Prepare Students for the World:     Teach Global Competence                    Honor MoormanAssociate Director, Profession...
Asia Society at a Glance                      Museum Exhibitions                    Cross-Cultural Dialogue             ...
Working to make    all studentsglobally competent   and ready for the 21st century.                                 “On th...
What is your role in education?• Elementary teacher• Secondary math or science teacher• Secondary language arts or social ...
Where are you in the process of           “going global”?•   Thinking about it•   Just starting out•   Going strong, ready...
What is globalcompetence?            “not quite clear on the concept”                 CC by woodleywonderworks on Flickr
Why is   globalcompetence essential?“Sometimes the world seems upside down”              CC by jen_maiser via Flickr
How can wehelp students develop global competence?                      “42601677.10”            CC by torres21 via Flickr
Why is educating for global competence   so important in today’s world?
The global is part of our everyday local lives.        “You Paris and Me” CC by Nina Matthews via Flickr
What are some of the ways you and your  students experience globalization? • Socially through media and telecommunications...
“Fargone” CC by iammikeb via FlickrA changing world demands changing skills.
The future is here. It’s multiethnic, multicultural, and multilingual.         ~Vivien Stewart
Becoming Citizens of the WorldFour Trends• Economics• Science and technology• Health and security• Changing demographics  ...
“Tokyo1950” CC by tokyoform via FlickrGlobalization of the Economy
The future is already here – it’s just not          evenly distributed.           ~William Gibson
Global Competence is a 21st Century           Imperative• Economies  more globally connected  and interdependent• Society...
Why an International Focus?                                        • Economic                                          com...
“We must focus on integrating internationalperspectives into our classrooms. It is througheducation and exchange that we b...
“Pinteresting” CC by Dave77459 via FlickrGlobal Issues, Local Solutions
The future is here, and it is global.         ~Mark Gerzon
Video: Global Citizen Journey  http://youtu.be/uXoRd45cih4
Environment                                   FoodGenes                     Possessions  Economies                        ...
We are all global citizens.      We have the power to create a             better world.                                  ...
The Five Stages of       Becoming a Global Citizen         Worldview based on . . .• Citizen 1.0             one’s self (e...
Four Main Actions Required for     Developing Global Citizenship•   Witnessing – open our eyes•   Learning – opening our m...
A Global Citizen is someone who: • is aware of the wider world and has a   sense of their own role as a world citizen; • r...
What are global competencies?“21st century skills applied to the world”
enGauge: 21st Century Skills    from Metiri Group
21st Century Interdisciplinary Themes from   the Partnership for 21st Century Skills • Global Awareness • Financial, Econo...
National Educational Technology Standards for Studentsfrom the International Society for Technology in EducationCommunicat...
National Educational Technology Standards for Teachersfrom the International Society for Technology in EducationModel Digi...
National Educational Technology Standards for Teachersfrom the International Society for Technology in EducationPromote an...
What are the key dimensions  of global competence?
Educating for Global Competence           Free!www.asiasociety.org/globalcom         petence.pdf
“Global competence is the  capacity and disposition tounderstand and act on issues of     global significance.”         Ve...
How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions   • Investigate...
Four Domains of Global Competence• Investigate the World: Students investigate the  world beyond their immediate environme...
Global Competence Matrix
Global Competence Matrix
“Teaching students about theworld is not a subject in itself,separate from other content areas,but should be an integral p...
Global Competence Matrices •   Arts •   English Language Arts •   Mathematics •   Science •   Social Studies •   World Lan...
Which of the four domains of globalcompetence are you emphasizing the    most in your curriculum?    •   Investigating the...
Which of the four domains of global  competence would you like toemphasize more in your curriculum?    •   Investigating t...
Global Approaches to Curriculum• Engaging students by addressing global challenges.• Globalizing the context for learning....
Investigatingthe World             “not quite clear on the concept”                CC by woodleywonderworks on Flickr
RecognizingPerspectives“Sometimes the world seems upside down”              CC by jen_maiser via Flickr
Different Ways of Looking at the World     •   Maps     •   World Mapper     •   Data Visualization     •   Infographics  ...
Maps and Cartograms
Created by Kai Krause, 2010
http://www.worldmapper.org
http://www.worldmapper.org
http://www.worldmapper.org
Map Credits• Mercator Map:  http://www.colorado.edu/geography/gcraft/notes/mapproj/gif/me  rcator.gif• Peters Projection: ...
Visual Data and Infographics
http://www.gapminder.org
http://www.gapminder.org
Visual Data Credits• 100 People: A World Portrait (website with multimedia):  http://www.100people.org/• If the World Were...
Custom Search for Infographics      tiny.cc/infographicsearch
Tools for Creating Infographics    tinyurl.com/infographicreators
Images and Stories
Fresh Takes on a Flat World:   The Stories Photos Tell   from Adobe Youth Voices and What Kids Can Do, Inc.
The Blind Men             and the ElephantImages: “6 Blindmen and an Elephant” CC by Dakinewavamon via Flickr
The BlindMen and theElephantBuddhist parablePoem by JohnGodfry Saxeand nowPicture book byEd Young
The Danger of a Single Story                                       “When we reject the                                    ...
Until the lion tells his side of the story,the tale of the hunt will always glorify the hunter.                           ...
Reading the Worldtinyurl.com/readingtheworld
Reading the WorldLiterature Circles or Book Clubs• Thematic Approach• Regional Approach• One Idea Across Cultures• One Cou...
Critical Literacy Questions  •   Textual purpose(s)  •   Textual structures and features  •   Construction of characters  ...
Image and Story Credits• Fresh Takes on a Flat  World:http://www.whatkidscando.org/specialcollections/adobeyouthvoices/201...
Communicating Ideas                     “42601677.10”           CC by torres21 via Flickr
Taking Action                            “On the other side”                CC by EmsiProduction via Flickr
S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
S.A.G.E.• Student choice: Are there options for  students to make choices about  content, process, and/or product?• Authen...
S.A.G.E.• Global Significance: Are students being  asked to investigate the world, recognize  perspectives, communicate id...
Millennium Development Goals1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender...
High Noon: 20 Global Problems,     20 Years to Solve ThemSharing our Planet: issues involvingthe global commons• Global wa...
High Noon: 20 Global Problems,      20 Years to Solve ThemSharing our Humanity: issues requiringa global commitment• Massi...
High Noon: 20 Global Problems,      20 Years to Solve ThemSharing our Rulebook: issues needing aglobal regulatory approach...
Example class project inspired by this book - Photojournalism: What Matters,   http://www.slideshare.net/mwixsom/photojour...
S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
Communicating Ideas & Taking Action  with Authentic Real-World Work • Simulations with a global problem solving focus • Re...
Qualities of Good Simulations• Is the project driven by relevant essential  questions?• Does it take into account perspect...
Global Simulations•   Model United Nations•   World Affairs Challenge•   The ICONS Project•   GlobalEd2 Project•   Interna...
Student News Networkstinyurl.com/studentnewsnetworks
Student News Networks  Click the logos above to visit each website!
Student News Networks  Click the logos above to visit each website!
Project-Based Learning Resources     Click the logos above to visit each organization’s website!
Find this and other Project-Based Learning materials at bie.org
Driving Question: How can young people around the world  have a constructive impact on deforestation in Borneo,       impr...
Service Learning          Connecting Local & Global• Who else around the world is affected by the  issues, concerns, and t...
GLOBAL COLLABORATION PROJECTS
“stop collaborate listen t-shirt” CC by cambodia4kidsorg on Flickr
Are You Ready for a Connected       Learning Year? tinyurl.com/connectedlearningyear
Connect All Schools
Connect All Schools
“Skype Jobs” CC by langwitches on Flickr
Global Collaboration Projects  slideshare.net/hmoorman/global-        collaboration-projects
What are you going to do next?•   Read Educating for Global Competence•   Use some of the resources provided today•   Expl...
Prepare Students for the World:     Teach Global Competence                    Honor MoormanAssociate Director, Profession...
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Prepare students for the world

  1. 1. Prepare Students for the World: Teach Global Competence Honor MoormanAssociate Director, Professional Development and Curriculum Asia Society | Partnership for Global Learning @honormoorman honormoorman.me
  2. 2. Asia Society at a Glance  Museum Exhibitions  Cross-Cultural Dialogue  Performances  Asian Historical Heritage  Commissions Arts  Current Trends in Asia Leadership and Talent  Partnership for Global Corporate Conferences Learning Task Forces & Reports  Chinese Language Working Groups, Business Education initiatives Studies & White Papers  International Studies Schools Network  Global Cities Initiative  Track II Dialogues on Key Issues Policy  Afghanistan/Pakistan Region  Food Sustainability Strategic Studies  Water Security  Livability of Asian Cities
  3. 3. Working to make all studentsglobally competent and ready for the 21st century. “On the other side” CC by EmsiProduction via Flickr
  4. 4. What is your role in education?• Elementary teacher• Secondary math or science teacher• Secondary language arts or social studies teacher• Secondary world language teacher• Other: curriculum coordinator, technology specialist, school leader, etc.
  5. 5. Where are you in the process of “going global”?• Thinking about it• Just starting out• Going strong, ready to do even more• Getting there, ready to broaden my efforts• Already going global, looking to go deeper
  6. 6. What is globalcompetence? “not quite clear on the concept” CC by woodleywonderworks on Flickr
  7. 7. Why is globalcompetence essential?“Sometimes the world seems upside down” CC by jen_maiser via Flickr
  8. 8. How can wehelp students develop global competence? “42601677.10” CC by torres21 via Flickr
  9. 9. Why is educating for global competence so important in today’s world?
  10. 10. The global is part of our everyday local lives. “You Paris and Me” CC by Nina Matthews via Flickr
  11. 11. What are some of the ways you and your students experience globalization? • Socially through media and telecommunications • Culturally through movements of people • Economically through trade • Environmentally through sharing one planet • Politically through international relations and systems of regulation Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 2http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides
  12. 12. “Fargone” CC by iammikeb via FlickrA changing world demands changing skills.
  13. 13. The future is here. It’s multiethnic, multicultural, and multilingual. ~Vivien Stewart
  14. 14. Becoming Citizens of the WorldFour Trends• Economics• Science and technology• Health and security• Changing demographics Vivien Stewart, “Becoming Citizens of the World” Educational Leadership 64.7, April 2007, pp. 8-14 http://www.ascd.org/publications/educational- leadership/apr07/vol64/num07/Becoming-Citizens-of-the-World.aspx
  15. 15. “Tokyo1950” CC by tokyoform via FlickrGlobalization of the Economy
  16. 16. The future is already here – it’s just not evenly distributed. ~William Gibson
  17. 17. Global Competence is a 21st Century Imperative• Economies  more globally connected and interdependent• Society  more linguistically and culturally diverse• Global challenges  more complex• Global competence  academic achievement Global Competence is a 21st Century Imperative, an NEA Policy Brief, 2010 http://www.dc-cgel.org/node/145
  18. 18. Why an International Focus? • Economic competitiveness and jobs • Global challenges • National security and diplomacy • A diverse U.S. society Succeeding Globally Through International Education and Engagement, U.S. Department of Education, International Strategy, November 2012http://www2.ed.gov/about/inits/ed/internationaled/international-strategy-2012- 16.html
  19. 19. “We must focus on integrating internationalperspectives into our classrooms. It is througheducation and exchange that we become bettercollaborators, competitors and compassionate neighbors in this global society.” Secretary Arne Duncan, November 14, 2011
  20. 20. “Pinteresting” CC by Dave77459 via FlickrGlobal Issues, Local Solutions
  21. 21. The future is here, and it is global. ~Mark Gerzon
  22. 22. Video: Global Citizen Journey http://youtu.be/uXoRd45cih4
  23. 23. Environment FoodGenes Possessions Economies Religions
  24. 24. We are all global citizens. We have the power to create a better world. ~Mark GerzonGlobal citizens: how our vision of the world is outdated, and what we can do about it http://books.google.com/books?id=e0ZDAQAAIAAJ
  25. 25. The Five Stages of Becoming a Global Citizen Worldview based on . . .• Citizen 1.0 one’s self (egocentric)
• Citizen 2.0 one’s group (ideocentric)
• Citizen 3.0 one’s nation (sociocentric)
• Citizen 4.0 multiple cultures (multicentric)
• Citizen 5.0 the whole Earth (geocentric)
  26. 26. Four Main Actions Required for Developing Global Citizenship• Witnessing – open our eyes• Learning – opening our minds• Connecting – opening our hearts• Geo-partnering – opening our hands
  27. 27. A Global Citizen is someone who: • is aware of the wider world and has a sense of their own role as a world citizen; • respects and values diversity; • is willing to act to make the world a more equitable and sustainable place; • takes responsibility for their actions. Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 3http://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship
  28. 28. What are global competencies?“21st century skills applied to the world”
  29. 29. enGauge: 21st Century Skills from Metiri Group
  30. 30. 21st Century Interdisciplinary Themes from the Partnership for 21st Century Skills • Global Awareness • Financial, Economic, Business, and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Environmental Literacy
  31. 31. National Educational Technology Standards for Studentsfrom the International Society for Technology in EducationCommunication and CollaborationStudents developcultural understandingand global awarenessby engaging withlearners of othercultures.
  32. 32. National Educational Technology Standards for Teachersfrom the International Society for Technology in EducationModel Digital-Age Work and LearningTeachers exhibit knowledge,skills, and work processesrepresentative of aninnovative professionalin a global anddigital society.
  33. 33. National Educational Technology Standards for Teachersfrom the International Society for Technology in EducationPromote and Model DigitalCitizenship and ResponsibilityTeachers understand local &global societal issues &responsibilities in anevolving digitalculture & exhibitlegal & ethicalbehavior in theirprofessional practices.
  34. 34. What are the key dimensions of global competence?
  35. 35. Educating for Global Competence Free!www.asiasociety.org/globalcom petence.pdf
  36. 36. “Global competence is the capacity and disposition tounderstand and act on issues of global significance.” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World, 2011 “Earth at Night” CC by cote via Flickr
  37. 37. How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions • Investigate the World • Recognize Perspectives • Communicate Ideas • Take Action
  38. 38. Four Domains of Global Competence• Investigate the World: Students investigate the world beyond their immediate environment.• Recognize Perspectives: Students recognize their own and others’ perspectives.• Communicate Ideas: Students communicate their ideas effectively with diverse audiences.• Take Action: Students translate their ideas into appropriate actions to improve conditions.
  39. 39. Global Competence Matrix
  40. 40. Global Competence Matrix
  41. 41. “Teaching students about theworld is not a subject in itself,separate from other content areas,but should be an integral part of allsubjects taught. We need to openglobal gateways and inspirestudents to explore beyond theirnational borders.” Vivien Stewart, “Becoming Citizens of the World,” Educational Leadership, April 2007 “Open Gate in La Paz” CC by jaytkendall via Flickr
  42. 42. Global Competence Matrices • Arts • English Language Arts • Mathematics • Science • Social Studies • World Languages
  43. 43. Which of the four domains of globalcompetence are you emphasizing the most in your curriculum? • Investigating the world • Recognizing perspectives • Communicating ideas • Taking action
  44. 44. Which of the four domains of global competence would you like toemphasize more in your curriculum? • Investigating the world • Recognizing perspectives • Communicating ideas • Taking action
  45. 45. Global Approaches to Curriculum• Engaging students by addressing global challenges.• Globalizing the context for learning.• Connecting to universal themes.• Illuminating the global history of knowledge.• Learning through international collaboration.
  46. 46. Investigatingthe World “not quite clear on the concept” CC by woodleywonderworks on Flickr
  47. 47. RecognizingPerspectives“Sometimes the world seems upside down” CC by jen_maiser via Flickr
  48. 48. Different Ways of Looking at the World • Maps • World Mapper • Data Visualization • Infographics • Gapminder • Images • Stories
  49. 49. Maps and Cartograms
  50. 50. Created by Kai Krause, 2010
  51. 51. http://www.worldmapper.org
  52. 52. http://www.worldmapper.org
  53. 53. http://www.worldmapper.org
  54. 54. Map Credits• Mercator Map: http://www.colorado.edu/geography/gcraft/notes/mapproj/gif/me rcator.gif• Peters Projection: http://cluster3.lib.berkeley.edu/EART/images/peters2.gif• CIA Map: http://www.lib.utexas.edu/maps/cia12/world_sm_2012.gif• “Upside-Down” Map: http://www.public.asu.edu/%7Eaarios/resourcebank/maps/page3. html• The True Size of Africa: http://www.informationisbeautiful.net/2010/the-true-size-of- africa/• Worldmapper: www.worldmapper.org
  55. 55. Visual Data and Infographics
  56. 56. http://www.gapminder.org
  57. 57. http://www.gapminder.org
  58. 58. Visual Data Credits• 100 People: A World Portrait (website with multimedia): http://www.100people.org/• If the World Were a Village (picture book): http://mapping.com/village.html• The World of 100: Our Global Village (cards and posters): http://www.toby-ng.com/graphic-design/the-world-of-100/• Virtual Water (poster & app): http://virtualwater.eu/• Learn Chinese? http://asiasociety.org/node/20781• Country Codes of the World: http://www.historyshots.com/OtherArtists/4015.cfm• Population 7 Billion | National Geographic (website & app): http://education.nationalgeographic.com/education/collections/po pulation-7-billion/• Gapminder: www.gapminder.org
  59. 59. Custom Search for Infographics tiny.cc/infographicsearch
  60. 60. Tools for Creating Infographics tinyurl.com/infographicreators
  61. 61. Images and Stories
  62. 62. Fresh Takes on a Flat World: The Stories Photos Tell from Adobe Youth Voices and What Kids Can Do, Inc.
  63. 63. The Blind Men and the ElephantImages: “6 Blindmen and an Elephant” CC by Dakinewavamon via Flickr
  64. 64. The BlindMen and theElephantBuddhist parablePoem by JohnGodfry Saxeand nowPicture book byEd Young
  65. 65. The Danger of a Single Story “When we reject the single story, when we realize there is never a single story about any place, we regain a kind of paradise.” ~Chimamanda Adichiehttp://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
  66. 66. Until the lion tells his side of the story,the tale of the hunt will always glorify the hunter. ~Igbo proverb “Lions” CC by mpaskevi via Flickr
  67. 67. Reading the Worldtinyurl.com/readingtheworld
  68. 68. Reading the WorldLiterature Circles or Book Clubs• Thematic Approach• Regional Approach• One Idea Across Cultures• One Country, Different Perspectives
  69. 69. Critical Literacy Questions • Textual purpose(s) • Textual structures and features • Construction of characters • Gaps and silences • Power and interest • Whose view: whose reality? • Interrogating the composer • Multiple meaningsTasmania Department of Education, cited on Multiliteracies: Exploring New Learning http://multiliteracies101.weebly.com/successful-learning-environments.html
  70. 70. Image and Story Credits• Fresh Takes on a Flat World:http://www.whatkidscando.org/specialcollections/adobeyouthvoices/2010/mini- curriculum/index.html• Material World and Hungry Planet: http://www.menzelphoto.com/books/mw.php• The Blind Men and the Elephant: http://en.wikipedia.org/wiki/Blind_men_and_an_elephant• Seven Blind Mice: http://books.google.com/books?isbn=0698118952• Fish is Fish: http://books.google.com/books?isbn=0394827996• Nacirema: http://en.wikipedia.org/wiki/Nacirema• The Danger of a Single Story: http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html• Critical Literacy Questions: http://multiliteracies101.weebly.com/successful-learning- environments.html
  71. 71. Communicating Ideas “42601677.10” CC by torres21 via Flickr
  72. 72. Taking Action “On the other side” CC by EmsiProduction via Flickr
  73. 73. S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
  74. 74. S.A.G.E.• Student choice: Are there options for students to make choices about content, process, and/or product?• Authentic work: Are students being asked to do something adults do in the “real world”?
  75. 75. S.A.G.E.• Global Significance: Are students being asked to investigate the world, recognize perspectives, communicate ideas, and/or take action?• Exhibition to audience: Will students have the opportunity to present their learning to an authentic audience?
  76. 76. Millennium Development Goals1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender equality and empower women4. Reduce child mortality5. Improve maternal health6. Combat HIV/AIDS, malaria, and other diseases7. Ensure environmental sustainability
  77. 77. High Noon: 20 Global Problems, 20 Years to Solve ThemSharing our Planet: issues involvingthe global commons• Global warming• Biodiversity and ecosystem losses• Fisheries depletion• Deforestation• Water deficits• Maritime safety and pollution
  78. 78. High Noon: 20 Global Problems, 20 Years to Solve ThemSharing our Humanity: issues requiringa global commitment• Massive step up in the fight against poverty• Peacekeeping, conflict prevention, combating terrorism• Education for all• Global infectious diseases• Digital divide• Natural disaster prevention and mitigation
  79. 79. High Noon: 20 Global Problems, 20 Years to Solve ThemSharing our Rulebook: issues needing aglobal regulatory approach• Reinventing taxation for the twenty-first century• Biotechnology rules• Global financial architecture• Illegal drugs• Trade, investment and competition rules• Intellectual property rights• E-commerce rules• International labour and migration rules
  80. 80. Example class project inspired by this book - Photojournalism: What Matters, http://www.slideshare.net/mwixsom/photojournalism-what-matters
  81. 81. S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
  82. 82. Communicating Ideas & Taking Action with Authentic Real-World Work • Simulations with a global problem solving focus • Reporting on global issues via student news networks • Publishing to a global audience via participation in multimedia contests • Project-based or challenge-based learning • Service learning, community engagement • Global collaboration projects
  83. 83. Qualities of Good Simulations• Is the project driven by relevant essential questions?• Does it take into account perspectives from beyond the United States? How?• Does it use primary sources from around the world, as appropriate?• Does it have real-world outcomes? “Simulations: Real-World Practice,” Asia Society: Education and Learning http://asiasociety.org/education-learning/resources-schools/partnership- ideas/simulations-real-world-practice
  84. 84. Global Simulations• Model United Nations• World Affairs Challenge• The ICONS Project• GlobalEd2 Project• International Economics Summit “Simulations: Real-World Practice,” Asia Society: Education and Learning http://asiasociety.org/education-learning/resources-schools/partnership- ideas/simulations-real-world-practice
  85. 85. Student News Networkstinyurl.com/studentnewsnetworks
  86. 86. Student News Networks Click the logos above to visit each website!
  87. 87. Student News Networks Click the logos above to visit each website!
  88. 88. Project-Based Learning Resources Click the logos above to visit each organization’s website!
  89. 89. Find this and other Project-Based Learning materials at bie.org
  90. 90. Driving Question: How can young people around the world have a constructive impact on deforestation in Borneo, improving the lives of animals and humans?
  91. 91. Service Learning Connecting Local & Global• Who else around the world is affected by the issues, concerns, and trends that affect our community?• How does this global issue, concern, or trend affect our community?• What are some of the familiar aspects of all cultures, and how are they addressed similarly or differently in our community and in communities around the world? “Connect Local and Global,” Asia Society: Education and Learninghttp://asiasociety.org/education-learning/afterschool/connect-local-and-global
  92. 92. GLOBAL COLLABORATION PROJECTS
  93. 93. “stop collaborate listen t-shirt” CC by cambodia4kidsorg on Flickr
  94. 94. Are You Ready for a Connected Learning Year? tinyurl.com/connectedlearningyear
  95. 95. Connect All Schools
  96. 96. Connect All Schools
  97. 97. “Skype Jobs” CC by langwitches on Flickr
  98. 98. Global Collaboration Projects slideshare.net/hmoorman/global- collaboration-projects
  99. 99. What are you going to do next?• Read Educating for Global Competence• Use some of the resources provided today• Explore more on my own• Connect with other global educators online• Talk with colleagues at my school
  100. 100. Prepare Students for the World: Teach Global Competence Honor MoormanAssociate Director, Professional Development and Curriculum Asia Society | Partnership for Global Learning @honormoorman honormoorman.me
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