Teaching Toward Global Competence

Teaching Toward Global Competence

Honor Moorman@honormoorman

Workshop Materialstinyurl.com/HMfulbright2012

Leadership and Talent Corporate Conferences Task Forces & Reports Working Groups, Studies

& White Papers

Museum Exhibitions Performances Commissions

Cross-Cultural Dialogue Asian Historical Heritage Current Trends in Asia

Partnership for Global Learning

Chinese Language initiatives

Global Cities Initiative

Afghanistan/Pakistan Region Strategic Studies

Livability of Asian Cities

Track II Dialogues on Key Issues Food Sustainability Water Security

Arts

Education

Policy

Business

Asia Society at a Glance

Working to make all studentsglobally

competentand ready for

the 21st century.

What is global competence?

Why should we be teaching towardglobal competence?

How can we help students developglobal competence?

What are some of the ways you and your students experience

globalization?

Globalization of the Economy

“Tokyo1950” CC by tokyoform via Flickr

A changing world demands changing skills.

“Fargone” CC by iammikeb via Flickr

Global Issues, Local Solutions

“Pinteresting” CC by Dave77459 via Flickr

The global is part of our everyday local lives.

“You Paris and Me” CC by Nina Matthews via Flickr

Video: Global Citizen Journey

http://youtu.be/uXoRd45cih4

Genes

Economies Religions

Food

Possessions

Environment

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Global citizens: how our vision of the world is outdated, and what we can do about it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

What are the knowledge, skills,and dispositions students need to develop

in order to be globally competent?

How do we define global competence?

Content Knowledge Matters

Global Knowledge, Skills, & Dispositions• Investigate the World• Recognize Perspectives• Communicate Ideas• Take Action

Educating for Global Competence

Free!

www.asiasociety.org/globalcompetence.pdf

“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

• Recognize and express how diverse audiences perceive meaning and how that affects communication.

• Listen to and communicate effectively with diverse people.

• Select and use appropriate technology and media to communicate with diverse audiences.

• Reflect on how effective communication affects understanding and collaboration in an interdependent world.

• Recognize and express their own perspective and identify influences on that perspective.

• Examine others’ perspectives and identify what influenced them.

• Explain the impact of cultural interactions.

• Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives .

• Identify an issue, generate questions, and explain its significance.

• Use variety of languages, sources and media to identify and weigh relevant evidence.

• Analyze, integrate, and synthesize evidence to construct coherent responses.

• Develop argument based on compelling evidence and draws defensible conclusions.

• Identify and create opportunities for personal or collaborative action to improve conditions.

• Assess options and plan actions based on evidence and potential for impact.

• Act, personally or collaboratively, in creative and ethical ways to contribute to improvement, and assess impact of actions taken.

• Reflect on capacity to advocate for and contribute to improvement.

Investigate the WorldStudents investigate the world beyond their immediate environment.

Recognize PerspectivesStudents recognize their own and others’ perspectives.

Take ActionStudents translate their ideas into appropriate actions to improve conditions.

Communicate IdeasStudents communicate their ideas effectively with diverse audiences.

Understand the World throughDisciplinary and Interdisciplinary Study

p. 12

p. 102

Global Competence Matrix

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.

Namaste: One Teen’s Look at Nepal

http://youtu.be/NIsA_ACfsFM

Where did you see evidence of the four domains of global competence

in the Namaste video?

“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

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

Investigate the World Recognize Perspectives

Take Action Communicate Ideas

Investigate the World“not quite clear on the concept”

CC by woodleywonderworks on Flickr

Recognize Perspectives

“Sometimes the world seems upside down”

CC by jen_maiser via Flickr

Communicate Ideas

“42601677.10”CC by torres21 via

Flickr

Take Action

“On the other side”CC by EmsiProduction via Flickr

pp.72-75

p. 55

p. 71

Looks Like Sounds Like

• What does the learning space look like?

• What do you see students doing?

• What do you see the teacher doing?

• What else do you see?

• What does the learning space sound like?

• What do you hear students saying?

• What do you hear the teacher saying?

• What else do you hear?

S.A.G.E.

• Student choice

• Authentic work

• Global significance

• Exhibition to real-world audiences

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”?

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?

PBL in Elementary Science

http://youtu.be/p5q4BiGcRqM

Cultural UnderstandingAdapted from “collaborate-communicate-connect” CC by langwitches on Flickr

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

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

International Education WeekNov. 12-16, 2012

Browse

Read

Free!

www.asiasociety.org/globalcompetence.pdf

Attend

Connect

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

Teaching Toward Global Competence

Honor Moorman@honormoorman

Workshop Materialstinyurl.com/HMfulbright2012