This document discusses the importance of developing global competence in students. It argues that global competence is essential for students' future success as the world becomes more interconnected and diverse. Teachers are encouraged to integrate international perspectives into all subject areas and help students develop skills like investigating other cultures, recognizing different perspectives, communicating across borders, and taking action on global issues. The goal is to prepare students to thrive in today's globalized world.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
Presentation on social networking, its history and its role as an educational tool, presented by Andy Carvin to the University of Maryland/Baltimore's School of Nursing.
A proposal for the PISA 2018 Assessment of Global CompetenceEduSkills OECD
Globalisation brings innovation, new experiences and higher living standards, but it equally contributes to economic inequity and social division. That’s why this generation requires new capacities. Young people need to collaborate with people from different disciplines, cultures and value systems, in a way that solves complex problems and creates economic and social capital. They need to bring judgement and action to difficult situations in which people’s beliefs and standards are at odds.
For some years, educators have been discussing how best to build these capacities. Is there a distinctive competence that equips young people for the culturally diverse and digitally-connected communities in which they work and socialise? And can students learn to mobilise knowledge, skills, values and attitudes, in order to act creatively, collaboratively and ethically?
These issues are now at the heart of international education discussion.
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
Why are 21st Century Skills so important?
Fundamental change in the socio-economic field
Global citizenship
The growth of a knowledge society
Knowledge-Economy
The digital age
The changing nature of work
Knowledge-based workers
How to Develop 21 st century skills through Education?
Useful pedagogical designs
Pedagogical strategies to integrate 21st-century skills into
teaching-learning practice.
Mindful assessment
Meaningful Feedback
The future of education and skills education 2030 oecdRajeev Ranjan
Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own
lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation
and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to
help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and shape their world?
● How can instructional systems develop these knowledge, skills, attitudes and values effectively?
key concepts underpinning the
framework.
‒ Adaptability/ Flexibility/ Adjustment/ Agility
‒ Compassion
‒ Conflict resolution
‒ Creativity/ Creative thinking/ Inventive thinking
‒ Critical-thinking skills
‒ Curiosity
‒ Empathy
‒ Engagement/Communication skills/Collaboration skills
‒ Equality/ Equity
‒ Global mind-set
‒ Goal orientation and completion (e.g. grit, persistence)
‒ Gratitude
‒ Growth mind-set
‒ Hope
‒ Human dignity
‒ Identity/Spiritual identity
‒ Integrity
‒ Justice
‒ Manual skills for information and communication technology (related to learning strategies)
‒ Manual skills related to the arts and crafts, music, physical education skills needed for the future
‒ Meta-learning skills (including learning to learn skills)
‒ Mindfulness
‒ Motivation (e.g. to learn, to contribute to society)
‒ Open mind-set (to others, new ideas, new experiences)
‒ Perspective-taking and cognitive flexibility
‒ Pro-activeness
‒ Problem solving skills
‒ Purposefulness
‒ Reflective thinking/Evaluating/Monitoring
‒ Resilience/Stress resistance
‒ Respect (for self, others, including cultural diversity)
‒ Responsibility (including locus of control)
‒ Risk management
‒ Self-awareness/Self-regulation/Self-control
‒ Self-efficacy/Positive self-orientation
‒ Trust (in self, others, institutions)
Rajeev Ranjan
www.rajeevelt.com
Why are 21st Century Skills so important?
Fundamental change in the socio-economic field
Global citizenship
The growth of a knowledge society
Knowledge-Economy
The digital age
The changing nature of work
Knowledge-based workers
How to Develop 21 st century skills through Education?
Useful pedagogical designs
Pedagogical strategies to integrate 21st-century skills into
teaching-learning practice.
Mindful assessment
Meaningful Feedback
Working across borders is becoming an increasingly complex experience. Succeeding in a global organization requires a specific set of virtual, cross-cultural and communication skills which ensure that working relationships thrive and all business objectives are surpassed.
This presentation examines best practices for managers with cross-border roles who want to succeed in complex global companies.
Media and Information Literacy (MIL) - 1. Introduction to Media and Informati...Arniel Ping
Introduction to Media and Information Literacy (Part 1)
The learners will be able to…
1. describe the nature of communication and the concepts related to it (SSHS);
2. describe how communication is affected by media and information (MIL11/12IMIL-IIIa and
3. identify the similarities and differences of media literacy, information literacy, and technology literacy (MIL11/12IMIL-IIIa-2).
Topic Outline
I- Introduction to Media and Information Literacy
A- Communication
1. Definitions
2. Communication Models
3. How Media and Information affect Communication
4. Media Literacy, Information Literacy, Technology (Digital) Literacy
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your district doing to prepare students for success in the global era? Brandon Wiley, Director of the International Studies Schools Network at Asia Society, talks with district leaders on how to implement global learning initiatives. Understand how districts across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help your district ensure students develop global competence and are prepared for a global society.
Global Learning for Educators webinars are offered free twice monthly, September 2012 - May 2013. Please visit http://asiasociety.org/webinars for details and registration.
What is your school doing to prepare students for success in the global era? Join Brandon Wiley, Director of the International Studies Schools Network at Asia Society, to learn how to implement global learning initiatives in your school. Understand how schools across the United States are utilizing innovative approaches and proven practices in global education. Get strategies and tools to help ensure students develop global competence and are prepared for a global society.
This presentation by Jennifer D. Klein explores the importance of global education and educational strategies and pedagogy for transformative student experiences. Presented as part of the LearnCentral webinar series on August 31, 2011. See more about Jennifer's work at www.principledlearning.org.
Presentation by Jennifer D. Klein at GlobalEdCon2011. Explores some of the best ideas out there about why and how to globalize the curriculum, looking at a variety of excellent examples of global projects across the K-12 curriculum.
This presentation gives a small taste of the material offered by Jennifer through her TIGed Professional Development e-Courses, as well as through live in-service presentations and teacher coaching in schools.
This presentation for the Global Education E-Conference explores using international sources and problem based learning to raise students' global consciousness.
Global trends in education that apply at the elementary, secondary, tertiary and adult education levels in many countries across the globe. This was a Spotlight Session hosted by the Center for Interactive Learning and Collaboration in September, 2010.
Participants will learn about the history and driving principles of the ISSN. After reviewing the ISSN Global School Design Model participants will learn the ISSN approach to curriculum, instruction, and assessment: the Graduate Performance System (GPS). Importantly, participants will be introduced to valuable resources designed to help transform teaching and learning while preparing students for college, career, and global citizenship.
Deeper Learning through Global CollaborationHonor Moorman
Global Collaboration Projects can be an authentic and meaningful way to engage students in deeper learning. By working collaboratively with peers around the world, students are challenged to think critically and communicate effectively while drawing on multiple perspectives to solve complex problems and addressing real-world issues. Join us to participate in a simulation of a global collaboration project designed to help you experience and understand how they contribute to deeper learning.
1. Prepare Students for the World:
Teach Global Competence
Honor Moorman
Associate Director, Professional Development and Curriculum
Asia Society | Partnership for Global Learning
@honormoorman
honormoorman.me
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, Business Education
initiatives
Studies & White Papers International Studies
Schools Network
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.
“On the other side”
CC by EmsiProduction via Flickr
4. What is your role in education?
• Elementary teacher
• Secondary math or science teacher
• Secondary language arts or social studies
teacher
• Secondary world language teacher
• Other: curriculum coordinator, technology
specialist, school leader, etc.
5. Where are you in the process of
“going global”?
• Thinking about it
• Just starting out
• Going strong, ready to do even more
• Getting there, ready to broaden my efforts
• Already going global, looking to go deeper
7. Why is
global
competence
essential?
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
8. How can we
help students develop
global competence?
“42601677.10”
CC by torres21 via Flickr
9. Why is educating for global competence
so important in today’s world?
10. The global is part of our
everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr
11. What are some of the ways you and your
students experience globalization?
• Socially through media and telecommunications
• Culturally through movements of people
• Economically through trade
• Environmentally through sharing one planet
• Politically through international relations and
systems of regulation
Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 2
http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides
12. “Fargone” CC by iammikeb via Flickr
A changing world demands changing skills.
13. The future is here. It’s multiethnic,
multicultural, and multilingual.
~Vivien Stewart
14. Becoming Citizens of the World
Four Trends
• Economics
• Science and technology
• Health and security
• Changing demographics
Vivien Stewart, “Becoming Citizens of the World”
Educational Leadership 64.7, April 2007, pp. 8-14
http://www.ascd.org/publications/educational-
leadership/apr07/vol64/num07/Becoming-Citizens-of-the-World.aspx
16. The future is already here – it’s just not
evenly distributed.
~William Gibson
17. Global Competence is a 21st Century
Imperative
• Economies more globally connected
and interdependent
• Society more linguistically and
culturally diverse
• Global challenges more complex
• Global competence academic
achievement
Global Competence is a 21st Century Imperative, an NEA Policy Brief, 2010
http://www.dc-cgel.org/node/145
18. Why an International Focus?
• Economic
competitiveness
and jobs
• Global challenges
• National security
and diplomacy
• A diverse U.S.
society
Succeeding Globally Through International Education and Engagement,
U.S. Department of Education, International Strategy, November 2012
http://www2.ed.gov/about/inits/ed/internationaled/international-strategy-2012-
16.html
19. “We must focus on integrating international
perspectives into our classrooms. It is through
education and exchange that we become better
collaborators, competitors and compassionate
neighbors in this global society.”
Secretary Arne Duncan,
November 14, 2011
24. 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
25. The Five Stages of
Becoming a Global Citizen
Worldview based on . . .
• Citizen 1.0 one’s self (egocentric)
• Citizen 2.0 one’s group (ideocentric)
• Citizen 3.0 one’s nation (sociocentric)
• Citizen 4.0 multiple cultures
(multicentric)
• Citizen 5.0 the whole Earth (geocentric)
26. Four Main Actions Required for
Developing Global Citizenship
• Witnessing – open our eyes
• Learning – opening our minds
• Connecting – opening our hearts
• Geo-partnering – opening our hands
27. A Global
Citizen is
someone who:
• is aware of the wider world and has a
sense of their own role as a world citizen;
• respects and values diversity;
• is willing to act to make the world a more
equitable and sustainable place;
• takes responsibility for their actions.
Education for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 3
http://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship
28. What are global competencies?
“21st century skills applied to the world”
30. 21st Century Interdisciplinary Themes from
the Partnership for 21st Century Skills
• Global Awareness
• Financial, Economic, Business, and
Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental
Literacy
31. National Educational Technology Standards for Students
from the International Society for Technology in Education
Communication and Collaboration
Students develop
cultural understanding
and global awareness
by engaging with
learners of other
cultures.
32. National Educational Technology Standards for Teachers
from the International Society for Technology in Education
Model Digital-Age Work and Learning
Teachers exhibit knowledge,
skills, and work processes
representative of an
innovative professional
in a global and
digital society.
33. National Educational Technology Standards for Teachers
from the International Society for Technology in Education
Promote and Model Digital
Citizenship and Responsibility
Teachers understand local &
global societal issues &
responsibilities in an
evolving digital
culture & exhibit
legal & ethical
behavior in their
professional practices.
34. What are the key dimensions
of global competence?
36. “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
37.
38. How do we define global competence?
Content Knowledge Matters
Global Knowledge, Skills, & Dispositions
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action
39. Four 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.
43. “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
44. Global Competence Matrices
• Arts
• English Language Arts
• Mathematics
• Science
• Social Studies
• World Languages
45. Which of the four domains of global
competence are you emphasizing the
most in your curriculum?
• Investigating the world
• Recognizing perspectives
• Communicating ideas
• Taking action
46. Which of the four domains of global
competence would you like to
emphasize more in your curriculum?
• Investigating the world
• Recognizing perspectives
• Communicating ideas
• Taking action
47. Global Approaches to Curriculum
• Engaging students by addressing global challenges.
• Globalizing the context for learning.
• Connecting to universal themes.
• Illuminating the global history of knowledge.
• Learning through international collaboration.
73. Visual Data Credits
• 100 People: A World Portrait (website with multimedia):
http://www.100people.org/
• If the World Were a Village (picture book):
http://mapping.com/village.html
• The World of 100: Our Global Village (cards and posters):
http://www.toby-ng.com/graphic-design/the-world-of-100/
• Virtual Water (poster & app): http://virtualwater.eu/
• Learn Chinese? http://asiasociety.org/node/20781
• Country Codes of the World:
http://www.historyshots.com/OtherArtists/4015.cfm
• Population 7 Billion | National Geographic (website & app):
http://education.nationalgeographic.com/education/collections/po
pulation-7-billion/
• Gapminder: www.gapminder.org
77. Fresh Takes on a Flat World:
The Stories Photos Tell
from Adobe Youth Voices and What Kids Can Do, Inc.
78.
79.
80.
81.
82.
83.
84.
85.
86.
87.
88.
89.
90.
91. The Blind Men
and the Elephant
Images: “6 Blindmen and an Elephant” CC by Dakinewavamon via Flickr
92. The Blind
Men and the
Elephant
Buddhist parable
Poem by John
Godfry Saxe
and now
Picture book by
Ed Young
93.
94. The Danger of a Single Story
“When we reject the
single story, when we
realize there is never a
single story about any
place, we regain a kind
of paradise.”
~Chimamanda Adichie
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
95. Until the lion tells his side of the story,
the tale of the hunt will always glorify the hunter.
~Igbo proverb
“Lions” CC by mpaskevi via Flickr
97. Reading the World
Literature Circles or Book Clubs
• Thematic Approach
• Regional Approach
• One Idea Across Cultures
• One Country, Different Perspectives
98. Critical Literacy Questions
• Textual purpose(s)
• Textual structures and features
• Construction of characters
• Gaps and silences
• Power and interest
• Whose view: whose reality?
• Interrogating the composer
• Multiple meanings
Tasmania Department of Education, cited on Multiliteracies: Exploring New Learning
http://multiliteracies101.weebly.com/successful-learning-environments.html
99. Image and Story Credits
• Fresh Takes on a Flat
World:http://www.whatkidscando.org/specialcollections/adobeyouthvoices/2010/mini-
curriculum/index.html
• Material World and Hungry Planet:
http://www.menzelphoto.com/books/mw.php
• The Blind Men and the Elephant:
http://en.wikipedia.org/wiki/Blind_men_and_an_elephant
• Seven Blind Mice: http://books.google.com/books?isbn=0698118952
• Fish is Fish: http://books.google.com/books?isbn=0394827996
• Nacirema: http://en.wikipedia.org/wiki/Nacirema
• The Danger of a Single Story:
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story.html
• Critical Literacy Questions: http://multiliteracies101.weebly.com/successful-learning-
environments.html
103. 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”?
104. 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?
105.
106. Millennium Development Goals
1. Eradicate extreme poverty and hunger
2. Achieve universal primary education
3. Promote gender equality and
empower women
4. Reduce child mortality
5. Improve maternal health
6. Combat HIV/AIDS, malaria, and other
diseases
7. Ensure environmental sustainability
107. High Noon: 20 Global Problems,
20 Years to Solve Them
Sharing our Planet: issues involving
the global commons
• Global warming
• Biodiversity and ecosystem losses
• Fisheries depletion
• Deforestation
• Water deficits
• Maritime safety and pollution
108. High Noon: 20 Global Problems,
20 Years to Solve Them
Sharing our Humanity: issues requiring
a global commitment
• Massive step up in the fight against poverty
• Peacekeeping, conflict prevention, combating
terrorism
• Education for all
• Global infectious diseases
• Digital divide
• Natural disaster prevention and
mitigation
109. High Noon: 20 Global Problems,
20 Years to Solve Them
Sharing our Rulebook: issues needing a
global regulatory approach
• Reinventing taxation for the twenty-first century
• Biotechnology rules
• Global financial architecture
• Illegal drugs
• Trade, investment and competition rules
• Intellectual property rights
• E-commerce rules
• International labour and migration rules
110. Example class project inspired by this book - Photojournalism: What Matters,
http://www.slideshare.net/mwixsom/photojournalism-what-matters
113. Communicating Ideas & Taking Action
with Authentic Real-World Work
• Simulations with a global problem solving focus
• Reporting on global issues via student news
networks
• Publishing to a global audience via participation
in multimedia contests
• Project-based or challenge-based learning
• Service learning, community engagement
• Global collaboration projects
114. Qualities of Good Simulations
• Is the project driven by relevant essential
questions?
• Does it take into account perspectives
from beyond the United States? How?
• Does it use primary sources from around
the world, as appropriate?
• Does it have real-world outcomes?
“Simulations: Real-World Practice,” Asia Society: Education and Learning
http://asiasociety.org/education-learning/resources-schools/partnership-
ideas/simulations-real-world-practice
115. Global Simulations
• Model United Nations
• World Affairs Challenge
• The ICONS Project
• GlobalEd2 Project
• International Economics Summit
“Simulations: Real-World Practice,” Asia Society: Education and Learning
http://asiasociety.org/education-learning/resources-schools/partnership-
ideas/simulations-real-world-practice
121. Find this and other Project-Based Learning materials at bie.org
122. Driving Question: How can young people around the world
have a constructive impact on deforestation in Borneo,
improving the lives of animals and humans?
123. Service Learning
Connecting Local & Global
• Who else around the world is affected by the
issues, concerns, and trends that affect our
community?
• How does this global issue, concern, or trend
affect our community?
• What are some of the familiar aspects of all
cultures, and how are they addressed
similarly or differently in our community and
in communities around the world?
“Connect Local and Global,” Asia Society: Education and Learning
http://asiasociety.org/education-learning/afterschool/connect-local-and-global
131. What are you going to do next?
• Read Educating for Global Competence
• Use some of the resources provided today
• Explore more on my own
• Connect with other global educators online
• Talk with colleagues at my school
132. Prepare Students for the World:
Teach Global Competence
Honor Moorman
Associate Director, Professional Development and Curriculum
Asia Society | Partnership for Global Learning
@honormoorman
honormoorman.me