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.

1. Teaching Toward Global Competence
Honor Moorman
@honormoorman
Workshop Materials
tinyurl.com/HMfulbright2012

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. Working to make
all students
globally
competent
and ready for the
21st century.

4. What is global competence?

5. Why should we be teaching toward
global competence?

6. How can we help students develop
global competence?

7. What are some of the ways you and your
students experience globalization?

8. “Tokyo1950” CC by tokyoform via Flickr
Globalization of the Economy

9. “Fargone” CC by iammikeb via Flickr
A changing world demands changing skills.

10. “Pinteresting” CC by Dave77459 via Flickr
Global Issues, Local Solutions

11. The global is part of our
everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr

12. Video: Global Citizen Journey
http://youtu.be/uXoRd45cih4

13. Environment
Food
Genes
Possessions
Economies Religions

14. We are all global citizens.
We have the power to create a
better world.
~Mark Gerzon
Global citizens: how our vision of the world is outdated, and what we can do about it
http://books.google.com/books?id=e0ZDAQAAIAAJ

15. What are the knowledge, skills,
and dispositions students need to develop
in order to be globally competent?

16. How do we define global competence?
 Content Knowledge Matters
 Global Knowledge, Skills, & Dispositions
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action

17. Educating for Global Competence
Free!
www.asiasociety.org/globalcom
petence.pdf

18. “Global competence is the
capacity and disposition to
understand 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. • 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.

21. Global Competence Matrix

22. 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.

23. Namaste: One Teen’s Look at Nepal
http://youtu.be/NIsA_ACfsFM

24. Where did you see evidence of the
four domains of global competence
in the Namaste video?

25. “Teaching students about the
world is not a subject in itself,
separate from other content areas,
but should be an integral part of all
subjects taught. We need to open
global gateways and inspire
students to explore beyond their
national borders.”
Vivien Stewart, “Becoming Citizens of the World,”
Educational Leadership, April 2007
“Open Gate in La Paz”
CC by jaytkendall via Flickr

26. 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

27. Investigate the World Recognize Perspectives
Take Action Communicate Ideas

28. Investigate the World
“not quite clear on the concept”
CC by woodleywonderworks on Flickr

29. Recognize Perspectives
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr

30. Communicate Ideas
“42601677.10”
CC by torres21 via Flickr

31. Take Action
“On the other side”
CC by EmsiProduction via Flickr

35. 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?

36. S.A.G.E.
• Student choice
• Authentic work
• Global significance
• Exhibition to real-world audiences

37. 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”?

38. 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?

39. PBL in Elementary Science
http://youtu.be/p5q4BiGcRqM

40. Cultural Understanding
Adapted from “collaborate-communicate-connect” CC by langwitches on Flickr

41. 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

42. 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

43. International Education Week
Nov. 12-16, 2012

44. Browse

45. Read
Free!
www.asiasociety.org/globalcom
petence.pdf

46. Attend

47. Connect

48. 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

49. Teaching Toward Global Competence
Honor Moorman
@honormoorman
Workshop Materials
tinyurl.com/HMfulbright2012