Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Fulbright teacher exchange global competence


Published on

Published in: Education
  • Be the first to comment

Fulbright teacher exchange global competence

  1. 1. Teaching Toward Global CompetenceClassroom Teacher Exchange ProgramIn-Service Workshop for International Teachers and Host Schools
  2. 2. Here’s what Fulbright ExchangeTeachers are doing, and planning to do, to help students develop thefour domains of global competence.
  3. 3. Key Ideas around Teaching Toward Global Competence• Finding global/local connections• Raising awareness of others’ perspectives• Retaining one’s unique culture• Considering access/equity, ability to participate• Embracing plurality• Using visuals, case studies, personal examples• Importance of world languages• Respect for self as well as others
  4. 4. Key Ideas around Teaching Toward Global Competence• Empathy• Compassion• Seeing the world from someone else’s perspective• Knowing the world is bigger than your immediate environment• Understanding our common biological humanity• Seeing case studies (where food comes from, etc.) as examples of globalization
  5. 5. Investigating the World• Guest speakers, interview visitors• Personal stories with world experience• Prompts for writing• Visual aids, world cinema• Research projects with worldwide publications• International games• Literature, plays, poetry w/ cultural diversity• Art: exploring multicultural art & artists
  6. 6. Investigating the World• Using different ways to construct knowledge• Observation and data collection• Comparing & contrasting sources of information• Getting students out of their comfort zone• Teaching students how to access & use these resources• Looking at environmental issues, biodiversity, etc. from a “one ocean”/“one planet” perspective
  7. 7. Investigating the World• Math/science: climates – impacts on people in geography, earth/sun geometry• Projects that require students to explore/investigate global issues• Celebrate cultural days (cuisines of the world, dance, music, art, sport, hobbies)• Research where you food, clothing, etc. comes from; exploring fair trade issues• Google Earth
  8. 8. Investigating the World• Geography, geographical literacy• Understanding that geographical and political circumstances can affect economics• Literature choices, world literature• Video conferencing• School trips• Current events and news
  9. 9. Investigating the World• Sharing images• World map – discussion, pinpointing where students are from, what languages are in the school – celebrate• Letter writing to soldiers around the world• Ethnic festivals & conferences & guest speakers
  10. 10. Investigating the WorldLooks Like . . . Sounds Like . . .• Art, writing, artifacts, travel, • Songs, music, musical maps, flags on display instruments from other• Social-media, technology parts of the world• Welcome in different • Greetings and speaking in languages different languages• Personal coat of arms • Foreign films• International family links • World literature• International foods, traditional to • Students’ life experiences country/culture brought into conversation
  11. 11. Investigating the WorldLooks Like . . . Sounds Like . . .• Posters • Drum circle• T-shirts created by students • Dancing• Video clips • Video clips• Monthly focus • International music• Cultural corner • Foreign language• Cultural food• World languages
  12. 12. Recognizing Perspectives• Sharing first-hand experiences• Reading books, watching films• Comparing & contrasting literature• Analyzing world news reports from different countries• Analyzing language through cultural lens• Partnerships/pen pals with classrooms across the world (handwritten letters, too)• Global genes, family history, heritage pride
  13. 13. Recognizing Perspectives• Starting with students’ experiences, questions• Observation and data collection locally and internationally with a comparative analysis – e.g. conservation efforts in different countries – e.g. statistics problems using international numbers• Involving the community• Learning about history of discrimination against minorities• Recognizing bias• Making world connections through technology (skype, youtube, etc.)
  14. 14. Recognizing Perspectives• Earth/science: understand why people make devices that impact day-to-day life (food, economy, life-styles)• Literature: introduce students to experiences of diverse cultures• Celebrate differences/diversity• Learning about other countries/cultures help to get broader perspectives
  15. 15. Recognizing Perspectives• Teaching POV in literature, art, history, environmental issues• Global stories appropriate for age group• Relate to ethnic/cultural background of the children• Pen pals provide personal connection• One Day Without Shoes• Sole trader, Chocolate trade game, World resources game
  16. 16. Recognizing Perspectives• Activities to put yourself in others’ shoes• Comparing/contrasting images• Contrasting videos and persuasive/empathetic writing• International films• Guest speakers• Role playing• Model UN
  17. 17. Recognizing PerspectivesLooks Like . . . Sounds Like . . .• Students are on task in • Noisy cooperative learning groups • International music while students• Maps on the wall are working• Might see students role-playing • Questions, vulnerability, honesty and reaching solutions • Enthusiasm for learning with global• Examples of student work that competence as end in mind connects problem-solving in the • Self awareness in student local community to the responses international community • Community-minded learning in the• Technology, especially the classroom – being able to function Internet, is a regular resource as a class enriches their ability to function globally• Initiative towards the big picture • Challenging and exploring various• Teacher-leaders modeling viewpoints in class discussions appropriate mindsets
  18. 18. Communicating Ideas• Giving students opportunities to collaborate in learning• Skyping or ePals with other classrooms around the world• Developing graphical representations of comparative data sets• Math is an international language, therefore, it builds common ground for understanding – e.g. History of Pythagoras or Zero
  19. 19. Communicating Ideas• Using blogs, social media, social networking• Sending out newsletters, school newspaper• Creating plays, art, film• World languages, student clubs, history fair• Festivals/presentations to community groups• Heritage Night• Visitors to share personal experience
  20. 20. Communicating Ideas• Science: compare & contrast different countries• Use technology to explore and connect with people in other places in the world• Talk, talk, talk – share your thoughts w/others• Email/letters with other schools• Research needs of other places• YouTube, TeacherTube videos
  21. 21. Communicating Ideas• Encouraging children to communicate their experience• Connecting with Skype, videos, ePals, pen pals• “What can you see out of your window?” (exchange between Nepal & UK)• Economic impact discussion/debate (Sole Trader)• Conscience Alley (drama technique for empathy/understanding)
  22. 22. Communicating Ideas• Debating• Presenting reports to the class• Multimedia projects• Write stories from other perspectives
  23. 23. Communicating IdeasLooks Like . . . Sounds Like . . .• Collaborative groups • Talking• Authenticity • Contribution by all (chips)• Teacher set the • Reflecting orally scene, facilitates • Fun• One group debrief • Respect• Examining similarities and • Open to criticism differences • Growth• Cross-cultural • Interaction art, music, language
  24. 24. Communicating IdeasLooks Like . . . Sounds Like . . .• Posters/visuals • Students engaged in• Student work on global student discussion projects displayed on bulletin • Students are passionate boards and classroom walls about their ideas• Student working cooperatively • Teacher providing students• Desks arranged facing each with positive feedback and other encouragement• Computers, technology, multi media available and used
  25. 25. Taking Action• Teaching with guiding questions, activating students’ prior knowledge• Teaching students to question/critical thinking• Project-based learning from investigations• Simulating real-world situations• Giving students challenges and opportunities to creatively problem-solve• Problem-solving through engineering solutions to global issues
  26. 26. Taking Action• Think global, act local• Creating campaigns, petitions, performances,• Writing to pen pals and using social media to make the world smaller• Putting projects online for comments• Projects with objectives for improvement• Service learning projects and trips• Fundraising, community service• Involving parents and community
  27. 27. Taking Action• IB PYP (International Baccalaureate Primary Years Programme): exhibition – find a problem, research, and take action• Earth science: respond to global natural disasters• Community-based service learning in both local & global communities• Communicate with other countries• Fundraising, charity drives
  28. 28. Taking Action• Global links, find global w/local• Reciprocal visits, links between schools• Clean water projects• Local problem-solving projects• Take a stand• International festival or assembly to demonstrate various cultural perspectives
  29. 29. Taking Action• Community organizations, international organizations• Heifer foundation• Trick or Treat for UNICEF• Send my friend to school• Operation Christmas Child plus a “Why” assembly• National Honors Society – responsible for an action project
  30. 30. Taking ActionLooks Like . . . Sounds Like . . .• Student collaboration • Multilingual• Team/group teaching, kids teaching• Round tables • Student voices• Building/environment represents • Critical thinking the outside community• Environmental print from many • Students and teacher asking sources lots of questions• Technology – “techknowledge” • Quiet time for reflection• Students and community constantly in and out of building • Informed conversations• Interdisciplinary project-based • Voices from community/world learning• Visual arts from the world – • Music and language from the connected to thinking world