1. Global PBL
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 Business Education
initiatives
Groups, Studies &  International Studies
White Papers 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 global
competence? “not quite clear on the concept”
CC by woodleywonderworks on Flickr

5. Why is
global
competence
essential?
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr

6. How can project-based
learning help
students develop
global competence?
“42601677.10”
CC by torres21 via Flickr

7. Why is educating for global competence
so important in today’s world?

8. The global is part of our
everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr

9. 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

10. “Fargone” CC by iammikeb via Flickr
A changing world demands changing skills.

11. The future is here. It’s multiethnic,
multicultural, and multilingual.
~Vivien Stewart

12. 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

13. “Tokyo1950” CC by tokyoform via Flickr
Globalization of the Economy

14. The future is already here – it’s just not
evenly distributed.
~William Gibson

15. 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

16. “Pinteresting” CC by Dave77459 via Flickr
Global Issues, Local Solutions

17. The future is here, and it is global.
~Mark Gerzon

18. Video: Global Citizen Journey
http://youtu.be/uXoRd45cih4

19. Environment
Food
Genes
Possessions
Economies Religions

20. 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

21. 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)

22. 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

23. 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

24. What are global competencies?
“21st century skills applied to the world”

25. enGauge: 21st Century Skills
from Metiri Group

26. 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

27. 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.

28. 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.

29. 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.

30. “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

31. What are the knowledge, skills, and
dispositions students need to develop to be
globally competent?

32. Educating for Global Competence
Free!
www.asiasociety.org/globalcom
petence.pdf

34. How do we define global competence?
 Content Knowledge Matters
 Global Knowledge, Skills, & Dispositions
• Investigate the World
• Recognize Perspectives
• Communicate Ideas
• Take Action

35. 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.

36. Global Competence Matrix

38. Global Competence Matrix

39. “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

40. Global Competence Matrices
• Arts
• English Language Arts
• Mathematics
• Science
• Social Studies
• World Languages

41. Investigating
the World “not quite clear on the concept”
CC by woodleywonderworks on Flickr

42. Recognizing
Perspectives
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr

43. Communicating Ideas
“42601677.10”
CC by torres21 via Flickr

44. Taking Action
“On the other side”
CC by EmsiProduction via Flickr

45. 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.

48. S.A.G.E.
• Student choice
• Authentic work
• Global significance
• Exhibition to real-world audiences

49. 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”?

50. 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?

52. Example Issues from EdSteps
• Environmental sustainability
• Population growth
• Economic development
• Global conflict and cooperation
• Health and human development
• Cultural identity and diversity
• Human rights
EdSteps – Global Competence
http://www.edsteps.org/ccsso/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx%
20Crwfdw%20uF&AspxAutoDetectCookieSupport=1

53. 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

54. 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

55. 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

56. 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

57. Example class project inspired by this book - Photojournalism: What Matters,
http://www.slideshare.net/mwixsom/photojournalism-what-matters

58. S.A.G.E.
• Student choice
• Authentic work
• Global significance
• Exhibition to real-world audiences

59. Find this and other Project-Based Learning materials at bie.org

60. Features of Transformative
Global Education
• More Internal/Immersive than
External/Observational
• Student-driven via global technologies
• Problems- or Challenge-based (solution-driven)
• Action-oriented and “Glocal”
• Collaborative (beyond the classroom and/or across
cultural lines)

61. “Glocal” 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

62. Qualities of a Good Project
• Is the project driven by relevant
driving/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

63. “Digigogy Images”
CC by mikefisher 821 via Flickr

64. Tools are the Means, not the End
• Don’t get distracted by fancy technology
and gadgets
• Focus on your students’ learning and the
human beings involved
• Focus on developing meaningful dialogue
and authentic connections

65. A strong driving question in global
learning should . . .
 Invite multiple answers
 Be un-Googleable
 Be more “kid friendly” than “teacher happy”
 Require an answer (in the global context)
 Be authentic and grounded in real-world problems
(as unsimulated as possible)
 Give students a real-world role

66. What is a community?

67. What is a community?
What can we learn about
how to improve our
community by exploring the
way other people in the world
think about theirs?

68. What is human trafficking and where is
it happening?

69. What is human trafficking and where is
it happening?
How can we, as representatives
of the various nations involved
in and/or impacted by human
trafficking, collaborate to end
the practice?

70. What are the most serious challenges
to the environment globally?

71. What are the most serious challenges
to the environment globally?
As young
environmentalists, how can
we help people in our
community change their
behavior to help solve our
environmental challenges?

72. Project-Based Learning Resources
Click the logos above to visit each organization’s website!

73. GLOBAL COLLABORATION PROJECTS

74. “stop collaborate listen t-shirt” CC by cambodia4kidsorg on Flickr

75. Are You Ready for a Connected
Learning Year?
tinyurl.com/connectedlearningyear

76. Connect All Schools

77. Connect All Schools

78. “Skype Jobs” CC by langwitches on Flickr

79. Global Collaboration Projects
slideshare.net/hmoorman/global-
collaboration-projects

80. 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

81. Global PBL
Honor Moorman
Associate Director, Professional Development and Curriculum
Asia Society | Partnership for Global Learning
@honormoorman
honormoorman.me