This document outlines strategies for teaching students to develop global competence. It discusses finding global connections, raising awareness of different perspectives, embracing diversity, and using case studies, visuals and personal examples. Some key approaches are developing empathy, seeing the world from others' viewpoints, investigating other cultures through research, guest speakers and celebrations, and communicating ideas through projects, presentations and technology. Students are encouraged to take action by engaging in service learning, fundraising, problem solving and communicating with international partners.

1. Teaching Toward Global
Competence
Classroom Teacher Exchange Program
In-Service Workshop for International
Teachers and Host Schools

2. Here’s what Fulbright Exchange
Teachers are doing, and planning to
do, to help students develop the
four domains of global competence.

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. 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. 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. 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. 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. 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. 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. Investigating the World
Looks 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. Investigating the World
Looks 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. 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. 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. 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. 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. 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. Recognizing Perspectives
Looks 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. 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. 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. 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. 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. Communicating Ideas
• Debating
• Presenting reports to the class
• Multimedia projects
• Write stories from other perspectives

23. Communicating Ideas
Looks 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. Communicating Ideas
Looks 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. 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. 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. 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. 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. 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. Taking Action
Looks 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