1. Creating an Effective Global
Education Program for
Elementary Age Children
Jenna Hitchcock, Henry Lilly, Mary O’Malley, Nick Ormsby, Paige Sears, Samuel Wood, & Payton Wulff
3. “
We discovered some time ago that the world is both
round and large. Yet our perspectives about the way
we live and what we know are often one dimensional,
bound tightly by place and familiar culture. New
generations of students will need to transcend local
and national boundaries in preparation for life and
work in ever widening space. How will the institutions
that serve them lead the way?
Patti Mcgill Peterson, 2015
5. Stand alone 8
week program
with lessons,
reflections, and
class to class
Skype
Supplementary
5 week
program with
lessons,
reflections, and
virtual
interaction
Program
Design
Desired Program Learning Outcomes
1. Students will understand that there are perspectives different than their own and that both are “right.”
2. Students will understand location and traditions of the partner school.
3. Students will feel comfortable asking questions and following curiosity.
4. Students will treat the partner school students and teachers the way they wish to be treated.
6. Day One - Pre
Assessment
“They eat a lot of rice.”
“China only has one time zone.”
“Chinese New Year!”
“Made in China”
“Great Wall of China”
7. Day One - Reflective
Questions
“They eat a lot of
rice.” “China only has one time
zone.”
“Chinese New Year!”
“Made in China”
“Great Wall of China”
8. Day Two- Lessons
Shoe Lace Lesson Respectful Interaction
1. Students will understand that there
are perspectives different than their own
and that both are “right.”
3. Students will feel comfortable asking
questions and following curiosity
4. Students will treat the partner school
students and teachers the way they wish
to be treated. “students were enthusiastic
participants in both lessons”
9. Video Response
Day Three –Video
Response
Perspective Sharing
Lesson
If the panda is a
symbol of China,
what do you think
would be a good
symbol of Missoula?
“She has short hair!”
“There were a lot of birds in the park.”
“She has the iPhone case as my
mom!”
“I think that her life is different
because she lives in Shanghai.”
“The sky was so blue!”
“I see cars and motorcycles.”
“Cutthroat Trout - they don’t sit around
and neither do Montanans!”
10. Day Three - Post Assessment
“I felt uncomfortable
asking her my
question. It felt too
personal.”
- Post assessment response
from a student who had asked,
“What is your daily life like?”
Student Assessment Responses
■ “ I want to move to China!”
■ “I want to be King of the Pandas!”
■ “If there were yellow weasel’s in
Missoula, my parents would feed them!”
“Mine wouldn’t!”
■ “This was fun!”
Teacher Assessment Responses
■ “They are too young to have formed any
prejudgments about people…everything
they learn is just new to them.”
■ “This would be a better fit for 8th grade.”
■ “They need more activity…lessons
should only last 20 minutes max.”
■ “So many of these ideas are drilled into
them by the [International
Baccalaureate] character program.”
“More than anything,
I think that they are
scared of offending
someone.”
11. Analysi
s_______________________________
• Bennet’s [1986] Intercultural
Sensitivity Development Model,
students progressed from “denial”
to “minimization.”
• Ting-Toomey & Chung’s [2012]
Intercultural Communication
Competence: A Staircase Model,
students progressed from
“unconscious incompetence” to
“conscious incompetence.”
Video question and response seemed
to have the most striking effect.
12. • Making Partnerships
• Time Zones
• Technology
Challenges / Limitations /
Recommendations
• International
Baccalaureate School
• Age Range
• College : Elementary
Conduct again in a set of more diverse school
settings with a more appropriately aged partner.
