STUDENT TO WORLD: Overcoming Bias

Learn how biases are formed and how they can overcome them in themselves and question them in others.

Student to World: Overcoming Bias creates personalized learning journeys for youth to explore how biases are formed and how they can overcome them in themselves and question them in others. Through activities, media resources, and authentic global youth stories, youth learn to reflect on their own assumptions, explore the biases they encounter in their communities and in the media, and create an action plan for addressing bias personally and in their communities.

In this interactive program teens shape their own learning experience – they set the pace, decide when and where they engage, and make choices about the content that appeals to them
most. This course allows teens to

  • Learn key concepts through short, structured, engaging, and highly visual lessons
  • Expand their global perspective by exploring carefully selected videos and articles related to global hunger
  • Exchange stories with their global peers to deepen their understanding of one another and explore their similarities and differences
  • Contribute to their local and global communities by developing a plan for local actions that can achieve positive global impact
  • *Add-on interactive activities available to select at registration

Due to the generosity of our funding partners, our Student to World programs are FREE for teens who register by the end of the year. Sign up today!

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  • Ages: 13-19
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  • Self-directed: Teens navigate independently, selecting themes and resources of interest to them
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  • Content-rich: 6-8 hours of engaging resources and creative activities for each theme
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  • Flexible:​ Start and stop anytime
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  • Online: Mobile, tablet, desktop
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  • Safe:​ Private, secure platform
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Program breakdown

Aligns with History, Social Studies, and English courses

Course modules:

  1. #EverydayBookCovers: Teens explore and share stories about a time they made an assumption about someone based on information they chose to focus on, that they later realized was wrong.
  2. #EverydayLocalContact: Teens explore and share stories about a specific moment where something they learned challenged their bias about someone who is different than them.
  3. #EverydayGlobalDiversity: Teens explore and share stories find a news article or other piece of media about another country. Students write a script of an imagined conversation between them and someone from another country.
  4. #EverydayAction: Teens commit to taking action by designing a SMARTIE Goal to interrupt bias in themselves or others.

Learning objectives:

  1. Participants will consider the aspects of a person that they pay attention to when they meet a new person.
  2. Learn the differences between selection bias and confirmation bias.
  3. Learn about the Ladder of Inference and explore the ways they go up the Ladder of Inference.
  4. Consider who they frequently come into contact with in their local communities and who they’ve been taught to trust and fear.
  5. Know how stories help us connect to one another across distance and difference.
  6. Discover how diverse their universe is through an activity.
  7. Learn about implicit biases.
  8. Consider media representation and the media’s influences on their everyday lives.
  9. Examine media bias and the ways that it can influence their perceptions of others.
  10. Learn how to interrupt and confront bias in themselves and others.

Course components:

  1. Mini-lessons
  2. Video content
  3. Learning checks
  4. Audio narration
  5. Youth narration
  6. Story Share assignments
  7. Global repository of stories

This course aligns to:

  • United Nations’ Sustainable ​Development Goals ​ ​ ​
  • Asia Society Global Competencies
  • ​21st Century Skills
  • CASEL’s Social Emotional Learning

Student to World encouraged my students to write more

A student of mine always writes funny stories, when she started the Art in Action program she realized that a lot of other writers have the same style she has. This encouraged her to write more. The program also helped her with increasing her vocabulary
Educator
Jordan

Stories used as an opportunity to raise
awareness

I really liked how [global peers] used their stories as an opportunity to raise awareness for an issue they are passionate about. [One student] talked about how he was able to overcome bullying, which really inspired [me]. [Another student] talked about the cruel oppression of Muslims in Burma, which really convinced me to include awareness in my story.
Teen
Morocco

An opportunity to see something beyond
the world where they live

The thing that I most enjoy in implementing [the program] with high school students is the opportunity for them to see something beyond the world where they live…
Educator
US

Why Storytelling?

“Everything – faith, science, love – needs a story for people to find it plausible.”

-Adam Gopnick, The New Yorker.

In order for youth to find each other’s lives plausible, Student to World leverages the power of storytelling. Rather than have global youth share opinions and information about themselves with one another, we engage them in sharing stories with one another.

The stories are often brief, yet impactful, revealing deep truths through small moments, bringing social issues to life through day-to-day realities a deep-rooted global issue.

The power of storytelling for enduring learning–in which students retain the information they learn beyond the classroom and course is well established in research literature in the fields of communication, cultural studies and neuroscience. The brain reacts to stories based on triggers to the neurons that evoke empathy. Stories help students connect across great distance and difference.

Standards Alignment

Aligns with History, Social Studies, and English courses

AreaStandards
ASIA SOCIETY GLOBAL COMPETENCIES
Investigate the world
Recognize perspectives
Communicate ideas
Take Action
21ST CENTURY SKILLS
Critical Thinking and Problem Solving
Creativity and Innovation
Information Literacy
Media Literacy
Technology Literacy
Flexibility and Adaptability
Initiative and Self-Direction
Productivity and Accountability
Leadership and Responsibility
CASEL SOCIAL & EMOTIONAL LEARNING
Self Awareness
Self Management
Responsible Decision Making
Social Awareness
UNITED NATIONS SUSTAINABLE DEVELOPMENT GOALS
Goal 4: Quality Education
Goal 5:
Gender Equality
Goal 10:
Reduced Inequalities
Goal 16:
Peace, Justice, and Strong Institutions
Goal 17:
Helping governments and stakeholders make the SDGs a reality

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