Three E Methodology
Our products, programming and workshops are created and designed using Global Sleepover’s Three E Methodology. The Three E Methodology is our guiding principle which ensures an educational, entertaining and engaging experience in all our products and services. This approach has been tested and developed over 5 years and with over 50 schools in 7 countries. We continue to test, refine and improve this methodology.
Research and Testing
Research, data-based analysis, academic and theoretical assessments are critical to effectively teach literacy and global competencies and to implement project-based learning. For this reason, our research, data analysis and thought-leadership is lead by American University’s Intercultural and International Communications Program at the School of International Service in Washington, DC.
Our stories, content and products are developed with continuous testing, research and teacher/student feedback. We incorporate monitoring, evaluation, assessment, teacher/student feedback and recommendations into all stages of our work.
Foundations of Project Based and Challenge Based Learning
Participation and project based learning has a direct link to increased academic achievement. The Global Sleepover builds project and challenge based exercises through storytelling, art, creativity and imagination. Reinvesting in Arts Education: Winning America’s Future Through Creative Schools, a 2011 report by President Obama’s Committee on the Arts and Humanities, finds an undeniable positive correlation between learning of the arts and increased performance in academic subjects such as mathematics and reading. Challenge Based Learning provides for a process that places all learners in charge and responsible for the learning, a focus on global ideas with local challenges and solutions and purposeful use of technology. This participatory approach is also the driving rationale behind our curriculum.
Our stories, educational products, games and activities align with National Common Core and International Baccalaureate Primary Years Programme Standards.
Global competency, global citizenship, international education and 21st century skills are interchangeable terms. These skills empower children with the skills they need to engage in tomorrow’s global world. With these skills, they will be better prepared to address issues of global, social, and environmental concern, work collaboratively with individuals from different cultures and countries, develop and utilize innovative and entrepreneurial skills, and develop civic, critical thinking, and communication literacy.
According to Asia Society’s Preparing Our Youth to Engage the World Report by Veronica Boix-Mansilla and Tony Jackson, global competency is the capacity and disposition to understand and act on issues of global significance. To this we add learning outcomes and teaching goals such as social inclusion, the ability to recognize and act on global and local citizenship; can identify actions that promote empathy and tolerance; demonstrated teamwork and empathy skills by working together to achieve a common goal; and a developed sense of belonging, confidence and community.