Fulbright teacher exchange global competence

Teaching Toward Global Competence

Classroom Teacher Exchange Program In-Service Workshop for International

Teachers and Host Schools

Here’s what Fulbright Exchange Teachers are doing, and planning to do, to help students

develop the four domains of global competence.

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

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

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


• 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


• 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


• Geography, geographical literacy• Understanding that geographical and political

circumstances can affect economics• Literature choices, world literature• Video conferencing• School trips• Current events and news


• 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


Looks Like . . .• Art, writing, artifacts, travel,

maps, flags on display• Social-media, technology• Welcome in different

languages• Personal coat of arms• International family links• International foods,

traditional to country/culture

Sounds Like . . .• Songs, music, musical

instruments from other parts of the world

• Greetings and speaking in different languages

• Foreign films• World literature• Students’ life experiences

brought into conversation


Looks Like . . .• Posters• T-shirts created by students• Video clips• Monthly focus• Cultural corner• Cultural food• World languages

Sounds Like . . .• Drum circle• Dancing• Video clips• International music• Foreign language

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


• 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.)


• 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


• 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


• Activities to put yourself in others’ shoes• Comparing/contrasting images• Contrasting videos and persuasive/empathetic

writing• International films• Guest speakers• Role playing• Model UN


Looks Like . . .• Students are on task in cooperative

learning groups• Maps on the wall• Might see students role-playing and

reaching solutions• Examples of student work that

connects problem-solving in the local community to the international community

• Technology, especially the Internet, is a regular resource

• Initiative towards the big picture• Teacher-leaders modeling appropriate

mindsets

Sounds Like . . .• Noisy• International music while students

are working• Questions, vulnerability, honesty• Enthusiasm for learning with global

competence as end in mind• Self awareness in student responses• Community-minded learning in the

classroom – being able to function as a class enriches their ability to function globally

• Challenging and exploring various viewpoints in class discussions

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

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

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

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)

Communicating Ideas

• Debating• Presenting reports to the class• Multimedia projects• Write stories from other perspectives

Communicating Ideas

Looks Like . . .• Collaborative groups• Authenticity• Teacher set the scene,

facilitates• One group debrief• Examining similarities and

differences• Cross-cultural art, music,

language

Sounds Like . . .• Talking• Contribution by all (chips)• Reflecting orally• Fun• Respect• Open to criticism• Growth• Interaction

Communicating Ideas

Looks Like . . .• Posters/visuals• Student work on global

projects displayed on bulletin boards and classroom walls

• Student working cooperatively• Desks arranged facing each

other• Computers, technology,

multimedia available and used

Sounds Like . . .• Students engaged in

student discussion• Students are passionate

about their ideas• Teacher providing students

with positive feedback and encouragement

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

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

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

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

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

Taking Action

Looks Like . . .• Student collaboration• Team/group teaching, kids teaching• Round tables• Building/environment represents the

outside community• Environmental print from many sources• Technology – “techknowledge”• Students and community constantly in

and out of building• Interdisciplinary project-based learning• Visual arts from the world – connected

to thinking

Sounds Like . . .• Multilingual• Student voices• Critical thinking• Students and teacher asking

lots of questions• Quiet time for reflection• Informed conversations• Voices from community/world• Music and language from the

world

Education

Fulbright teacher exchange global competence