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Teaching Toward Global Competence


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Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.

Published in: Education
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Teaching Toward Global Competence

  1. 1. Teaching Toward Global Competence Honor Moorman @honormoorman Workshop Materials
  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, Studies Business Education initiatives & White Papers  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 students globally competentand ready for the 21st century.
  4. 4. What is global competence?
  5. 5. Why should we be teaching toward global competence?
  6. 6. How can we help students develop global competence?
  7. 7. What are some of the ways you and your students experience globalization?
  8. 8. “Tokyo1950” CC by tokyoform via FlickrGlobalization of the Economy
  9. 9. “Fargone” CC by iammikeb via FlickrA changing world demands changing skills.
  10. 10. “Pinteresting” CC by Dave77459 via FlickrGlobal Issues, Local Solutions
  11. 11. The global is part of our everyday local lives. “You Paris and Me” CC by Nina Matthews via Flickr
  12. 12. Video: Global Citizen Journey
  13. 13. Environment FoodGenes Possessions Economies Religions
  14. 14. 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 ~Mark GerzonGlobal citizens: how our vision of the world is outdated, and what we can do about it
  15. 15. What are the knowledge, skills,and dispositions students need to develop in order to be globally competent?
  16. 16. How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions • Investigate the World • Recognize Perspectives • Communicate Ideas • Take Action
  17. 17. Educating for Global Competence Free! petence.pdf
  18. 18. “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
  19. 19. • Identify an issue, generate questions, • Recognize and express their own and explain its significance. perspective and identify influences on• Use variety of languages, sources and that perspective. media to identify and weigh relevant • Examine others’ perspectives and evidence. identify what influenced them.• Analyze, integrate, and synthesize • Explain the impact of cultural evidence to construct coherent interactions. responses. • Articulate how differential access to• Develop argument based on compelling knowledge, technology, and resources evidence and draws defensible affects quality of life and perspectives . conclusions. Investigate the World Recognize Perspectives Students investigate the world Students recognize their own beyond their immediate and others’ perspectives. environment. Understand the World through Disciplinary and Interdisciplinary Study Take Action Communicate Ideas Students translate their ideas Students communicate their into appropriate actions to ideas effectively with diverse improve conditions. audiences. • Recognize and express how diverse• Identify and create opportunities for audiences perceive meaning and how personal or collaborative action to that affects communication. improve conditions. • Listen to and communicate effectively• Assess options and plan actions based on with diverse people. evidence and potential for impact. • Select and use appropriate technology• Act, personally or collaboratively, in and media to communicate with diverse creative and ethical ways to contribute to audiences. improvement, and assess impact of • Reflect on how effective communication actions taken. affects understanding and collaboration• Reflect on capacity to advocate for and in an interdependent world. contribute to improvement.
  20. 20. Global Competence Matrix
  21. 21. 4 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.
  22. 22. Namaste: One Teen’s Look at Nepal
  23. 23. Where did you see evidence of thefour domains of global competence in the Namaste video?
  24. 24. “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
  25. 25. Global Competence Matrices Global Competence, p. 102 Arts, p. 103 English Language Arts, p. 104 Mathematics, p. 105 Science, p. 106 Social Studies, p. 107 World Languages, p. 108
  26. 26. Investigate the World Recognize Perspectives Take Action Communicate Ideas
  27. 27. Investigate the World “not quite clear on the concept” CC by woodleywonderworks on Flickr
  28. 28. Recognize Perspectives “Sometimes the world seems upside down” CC by jen_maiser via Flickr
  29. 29. Communicate Ideas “42601677.10” CC by torres21 via Flickr
  30. 30. Take Action “On the other side” CC by EmsiProduction via Flickr
  31. 31. Looks Like Sounds Like• What does the • What does the learning space look learning space sound like? like?• What do you see • What do you hear students doing? students saying?• What do you see the • What do you hear the teacher doing? teacher saying?• What else do you see? • What else do you hear?
  32. 32. S.A.G.E.• Student choice• Authentic work• Global significance• Exhibition to real-world audiences
  33. 33. 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”?
  34. 34. 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?
  35. 35. PBL in Elementary Science
  36. 36. Cultural UnderstandingAdapted from “collaborate-communicate-connect” CC by langwitches on Flickr
  37. 37. Teachers: What can you do?• Create professional learning communities• Target high-leverage entry points in the curriculum• Engage students in Project-Based Learning opportunities• Connect your classroom and curriculum to cultural and educational institutions• Develop your own global competence
  38. 38. School Leaders: What can you do?• Lead your communities in understanding the importance of global competence for the success of every student in the 21st century• Create opportunities for your schools to systematically create structures, practices and partnerships that foster the development of global competence• Pilot new and strengthen existing approaches, e.g., World Languages, simulations, service learning, partnerships, internships and international travel
  39. 39. International Education Week Nov. 12-16, 2012
  40. 40. Browse
  41. 41. Read Free! petence.pdf
  42. 42. Attend
  43. 43. Connect
  44. 44. All Images CC on Flickr• “Tokyo1950” by tokyoform• “Fargone” by iammikeb• “Pinteresting” by Dave77459• “You Paris and Me” by Nina Matthews Photography• “Earth at Night” by cote• “Open Gate in La Paz” by jaytkendall• “not quite clear on the concept” by woodleywonderworks• “Sometimes the world seems upside down” by jen_maiser• “42601677.10” by torres21• “On the other side” by EmsiProduction
  45. 45. Teaching Toward Global Competence Honor Moorman @honormoorman Workshop Materials