Table Of Contents:

• Acknowledgments
• About the Author
• Introduction: Living Your Purpose and the Roots of Empathy to Impact
• From Our Classroom to Yours
• Origins of Empathy to Impact
• Courage to Act
• Chapter 1: Empathy to Impact Framework: Rising to a Global Call to Action
• A Global Call to Action
• The Inspire Citizens Empathy to Impact Approach
• The Empathy to Impact UbD Planner: Backmapping From Desired Outcomes With All Learners in Mind
• How This Book Works
• Courage to Act
• Chapter 2: ABLE: What Students Need to Know, Do, and Understand to Make a Difference
• No Extra Work Required: Integrating Global Citizenship Education Into What We Already Do Well
• Deep Learning and Transfer
• What Should Educators Do in the ABLE Phase of Empathy to Impact?
• The Empathy to Impact UbD Planner for the ABLE Phase: Designing Learning Experiences That Embed the Global Education Skills Students Need
• Learning Must Be Inclusive and Accessible
• Empathy to Impact in Cocurricular, Student Leadership, and Experiential Learning Contexts
• In Summary
• Courage to Act
• Chapter 3: CARE: Developing Empathy and Finding a “Why” for Teaching and Learning
• Provoking Empathy, Framing Teaching, and Learning With a “Why”
• Frameworks for Finding Your “Why”
• Selecting Your Empathy Engagement Strategy
• The Empathy to Impact UbD Planner for the CARE Phase: Designing Learning Experiences That Embed a Powerful “Why”
• Empathy in Cocurricular, Student Leadership, and Experiential Learning Contexts
• Courage to Act
• Chapter 4: IMPACT: Turning Learning Into Meaningful and Impactful Action
• Defining Your Impact
• “What Now?” Transfer and Real-World Application
• Designing Your Impactful Action
• Impactful Action in Cocurricular and Experiential Learning Contexts
• The Empathy to Impact UbD Planner for the IMPACT Phase: Designing Learning for Community Impact
• Courage to Act
• Chapter 5: AWARE: Listening, Learning, and Understanding Before Acting
• Authentic Awareness Requires Investigation
• Preparing for Investigations
• Investigation Strategies
• The Empathy to Impact UbD Planner for the AWARE Phase: Designing Learning That Embeds Investigation and Authentic Awareness
• Awareness in Cocurricular, Student Leadership, and Experiential Learning Contexts
• Courage to Act
• Chapter 6: REFLECT: Understanding Ourselves to Amplify Our Impact
• The “Why” of Reflection
• The Research Behind Reflection
• The Core of Reflections: What Are We Reflecting On?
• Designing High-Quality Reflections: How Are We Engaging in Meaningful Reflection?
• Reflections on Reflections
• Reflection and Critical Reflexivity
• Reflection in Cocurricular, Student Leadership, and Experiential Learning Contexts
• The Empathy to Impact UbD Planner for the REFLECT Phase: Designing Learning for Deeper Reflections
• Courage to Act
• Chapter 7: Empathy to Impact Framework: Completing and Sustaining the Work
• Follow the Empathy to Impact Planning Process
• The Empathy to Impact UbD Planner: Backmapping Global Citizenship Learning Plans
• Transforming Your Classroom Practice Through Empathy to Impact: The Final Touches
• Other Considerations for a Successful Empathy to Impact Learning Journey
• Whole-School Systems for Transformation and Impact
• Gratitude
• Appendix: Empathy to Impact in the Early Years
• Chapter 1: Empathy to Impact in the Early Years
• Chapter 2: ABLE: What Are Students Able to Do in the Early Years?
• Chapter 3: CARE: What Do Students Care About in the Early Years?
• Chapter 4: IMPACT: Action in the Early Years
• Chapter 5: AWARE: Deepening Investigation in the Early Years
• Chapter 6: REFLECT: Reflection in the Early Years
• References
• Index