Teaching  Arabic  as  a  Foreign  Language  (TAFL)  or  World  Š—Â?žŠÂ?ÂŽČąÂŒÂŽÂ›Â?’ęŒŠÂ?Â’Â˜Â—ÂœÇŻČą Dora  Johnson  Awards  are  given  by  the  American  Council  on  the  Teaching  of  Foreign  Languages’  Arabic  special-Ââ€?‑interest  group  to  fund  travel  Â?Â˜Â›Čą Â›ÂŠÂ‹Â’ÂŒČąÂ?ÂŽÂŠÂŒÂ‘ÂŽÂ›ÂœČąÂŠÄ´ÂŽÂ—Â?’—Â?ČąÂ˜Â›ČąÂ™Â›ÂŽÂœÂŽÂ—Â?’—Â?ȹŠÂ?Čą Č‚ÂœČąÂŠÂ—Â—ÂžÂŠÂ•ČąÂŒÂ˜Â—Â?ÂŽÂ›ÂŽÂ—ÂŒÂŽČąÂ?Â˜Â›ČąÂ?Â‘ÂŽČąÄ™Â›ÂœÂ?ČąÂ?’–Žǯȹ ‘Žȹ awards  are  named  for  ALCI’s  founding  board  member  Dora  Johnson,  whose  life  was  dedicated  to  working  to  spread  the  less  commonly  taught  languages. Arabic  Teacher  Councils  are  being  established  in  major  metropolitan  areas,  including  Boston,  Washington,  DC,  Los  Angeles,  and  Chicago.  They  provide  a  forum  for  teachers  to  network  and  share  ideas  and  innovative  approaches  to  teaching,  thereby  building  consensus  and  a  means  of  outreach  to  school  principals,  other  teachers,  and  parents.  Concordia  Qatar  Professional  Development  Workshops  are  a  pair  of  training  courses  that  QFI  has  made  available  to  42  Arabic  teachers  from  across  the  US.  The  reach  of  the  four-Ââ€?‑ day  workshops,  which  target  teachers  from  Midwestern  states,  could  expand,  if  QFI  increases  funding  to  cover  three  additional  workshops.
C R EATIVE C O M M O N S
Creative Commons is a nonprofit that offers free copyright licenses. Using a Creative Commons license, organizations like QFI can give the public permission to use and redistribute content that might otherwise be protected by copyright. 12
Qatar Foundation International / ALC
AN EDUCATOR’S EXPERIENCE I’d like to begin by expressing my gratitude to QFI for funding the Arabic Dabke, Percussion, and Calligraphy programs at Volta Elementary School during the 2012-‐‑ 2013 school year. The programs were very successful. The most important of our goals was to increase the students’ understanding of Arabic culture through its arts, and it was far exceeded. The students built an appreciation for arts such as dabke, percussion, and calligraphy, in addition to learning about them; some students even expressed interest in buying Arabic darbukas (goblet drums) to play for their families. Students also started £ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ě ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ 31 students in the program reported visiting Arabic restaurants with their families for ȱę ȱ ȱ ȱ ȱ ȱ ǯ The students came from various ethnic and cultural backgrounds; the group included Assyrian, Vietnamese, Korean, Japanese, Indian, Mexican, Puerto Rican, Arab, and other students. Their interest was exemplary, and those who joined ranged in age from third to eighth grade. Since some students expressed interest in the program but couldn’t stay after school, the calligraphy workshops were conducted during school and the dabke and percussion workshops took place after hours, as part of the All Star After School programs (ASAS). In addition to their classroom learning, participants experienced authentic Arabic food in an Arabic restaurant and visited the Oriental Institute in Chicago. As part of the program, students were able to share what they learned with others. Once, the school had visitors from various universities, and my students showcased some of ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȃ ȱ ǯȱ ȱ time, the bilingual lead teacher invited them to perform at the Bilingual Advisory Ĵ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ what QFI’s grant has made possible at the school. The students also shared what they’d learned with a neighboring Chicago Public School—Palmer Elementary, which ȱ ȱ ȱ ȱ ǯȱ ȱ ǰȱ ěǰȱ ȱ ȱ ȱ ȱ ȱ impressed with our percussion and dabke performance. Finally, students put on a show for their parents and family members, who were invited to enjoy Arabic cuisine after the performance and an introduction of QFI. This year has been a great success for me as the Arabic world language teacher, thanks to the generous grant from QFI. Many students have already asked me if we will have the percussion, dabke, and calligraphy workshops again next year. Insha’ Allah.
Alice Saba
Arabic World Language Teacher, Volta Elementary School, Chicago
Qatar Foundation International / ALC
ALC OPPORTUNITIES FOR STUDENTS “I was quite surprised to know that students in Qatar listen to the same type of music as we do. The people are very peaceful and they really mean no harm to the world.� — DEVONTA D., 15
Each  of  QFI’s  signature  ALC  programs  is  geared  toward  expanding  understanding  of  Arabic  and  Arab  culture  in  students  from  the  Americas.  Many  of  these  programs  help  to  train  teachers,  who  pass  the  impact  along  to  their  students,  but  some  programs  can  be  utilized  directly  by  kids.  These  summer  Arabic  programs  and  student  exchanges  have  been  developed  and  funded  for  use  by  students.
SUMMER ARABIC PROGRAMS ˜—Œ˜›Â?’Šȹ Š—Â?žŠÂ?ÂŽČą ’••ŠÂ?Žǹȹ •ȏ ‘Š щ Â™ÂŽÂ—ČąÂœÂ’Â—ÂŒÂŽČąĹ˜Ĺ–Ĺ–ĹœČąÂ’Â—Čą ˜˜›‘ŽŠÂ?Ç°Čą ’——Žœ˜Â?Šǰȹ •ȏ ÂŹÂ‘ÂŠČąÂ’ÂœČąÂ?Â‘ÂŽČąÂ˜Â—Â•Â˘Čą Â›ÂŠÂ‹Â’ÂŒČŹÂ•ÂŠÂ—Â?žŠÂ?ÂŽČąÂ&#x;’••ŠÂ?ÂŽČąÂ˜Â?Čą щ Â’Â?ÂœČąÂ”Â’Â—Â?ȹ’—ȹÂ?‘Žȹ ÇŻČą Â?ČąÂ?‘ŽȹÂ&#x;’••ŠÂ?ÂŽÇ°ČąÂœÂ?ÂŠÄ›ČąÂ–ÂŽÂ–Â‹ÂŽÂ›ÂœČąÂ™Â›Â˜Â&#x;Â’Â?ŽȹŽ¥™Ž›Â?ČąÂ’Â—ÂœÂ?›žŒÂ?Â’Â˜Â—ČąÂ?Â˜ČąÂœÂ–ÂŠÂ•Â•ČąÂŠÂ—Â?ȹ•Š›Â?ÂŽČą Â?Â›Â˜ÂžÂ™ÂœČąÂ˜Â?ČąÂœÂ?žÂ?Ž—Â?ÂœČąÂŠÂ?ČąÂŠÂ•Â•ČąÂœÂ”Â’Â•Â•ČąÂ•ÂŽÂ&#x;ÂŽÂ•ÂœÇŻČą ’••ŠÂ?ÂŽÂ›ÂœČąÂŠÂ›Â›Â’Â&#x;ŽȹŠÂ?Čą •ȏ ‘ŠȹÂ?Â›Â˜Â–ČąÂŠÂ›Â˜ÂžÂ—Â?ČąÂ?Â‘ÂŽČąÂ Â˜Â›Â•Â?ČąÂ?Â˜ČąÂŽÂĄÂ™ÂŽ-Ââ€?‑ щ rience  the  sights,  sounds,  and  tastes  of  the  Middle  East,  and  sessions  include  ample  opportunity  for  practicing  and  perfecting  Arabic  culture  and  language  skills.  QFI  maintains  a  yearly  part-Ââ€?‑ nership  with  Concordia  Language  Village,  and  during  the  summer  of  2012,  that  partnership  œŽ—Â?ČąĹšĹ™ČąÂœÂ?žÂ?Ž—Â?ÂœČąÂ?Â˜Čą •ȏ ‘Šǯȹ щ Student  Exchange:  à ber To  celebrate  the  intersection  of  American  and  Arab  cultures,  QFI  hosted  a  month-Ââ€?‑long  art  exhibit  in  Santa  Monica  during  the  summer  of  2013.  The  artists—high  schoolers  from  Doha,  Los  Angeles,  and  Portland— explored  cultural  identity  and  language  together  Â?ž›’—Â?ČąÂŠČąÂ ÂŽÂŽÂ”ČŹÂ•Â˜Â—Â?ČąÂŽÂĄÂŒÂ‘ÂŠÂ—Â?Žȹ’—ȹ Â˜Â‘ÂŠÇŻČą œ’—Â?ČąÂ?›ŠĜÂ?Â’Ç°Čą calligraphy,  and  photography,  the  students  created  ten  panels  that  celebrated  their  cultures  and  environments  as  well  as  their  shared  journey.  Their  exhibition,  à ber:  Expressions  of  Culture,  Identity,  and  Language,  asked  viewers  to  imagine  that  decades  of  misconceptions  and  stereotypes  between  cultures  had  been  broken  down  and  replaced  by  en  exploration  of  common  bonds.
Caption for a photo could go here
14
QFI  Scholars  Program  at  Middlebury  Monterey   Language  Academy  (MMLA) QFI  grants  fund  travel  and  tuition  costs  for  students  to  ŠĴŽ—Â?ȹŠ—ȹ’—Â?Ž—œ’Â&#x;ÂŽČąÂ?Â˜ÂžÂ›ČŹÂ ÂŽÂŽÂ”Čą Â›ÂŠÂ‹Â’ÂŒČąÂ™Â›Â˜Â?›Š–ȹ›ž—ȹ‹¢ȹ the  Middlebury  Monterey  Language  Academy.  Days  at  the  academy  are  spent  absorbing  both  language  and  culture,  while  using  Arabic  in  practical,  functional,  and  logical  ways.  Students  eligible  for  these  grants  come  from  traditionally  un-Ââ€?‑ der-Ââ€?‑served,  under-Ââ€?‑represented,  rural,  or  lower  socio-Ââ€?‑economic  areas  of  the  US  or  have  existing  Arabic  knowledge  thanks  to  other  QFI  programs  or  the  Arabic  Without  Walls  Program.  QFI  awarded  15  scholarships  and  travel  stipends  to  students  interested  in  spending  four  weeks  at  MMLA  in  both  2012  and  2013.
Qatar Foundation International / YOUTH ENGAGEMENT
“YALLAH for me is a safe space for us, and it’s a huge window to youth from all over the world. I really like to discuss issues that have global and local concern with my peers.” — ANAS GHANIM
YOUTH ENGAGEMENT QFI’s youth-‐‑engagement programs aim to inspire youth action, cultivate stu-‐‑ dent-‐‑generated ideas, and encourage young people to work together. They are a key part of the foundation’s commitment to fostering global citizenship. Youth Engagement programs focus on three areas—service, leadership, and education—to engage the world’s next generation of leaders and educators and connect them through technology and language.
YOUTH ENGAGEMENT AIMS TO Ready young people to investigate the world. Teach them to communicate and exchange ideas, and give them the language skills and technological tools to do so.
Help them understand varied backgrounds and perspectives. Prepare them to act decisively to address community and global issues.
YALLAH PAG E 16
SERVICE PAG E 17
EDUCATION PAG E 18
LEADERSHIP PAG E 20
Qatar Foundation International / YOUTH ENGAGEMENT
Caption for a photo could go here
YALLAH
800
STUDENTS FROM SEVERAL CONTRIES USE YALLAH.
650
DISCUSSIONS ARE CURRENTLY ACTIVE ON THE FORUM.
16
Youth Allied to Learn, Lead, and Help (YALLAH) is a private social network envisioned by QFI-‐‑program alums and popular among Qatari, American, Brazilian, and Argentine students. Users discuss social and cultural issues on the forum and, thanks to invited guests, it is also a resource for college counseling, expertise in environmental and marine biology, and information on service learning. Guests on YALLAH have included experts from Conservation International, the National Youth Leadership Council (NYLC), and Marks Education, as well as movie producer and photographer Chris Jordan. Additionally, YALLAH sometimes acts as a springboard from which kids can launch their own cross-‐‑cultural projects. Recent collaborations have included the publishing of a cookbook and the production of a movie focused on soccer/football, both of which were introduced at the iEARN Annual Conference in Doha in July 2013.
"For me, YALLAH is where I find people who are interested in change, changing the world for better. It’s where I find interesting discussion and people respecting each other’s opinion, above all. If I want to make a difference, I will count on my YALLAH peers to help me.” — PRISCILA BELLINI
Qatar Foundation International / YOUTH ENGAGEMENT
SERVICE A  vital  piece  of  QFI’s  commitment  to  encouraging  global  citizenship  is  teaching  youth  that,  rather  than  just  being  occupants  of  the  world,  they  are  contributors  to  its  well  being.  By  funding  service-Ââ€?‑learning  projects,  QFI  urges  young  people  to  improve  global  society.
COMMUNITY SERVICE GRANTS By  providing  seed  grants  for  youth-Ââ€?‑ led  and  youth-Ââ€?‑driven  community-Ââ€?‑ service  projects,  QFI  helps  kids  establish  lasting  commitments  to  their  communities.  The  11  community-Ââ€?‑service  grants  QFI  has  awarded  since  2012  have  been  met  with  excitement  among  students  from  the  US,  Brazil,  and  Qatar.  They  have  funded  projects  including  “Bibliodiversity  at  Libraries  on  the  Outskirtsâ€?  in  Sao  Paulo,  Brazil,  reACT:  read,  empower,  ACT!  –ŠÂ?Š£’—Žȹ’—ȹ ˜œÂ?Â˜Â—Ç°Čą ÂŠÂœÂœÂŠÂŒÂ‘ÂžÂœÂŽÄ´ÂœÇ°Čą a  community  garden  in  Washington,  DC,  and  Soccer4Kids  in  Los  Angeles,  California.
Caption for a photo could go here
YOUTH ENGAGEMENT SPOTLIGHT
REFUGEE AWARENESS AND CLOTHING DRIVE Č‚ÂœČąÂ–Â˜ÂœÂ?ČąÂ›ÂŽÂŒÂŽÂ—Â?ČąÂŒÂ˜Â–Â–ÂžÂ—Â’Â?Â˘ČŹÂœÂŽÂ›Â&#x;Â’ÂŒÂŽČąÂ’Â—Â’Â?’ŠÂ?Â’Â&#x;ÂŽČąÂ’ÂœČąÂŠČąÂŒÂ•Â˜Â?‘’—Â?ČąÂ?›’Â&#x;ÂŽČąÂ?Â˜Â›ČąÂ›ÂŽÂ?žÂ?ÂŽÂŽÂœČąÂŠÄ›ÂŽÂŒÂ?ÂŽÂ?ȹ‹¢ȹ Â?‘ŽȹÂ&#x;’˜•Ž—Â?ČąÂŒÂ˜Â—ÄšÂ’ÂŒÂ?ȹ’—ȹ ¢›’Šǯȹ Â’Â—ÂŒÂŽČą ÂŠÂ›ÂŒÂ‘Ç°ČąĹ˜Ĺ–Ĺ—Ĺ™Ç°Čą ČąÂ‘ÂŠÂœČąÂ‹ÂŽÂŽÂ—ČąÂŒÂ˜Â•Â•ÂŽÂŒÂ?’—Â?ČąÂŒÂ•Â˜Â?‘’—Â?ČąÂ?˜—ŠÂ?Â’Â˜Â—ÂœČą from  schools  in  the  US  and  Doha  and  shipping  them  to  a  Syrian  refugee  camp  in  Lebanon.  A  partnership  with  UNHCR  ensures  that  the  clothes  reach  those  in  most  severe  need.  In  addition  to  providing  resources  that  those  in  the  camp  desperately  need,  this  program  is Â ÂŠÂ—ČąÂŽÄ›Â˜Â›Â?ČąÂ?Â˜ČąÂ›ÂŠÂ’ÂœÂŽČąÂŠÂ ÂŠÂ›ÂŽÂ—ÂŽÂœÂœČąÂŠÂ‹Â˜ÂžÂ?ȹ›ŽÂ?žÂ?ÂŽÂŽČąÂ’ÂœÂœÂžÂŽÂœČąÂ’Â—ČąÂ?Ž—Ž›Š•ǯȹ Â˜ČąÂ?‘ŠÂ?ȹŽ—Â?Ç°Čą ČąÂ‘ÂŠÂœČąÂŠÂ›Â›ÂŠÂ—Â?ÂŽÂ?Čą for  students  to  meet  with  refugee  advocates  and  hear  stories  from  refugee  camps.  On  June  20th,  World  Refugee  Day,  12  students  from  Qatar  and  Washington,  DC,  participated  in  a  series  of  events,  including  a  trip  to  the  Kennedy  Center,  where  they  heard  from  Afghan-Ââ€?‑ born  novelist,  Khaled  Hosseini,  author  of  The  Kite  Runner  and  a  UNHCR  goodwill  envoy. Â
Qatar Foundation International / YOUTH ENGAGEMENT
EDUCATION
“This is a great example of a type of outgrowth from our core programming that builds lasting relationships and, hopefully, increased understanding between the two cultures.” — MAGGIE MITCHELL SALEM
Whether in Arabic language and culture, math, science, or arts, educa-‐‑ ȱ ȱ ȱ ȱ Ȃ ȱ ǯȱ ȱ Ĵ ȱ ȱ ȱ Ȃ ȱ¢ ȱ people are, the more capable they’ll be of sharing information with each other, connecting across physical distances, and promoting understand-‐‑ ȱ ȱ ȱ ě ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ learn about a wide range of topics and engage each other in discussions that help sharpen their understanding and determine their views.
YOUTH ENGAGEMENT SPOTLIGHT
TELEPRESENCE DEBATES At the beginning of 2011, QFI launched a series of online debates between students in Washington, DC, and Doha, Qatar, administered using Cisco'ʹs TelePresence technology. The debates serve as an extension of the Arabic Language and Culture initiative, enhancing the cross-‐‑cultural bonds between the students of ALC programs. During debates, mixed teams of Qatari and American high-‐‑school students hash out ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ě ȱ perspectives, and hone their debating skills, with guidance from their teachers. The virtual debates serve to deepen the cross-‐‑cultural ¡ ȱ ȱ ȱ ȱ ě ȱ ȱ ȱ ȱ globe in a fun and innovative way. Maggie Mitchell Salem, executive director of QFI, point to the potential of innovative technology to support the Foundation’s programs: “These TelePresence debates provide an excellent opportunity for QFI Arabic language students to continue interacting with students in Doha beyond our Spring Break exchange trip,"ʺ she says. "ʺThis is a great example of a type of outgrowth from our core programming that builds lasting relationships and, hopefully, increased understanding between the two cultures.”
Caption for a photo could go here
TE LE PR E S E N C E
Cisco's TelePresence technology provides life-size, high-definition video and CD-quality audio to allow conversations to feel like they're really happening in person. And QFI isn't the only user who's noticed—the Wharton School of Business at the University of Pennsylvania also relies on the technology to connect its classrooms. 18
Qatar Foundation International / YOUTH ENGAGEMENT
PEERS EDUCATING PEERS (PEP) The Peers Educating Peers (PEP) program relies on two notions: 1) that students often learn best from each other, and 2) that teaching is among the ȱ ě ȱ ¢ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ share their passion. The program asks participants to learn about an issue they’re interested in, use arts and technology to create a lesson plan around that issue, and teach a class based on the content they’ve created. Students then collaborate with their peers on projects—often in their communities. PEP programs bring these ideas to classrooms in France, Qatar, and the US:
1 3 5
Peer education, as a means of developing leadership skills in students and potentially provoking an interest in teaching. Project-based learning methods, which empower students to own their education and which assess their competency at skills they’ll find useful outside the classroom. Curiosity that provides students with the capacity to examine their environment with fresh eyes and ask questions. Expeditionary learning in particular helps students understand that any place—not just the classroom— can be a learning environment.
2 4 6
Online collaboration, videoconferencing, and student exchanges that connect youth from different cultures.
Student-driven content that asks kids to identify their own interests and share information with their peers.
Leadership among teachers through the identification of master teachers, who help their colleagues implement new practices and forge professional learning communities within their schools and districts.
PEP STUDENT EXCHANGES In April 2012, three teachers from the Boston Arts Academy, including the coordinator of the PEP initiative, held professional-‐‑development workshops at schools in Qatar that prepared teachers for the September 2012 launch of PEP. The workshops walked teachers through sample lessons and allowed them to collaboratively plan and present blueprints for PEP curricula. Once the program got underway in two pilot schools—Boston Arts Academy and Washington Latin Public Charter School—students were invited to participate in an exchange. Kids from Boston travelled to Washington and vice versa. While at home, they taught visiting students about the history of their cities. While visiting, they learned about a new city’s culture. During future exchanges, even more students will learn about parts of the world far from where they live.
Qatar Foundation International / YOUTH ENGAGEMENT
LEADERSHIP “I was surprised by how friendly and open the girls were because I believed they were going to be shy.�
QFI  recognizes  that  knowledge  and  a  focus  on  service  aren’t  enough  to  –Š”ŽȹŠȹÂ?Â’Ä›ÂŽÂ›ÂŽÂ—ÂŒÂŽČąÂ’Â—ČąÂ?Â‘ÂŽČąÂ Â˜Â›Â•Â?ȹ ’Â?‘˜žÂ?ČąÂ?Â‘ÂŽČąÂœÂ”Â’Â•Â•ÂœČąÂ?Â˜ČąÂ?ÂŠÂ”ÂŽČąÂŠÂŒÂ?Â’Â˜Â—ÇŻČą ‘ŠÂ?Č‚ÂœČą why  Youth  Engagement  programs  focus  on  leadership  as  well  as  edu-Ââ€?‑ ŒŠÂ?Â’Â˜Â—ČąÂŠÂœČąÂœÂŽÂ›Â&#x;Â’ÂŒÂŽÇ°ČąÂœÂ˜ČąÂœÂ?žÂ?Ž—Â?ÂœČąÂ Â’Â•Â•ČąÂ—Â˜Â?ČąÂ˜Â—Â•Â˘ČąÂŒÂŠÂ›ÂŽČąÂŠÂ‹Â˜ÂžÂ?ȹ–Š”’—Â?ȹŠȹÂ?’쎛-Ââ€?‑ ence  but  know  how  to  mobilize  groups  of  their  peers  to  do  it.
— CYNTHIA M., 17
Caption for a photo could go here
YOUTH ENGAGEMENT SPOTLIGHT
QFI STUDENTS AT THE NATIONAL SERVICE LEARNING CONFERENCE One  way  QFI  promotes  leadership  in  young  people  is  by  gathering  them  at  conferences  like  the  annual  National  Service–Learning  Conference.  Originating  in  Minnesota  in  1989,  the  conference  is  the  largest  yearly  gathering  of  youth  and  ŠÂ?ž•Â?ÂœČąÂ’Â—Â&#x;˜•Â&#x;ÂŽÂ?ȹ’—ȹÂ?Â‘ÂŽČąÂœÂŽÂ›Â&#x;Â’ÂŒÂŽČŹÂ•ÂŽÂŠÂ›Â—Â’Â—Â?ČąÂ–Â˜Â&#x;Ž–Ž—Â?ÇŻČą Â?ČąÂ?Â›ÂŠÂ ÂœČąÂ—ÂŽÂŠÂ›Â•Â˘ČąĹ™Ç°Ĺ–Ĺ–Ĺ–ČąÂŠÄ´ÂŽÂ—Â?-Ââ€?‑ ees  from  across  the  US  and  around  the  globe  to  discuss  strategies  for  building  educational  tools  that  address  community  needs. During  the  2012  conference,  QFI’s  students  focused  on  issues  impacting  academ-Ââ€?‑ ic  achievement  and  student  leadership  and  participated  in  activities  that  served  Â?Â‘ÂŽČąÂ•Â˜ÂŒÂŠÂ•Čą ’——Žœ˜Â?ÂŠČąÂŒÂ˜Â–Â–ÂžÂ—Â’Â?¢ǯȹ Â—ČąĹ˜Ĺ–Ĺ—Ĺ™Ç°ČąÂ’Â—ČąÂŠÂ?Â?Â’Â?Â’Â˜Â—ČąÂ?Â˜ČąÂŠÄ´ÂŽÂ—Â?’—Â?ČąÂœÂŽÂœÂœÂ’Â˜Â—ÂœČąÂŠÂ—Â?Čą their  own  training,  QFI  students  led  a  session  and  showcased  their  community  service  projects.
20
STEAM / Qatar Foundation International
“It doesn't matter what country or state you live; at the end of the day you all share the same world and everybody has the same responsibility to take care of it.” — BELEICIA B., 14
STEAM STEAM (Science, Technology, Engineering, Arts, and Math) professions devel-‐‑ op rapidly, and it'ʹs not uncommon for teachers of STEAM subjects to become ȱ ȱ ȱ Ĵ Ȭ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱę ǯȱ As part of its STEAM initiative, QFI forges partnerships between K-‐‑12 schools, higher-‐‑education institutions, museums, businesses, content developers, re-‐‑ search centers, and STEAM professionals to help to address this gap. STEAM programs also bridge classrooms directly to each other and gather students from around the world together to explore and study nature. QFI SUPPORTS QATARI AND AMERICAN STEAM EDUCATORS AND PROJECTS BY Offering interactive enrichment and servicelearning opportunities. Forging partnerships between schools and businesses in STEAM industries. Using technology to connect teachers and learners across the globe. Expanding access to curated, high-quality educational materials, using open educational resources (OERs). Providing grants to teachers for professional and curriculum development.
OPPORTUNITIES FOR TEACHERS PAG E 22
OPPORTUNITIES FOR STUDENTS PAG E 24
MAPPING THE MANGROVES PAG E 25
Qatar Foundation International / STEAM
STEAM OPPORTUNITIES FOR TEACHERS As  part  of  its  STEAM  initiative,  QFI  funds  training,  professional  development,  and  networking  opportunities  for  teachers  of  science,  technology,  engineering,  arts,  and  math  that  help  them  more  ŽěŽŒÂ?Â’Â&#x;ÂŽÂ•Â˘ČąÂ›ÂŽÂŠÂŒÂ‘Čą ČąÂœÂ?žÂ?Ž—Â?ÂœÇŻ
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
Caption for a photo could go here
OER FELLOWSHIP PROGRAM ÂœČą ŠÂ?ÂŠÂ›Č‚ÂœČąÂŽÂŒÂ˜Â—Â˜Â–Â˘ČąÂ?Â’Â&#x;ÂŽÂ›ÂœÂ’Ä™ÂŽÂœÇ°ČąÂ?Â‘ÂŽČąÂ Â˜Â›Â”Â?Â˜Â›ÂŒÂŽČą will  need  increasingly  wide-Ââ€?‑ranging  knowledge,  and  to  prepare  students  to  thrive  in  that  work-Ââ€?‑ force,  teachers  must  encourage  life-Ââ€?‑long  learning. Â Â—ČąÂŠÂ—ČąÂŽÄ›Â˜Â›Â?ČąÂ?Â˜ČąÂ–Â˜Â&#x;ÂŽČąÂ?ÂŽÂŠÂŒÂ‘ÂŽÂ›ÂœČąÂ’Â—ČąÂ?‘ŠÂ?ČąÂ?’›ŽŒÂ?Â’Â˜Â—Ç°ČąÂ?‘Žȹ Institute  for  the  Study  of  Knowledge  Management  ’—ȹ Â?žŒŠÂ?Â’Â˜Â—ČąÇť ÇźČąÂ˜Ä›ÂŽÂ›ÂœČąÂ˜Â—ÂŽČŹÂ˘ÂŽÂŠÂ›ČąÂ?ÂŽÂ•Â•Â˜Â ÂœÂ‘Â’Â™ÂœČą to  math  teachers  (two  from  each  of  four  Qatari  schools)  and  educators  from  the  Supreme  Edu-Ââ€?‑ cation  Council  (SEC)  and  Qatar  University.  QFI  supports  this  professional-Ââ€?‑development  project,  which  has  been  approved  by  the  SEC.  Fellows  learn  new  models  of  teaching  and  learn-Ââ€?‑ ing—one  based  on  the  use  of  Open  Educational  Resources  (OERs).  Materials  include  those  availa-Ââ€?‑ ble  for  localization  and  adaptation,  as  Khan  Acad-Ââ€?‑ emy  resources  are,  and  other  math  and  STEAM-Ââ€?‑ based  items.  New  learning  models  will  blend  face-Ââ€?‑to-Ââ€?‑face  interactions  with  online  exploration,  Â?’œŒ˜Â&#x;ÂŽÂ›Â˘Ç°ČąÂ›ÂŽÄšÂŽÂŒÂ?Â’Â˜Â—Ç°ČąÂŠÂ—Â?ȹ–Ž—Â?˜›’—Â?ÇŻ Â Â‘ÂŽČąÄ™Â›ÂœÂ?ČąÂ?ÂŽÂ•Â•Â˜Â ÂœČąÂ‹ÂŽÂ?Š—ȹÂ?Â‘ÂŽÂ’Â›ČąÂ™Â›Â˜Â?›Š–ȹ’—ȹÂ?‘ŽȹÂ?ÂŠÂ•Â•ČąÂ˜Â?Čą 2013  and  will  spend  the  year  developing  and  doc-Ââ€?‑ umenting  OER  projects  such  as  videos,  practice  exercises,  project-Ââ€?‑based  lessons,  and  hands-Ââ€?‑on  ac-Ââ€?‑ tivities  aligned  with  SEC  standards.  Fellows  will  also  work  to  create  a  network  throughout  Qatar  of  educators  interested  in  using  OERs  and  will  then  train  them  to  use  and  adapt  the  resources.
22
Science  and  math  teachers  in  Qatar  and  the  US  need  to  keep  up  with  the  latest  developments  ’—ȹÂ?‘Ž’›ȹꎕÂ?ÂœČąÂ?Â˜ČąÄ™Â—Â?ČąÂ’Â—Â—Â˜Â&#x;ŠÂ?Â’Â&#x;ŽǰȹŽ—Â?ŠÂ?’—Â?ČąÂ ÂŠÂ˘ÂœČą to  deliver  knowledge  their  students.  But  many  teachers  are  stretched  too  thin  to  full  advantage  of  time-Ââ€?‑consuming  professional-Ââ€?‑development  opportunities,  so  QFI  organizes  and  incentiviz-Ââ€?‑ es   their  participation  and  creates  asynchronous  workshops  that  are  easy  for  teachers  to  work  into  their  schedules.  Workshops  will  be  recorded   translated,  and  subtitled  in  English  and  Arabic,  making  them  accessible  to  teachers  with  varying  •ŽÂ&#x;ÂŽÂ•ÂœČąÂ˜Â?Čą —Â?Â•Â’ÂœÂ‘ČŹÂ•ÂŠÂ—Â?žŠÂ?ÂŽČąÂ™Â›Â˜Ä™ÂŒÂ’ÂŽÂ—ÂŒÂ˘ÇŻČą ‘ŽȹÂ&#x;Â’Â?ÂŽÂ˜ÂœČą will  be  accessible  at  all  times  on  QFI’s  OER  Com-Ââ€?‑ mons  Arabic,  so  that  educators  can  access  content  at  their  convenience.
CURRICULUM DEVELOPMENT GRANTS QFI  launched  its  STEAM  Curriculum  Develop-Ââ€?‑ ment  Grants  in  Spring  2013  and  will  maintain  an  annual  grant  cycle  that  aims  to  advance  the  teach-Ââ€?‑ ing  of  STEAM  subjects  across  many  countries  Š—Â?ČąÂŒÂžÂ•Â?ÂžÂ›ÂŽÂœÇŻČą ČąÂ Â’Â•Â•ČąÂ˜Ä›ÂŽÂ›Čą ČąÂ™ÂžÂ‹Â•Â’ÂŒČąÂŠÂ—Â?ČąÂ™ÂžÂ‹Â•Â’ÂŒČą Œ‘Š›Â?ÂŽÂ›ČąÂœÂŒÂ‘Â˜Â˜Â•ÂœČąÂžÂ™ČąÂ?Â˜ČąÇžĹ›Ĺ–Ç°Ĺ–Ĺ–Ĺ–ČąÂ’Â—ČąÄ™Â—ÂŠÂ—ÂŒÂ’ÂŠÂ•ČąÂœÂžÂ™Â™Â˜Â›Â?Čą for  individual  curriculum-Ââ€?‑development  projects  in  STEAM  subjects.  Grant  winners  propose  pro-Ââ€?‑ jects  aimed  at  making  lasting,  positive  changes  to  their  schools  and  contributing  to  the  open  access  network  online.
Qatar Foundation International / STEAM
CONNECTING CULTURES, EXPLORING SCIENCE In advance of the COP 18 UN Climate Change Conference held in Doha in 2012, Global Nomads Group (GNG) and QFI launched Connecting Cultures, Exploring Science: Road to Doha, a program that aimed to make students from Qatar, the US, and Brazil feel invested in debates on climate-‐‑change. As part of the program, approximately 200 students from 13 secondary schools in the three countries participated in collaborative projects and student-‐‑ led webcasts centered around climate change and other critical environmental issues. The 2013 relaunch includes two streams: 1) Road to Doha, a year-‐‑ long climate-‐‑change program for school pairs in Qatar and North America, and 2) Paths to Sustainable Energy, a semester-‐‑long sustainable-‐‑energy program for nine schools in North America, Qatar, and Brazil. Beginning in 2014, GNG will identify Lead Educators, to receive additional training and then head the implementation of new program components in their cohorts (groups of two or three schools, depending on the stream). By empowering educators to lead program implementation in their second year, GNG will free ȱ ¢ȱ ȱ ȱ ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯ
When asked in a January 2013 GNG survey, “What topics are you most interested in offering project-based learning enhancements for?”
68% of current Road to Doha educators ranked “Energy: Sustainable Energy Resources and Technology” as one of their top two choices.
48% of students said they most wanted to learn about sustainable energy through the Road to Doha program, in response to a baseline survey question.
Qatar Foundation International / STEAM
STEAM OPPORTUNITIES FOR STUDENTS Each  of  QFI'Ęšs  signature  STEAM  programs  is  ultimately  geared  toward  upping  the  šžŠ•’Â?Â˘ČąÂ˜Â?ČąÂœÂŒÂ’ÂŽÂ—ÂŒÂŽČąÂŠÂ—Â?ȹ–ŠÂ?‘ȹŽÂ?žŒŠÂ?Â’Â˜Â—ČąÂŠÂ›Â˜ÂžÂ—Â?ČąÂ?Â‘ÂŽČąÂ Â˜Â›Â•Â?ÇŻČą ÂŠÂ—Â˘ČąÂ˜Â?ČąÂ?Â‘ÂŽÂœÂŽČąÂ™Â›Â˜Â?Â›ÂŠÂ–ÂœČą help  to  train  teachers,  who  pass  the  impact  along  to  their  students,  but  some  programs  can  be  utilized  directly  by  kids.  These  in-Ââ€?‑school  and  summer  programs  have  been  developed  and  funded  for  use  by  students.
YOUTH AMBASSADORS OF SCIENCE AND THE ENVIRONMENT (YASE)
Caption for a photo could go here
ÂœČą ŠÂ?ÂŠÂ›Č‚ÂœČąÂŽÂŒÂ˜Â—Â˜Â–Â˘ČąÂ?Â’Â&#x;ÂŽÂ›ÂœÂ’Ä™ÂŽÂœÇ°ČąÂ?Â‘ÂŽČąÂ Â˜Â›Â”Â?Â˜Â›ÂŒÂŽČą will  need  increasingly  wide-Ââ€?‑ranging  knowledge,  and  to  prepare  students  to  thrive  in  that  work-Ââ€?‑ force,  teachers  must  encourage  life-Ââ€?‑long  learning. Â Â—ČąÂŠÂ—ČąÂŽÄ›Â˜Â›Â?ČąÂ?Â˜ČąÂ–Â˜Â&#x;ÂŽČąÂ?ÂŽÂŠÂŒÂ‘ÂŽÂ›ÂœČąÂ’Â—ČąÂ?‘ŠÂ?ČąÂ?’›ŽŒÂ?Â’Â˜Â—Ç°ČąÂ?‘Žȹ Institute  for  the  Study  of  Knowledge  Manage-Ââ€?‑ –Ž—Â?ȹ’—ȹ Â?žŒŠÂ?Â’Â˜Â—ČąÇť ÇźČąÂ˜Ä›ÂŽÂ›ÂœČąÂ˜Â—ÂŽČŹÂ˘ÂŽÂŠÂ›ČąÂ?Ž•-Ââ€?‑ lowships  to  math  teachers  (two  from  each  of  four  Qatari  schools)  and  educators  from  the  Supreme  Education  Council  (SEC)  and  Qatar  University.  QFI  supports  this  professional-Ââ€?‑development  pro-Ââ€?‑ ject,  which  has  been  approved  by  the  SEC.  Fellows  learn  new  models  of  teaching  and  learn-Ââ€?‑ ing—one  based  on  the  use  of  Open  Educational  Resources  (OERs).  Materials  include  those  availa-Ââ€?‑ ble  for  localization  and  adaptation,  as  Khan  Acad-Ââ€?‑ emy  resources  are,  and  other  math  and  STEAM-Ââ€?‑ based  items.  New  learning  models  will  blend  face-Ââ€?‑to-Ââ€?‑face  interactions  with  online  exploration,  Â?’œŒ˜Â&#x;ÂŽÂ›Â˘Ç°ČąÂ›ÂŽÄšÂŽÂŒÂ?Â’Â˜Â—Ç°ČąÂŠÂ—Â?ȹ–Ž—Â?˜›’—Â?ÇŻ Â Â‘ÂŽČąÄ™Â›ÂœÂ?ČąÂ?ÂŽÂ•Â•Â˜Â ÂœČąÂ‹ÂŽÂ?Š—ȹÂ?Â‘ÂŽÂ’Â›ČąÂ™Â›Â˜Â?›Š–ȹ’—ȹÂ?‘ŽȹÂ?ÂŠÂ•Â•ČąÂ˜Â?Čą 2013  and  will  spend  the  year  developing  and  doc-Ââ€?‑ umenting  OER  projects  such  as  videos,  practice  exercises,  project-Ââ€?‑based  lessons,  and  hands-Ââ€?‑on  ac-Ââ€?‑ tivities  aligned  with  SEC  standards.  Fellows  will  also  work  to  create  a  network  throughout  Qatar  of  educators  interested  in  using  OERs  and  will  then  train  them  to  use  and  adapt  the  resources.
GLOBAL ONLINE VIDEO PROJECT As  part  of  Qatar’s  COP  18  Call  to  Action  Cam-Ââ€?‑ paign,  QFI  partnered  with  WeVideo  to  launch  a  global,  online  video-Ââ€?‑collaboration  space.  WeVideo’s  platform  allowed  users  from  around  the  world  to  upload  clips,  create  shorelines,  and Â
edit  in  the  cloud—making  video  storytelling  Š—Â?ČąÂžÂ—Â’ÂšÂžÂŽČąÂœÂ˜ÂŒÂ’ÂŠÂ•ČąÂŽÂ?Â’Â?’—Â?ČąÂŠÂŒÂŒÂŽÂœÂœÂ’Â‹Â•ÂŽČąÂ?Â˜ČąÂŠÂ•Â•ÇŻČą ‘Žȹ site  launched  before  the  start  of  COP  18—the  UN  summit  on  climate  change  held  in  Doha  in  November  and  December  of  2012—and  QFI  students  from  Qatar,  the  US,  and  Brazil  created  collaborative  videos  that  populated  the  site,  in-Ââ€?‑ cluding  the  initial  Call  to  Action  video.  A  longer  compilation  video  was  produced  following  the  Œ˜—Â?ÂŽÂ›ÂŽÂ—ÂŒÂŽČąÂŠÂ—Â?ČąÂ ÂŠÂœČąÂœÂ‘Â˜Â Â—ČąÂŠÂ?ȹꕖȹÂ?ÂŽÂœÂ?Â’Â&#x;ÂŠÂ•ÂœČąÂ’Â—ČąÂ?‘Žȹ ensuing  months  including  SXSW,  where  it  was  featured  in  “Changing  Lives  Through  Collabora-Ââ€?‑ tive  Storytelling.â€?
CLASSROOM-TO-CLASSROOM (C2C) ÂŽÂŽÂ?ÂŠÂ—ČŻÂŠČąÂ—Â˜Â—Â™Â›Â˜Ä™Â?ČąÂœÂ˜ÂŒÂ’ÂŠÂ•ČŹÂ?ŽŒ‘—˜•˜Â?Â˘ČąÂŒÂ˜Â–Â™ÂŠ-Ââ€?‑ ny  dedicated  to  advancing  cross-Ââ€?‑cultural  under-Ââ€?‑ standing  and  collaboration—has  been  working  with  QFI  for  two  years  to  develop  technology  to  promote  collaborations  between  teachers,  students,  and  classrooms  around  the  world.  The  resulting  Classroom-Ââ€?‑to-Ââ€?‑Classroom  (C2C)  platform  was  developed  as  an  academic  resource  for  QFI’s  network  of  teachers  and  students  in  Qatar  and  the  Americas  C2C  is  a  web  platform  that  serves  students  and  teachers  in  both  the  classroom  and  nontraditional  learning  contexts.  The  searchable,  dynamic  layout  allows  for  a  diverse  set  of  Arabic-Ââ€?‑  and  Eng-Ââ€?‑ lish-Ââ€?‑language  learners  to  create  content,  exchange  messages  and  ideas,  develop  and  maintain  rela-Ââ€?‑ tionships,  and  engage  in  ongoing  learning  beyond  the  scope  of  their  classrooms.    C2C  hosts  multiple  groups,  including:  Peers  Education  Peers  (p.  17)  Connecting  Cultures,  Exploring  Sciences  (p.  19)  ALC  programs  that  support   discussion  and  resource-Ââ€?‑sharing  (p.  10)
C O P 18
COP 18, held in Doha in November 2012, was the 18th in-person meeting for the Conference of the Parties to the United Nations Framework Convention of Climate Change— hence COP 18. Dozens of countries spanning the globe are represented in the group. 24
ATLANTIC OCEAN
BRAZIL
MAPPING MANGROVES Launched in partnership with Conservation International, Mapping the Mangroves focuses on increasing awareness, promoting conversations, and fostering action around preservation of the world'ʹs mangroves. This initiative will ultimately produce a collection of free, online materials to which students and educators interested in mangrove preservation will have access. As part of the program, QFI’s Youth Ambassadors of Science and Environment (p. 21) mapped mangroves in Bahia, Brazil, and presented their experiences at the July 2012 Rio +20 Conference on Sustainable Development in Rio de Janeiro and in Doha, Qatar, in December 2012.
MAPPING MANGROVES CURRICULUM QFI and Conservation International’s mangrove-mapping curriculum is currently being implemented at Country Day School in Guanacaste, Costa Rica. The course aims to enhance young people’s understanding of mangroves and their unique ecosystems, targeting primary-grade students at CDSG at first and ultimately expanding to other schools. Programs will cover the uniqueness of the mangrove and the importance of mangrove estuaries—and they will include habitat exploration and estuary rehabilitation in addition to classroom time. As the program develops, a cross-cultural component will be added. WHO’S INTERESTED IN MAPPING THE MANGROVES?
56
2,046
9,434
COUNTRIES
UNIQUE VISITORS
PAGEVIEWS
Qatar Foundation International / STEAM
CITIZENS OF SCIENCE QFI'Ęšs  commitments  to  global  citizenship  and  math  and  science  edu-Ââ€?‑ cation  intersect  in  these  programs,  which  both  connect  students  with  each  other  and  teach  them  to  explore  unfamiliar,  uncommon  habitats.
CLIMATES CHANGE, CAN YOU? Climates  Change,  Can  You?  was  launched  as  poli-Ââ€?‑ cymakers  from  across  the  world  gathered  in  Doha  to  debate  climate-Ââ€?‑change  policy  in  November  of  2012.  QFI  and  We/Video  asked  ordinary  citizens:  What  do  you  believe  can  be  done  to  combat  climate  change?  Respondents  created  one-Ââ€?‑minute  social  videos  that  started  with  the  phrase,  “I  believe  we  can,â€?  some  of  which  were  shown  at  Â?‘Žȹ Â˜Â™ČąĹ—ĹžČąÂŒÂ˜Â—Â?ÂŽÂ›ÂŽÂ—ÂŒÂŽÇŻČą Â‘ÂŽČąÂœÂ’Â?Žȹǝ ŽÂ&#x;Â’Â?ÂŽÂ˜ÇŻÂŒÂ˜Â–ČŚÂšÄ™ÇźČą has  since  been  relaunched  as  a  place  for  interested  parties  from  all  over  the  world  to  contribute  their  voices  to  the  climate-Ââ€?‑change  conversation.
OCEAN FOR LIFE ÂŒÂŽÂŠÂ—ČąÂ?Â˜Â›Čą Â’Â?ÂŽČąÂ™Â›Â˜Â&#x;Â’Â?ÂŽÂœČąÂ’Â–Â–ÂŽÂ›ÂœÂ’Â&#x;ŽȹꎕÂ?ČąÂœÂ?žÂ?Â’ÂŽÂœČą that  teach  ocean  science  to  students  with  varied  cultural  backgrounds.  From  June  22  through  July  4,  2013,  30  high-Ââ€?‑school  students  from  Middle  Eastern  countries  and  the  US  participated  in  Ocean  for  Life.  The  15  American  students  came  from  California,  the  District  of  Columbia,  Florida,  Georgia,  Hawaii,  Illinois,  Michigan,  Mississippi,  New  York,  North  Carolina,  Oregon,  and  Virginia;  the  15  Middle  Eastern  students  represented  Bah-Ââ€?‑ rain,  Egypt,  Lebanon,  Oman,  Pakistan,  Qatar,  and  ŠžÂ?Â’Čą ›Š‹’Šǯ Â‘ÂŽČąÂœÂ?žÂ?Ž—Â?ÂœČąÂ™ÂŽÂ›Â?˜›–ŽÂ?ČąÂ?‘Ž’›ȹꎕÂ?Čą study  at  the  Channel  Islands  National  Marine  Sanctuary  in  California,  where  they  were  hosted  by  the  United  States’s  National  Oceanic  and  At-Ââ€?‑ mospheric  Administration.
“Over the course of the program, we taught each other new words and songs from our languages. Lana and Haneen, both from Qatar, taught a bunch of the girls how to belly dance during our stay on Santa Cruz island. Later in the week, I spent a lot of time talking about religion with Ghazi from Saudi Arabia and Fiona from Chicago. Two weeks may not seem like a very long time to get to know 29 other people, but by the end of the program, I felt like I was part of a giant, loud, laughing family. Nakoa from Hawaii taught us that ‘ohana’ translates as ‘family,’ which means that no one gets left behind� – MEI-JING BERNARD, OFL 2013 ALUM
26
P: +1.202.652.0147 F: +1.202.652.0194 Email: info@qfi.org