“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 on Flickr

Investigate the World Recognize Perspectives

Take Action Communicate Ideas

All Content Area Performance Outcomes

are now organized into the 4 Global Competency domains:

Investigate the World Recognize Perspectives

Take Action Communicate Ideas

In English Language Arts, how do students . . . ?

Investigating the World

and Recognizing

Different Perspectives

“Sometimes the world seems upside down” CC by jen_maiser on Flickr

Communicating Ideas and

Taking Action

42601677.10 CC by torres21 on Flickr

English Language Arts Performance Outcomes

Investigate the World: Students investigate the world’s complex and significant issues and ideas.

Recognize Perspectives: Students understand that an issue may be viewed from diverse perspectives, reflecting different values and cultures.

Communicate Ideas: Students organize and structure ideas when communicating with a variety of audiences.

Take Action: Students reflect on their learning and develop a position of advocacy or action.

• Group 1: Reading for Literature & Informational (p. 38 & 40)

• Group 2: Writing (pp. 45-47)

• Group 3: Speaking and Listening (p. 50)

• Group 4: Language (p. 54-55)

Please highlight the connections/intersections you find

between the ISSN Performance Outcomes and the Common Core

Standards

• Find a partner from another group

• Introduce yourself

• Teach your partner about one of your crosswalk connections

• Learn about a crosswalk connection from your partner

• Say “Thank You!”

• Find a new partner and repeat the process

Give One to Get One

• Start with the outcomes/expectations in mind;

• Be clear in asking for what skills you want students to be able to demonstrate in their work;

• Be specific about what evidence you will look for to assess students as college ready/globally competent;

When designing an assessment task . . .

• Consider what preparation needs to be done before students will be able to do the task;

• Remember that performance tasks should not cover ALL Graduate Portfolio Standards;

• Key attributes include: Student choice, Authentic task done by adults in “real world,” Global focus, Exhibition of work to authentic audience (S.A.G.E.).

When designing an assessment task . . .

Student ChoiceAre there options for students to make choices about content, process, and/or product within this task?

AuthenticIs this task asking students to do something adults do in the “real world”?

GlobalHow are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?

Public Exhibition of LearningHow will students have the opportunity to present their learning to an authentic audience?

S.A.G.E.The Elements of Quality Task Design

• Teach students to write to persuade

• Teach students to write to explain

• Teach students to write to convey experience

• Teach students to write to respond to literature

In grade-level groups, please share what you’re already doing to . . .

• Addresses the genre you’ve identified as a gap / area of weakness

• Is aligned to the Common Core and the ISSN Performance Outcomes

• Asks students to Investigate the World, Recognize Perspectives, Communicate Ideas and Take Action

• Includes S.A.G.E. - Student Choice, Authentic Work, Global Issues, and Public Exhibition

Develop a writing task / unit plan that . . .

Using These Tools• Common Core Standards for Writing

• ISSN ELA Performance Outcomes

• Unwrapped Standards Document

Something I Learned A Question I Still Have

What Worked for Me Today Suggestions for Next Time

Reflection on the Day