Webinar presented to Fulbright Teachers - recording is available here: http://youtu.be/s-gIA62wGAQ

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

6. What is global
competence? “not quite clear on the concept”
CC by woodleywonderworks on Flickr

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

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

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

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

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

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

23. Environment
Food
Genes
Possessions
Economies Religions

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”

29. enGauge: 21st Century Skills
from Metiri Group

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?

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

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

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.

40. Global Competence Matrix

42. Global Competence Matrix

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.

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

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

50. Different Ways of Looking at the World
• Maps
• World Mapper
• Data Visualization
• Infographics
• Gapminder
• Images
• Stories

51. Maps and Cartograms

56. Created by Kai Krause, 2010

57. http://www.worldmapper.org

58. http://www.worldmapper.org

59. http://www.worldmapper.org

60. Map Credits
• Mercator Map:
http://www.colorado.edu/geography/gcraft/notes/mapproj/gif/me
rcator.gif
• Peters Projection:
http://cluster3.lib.berkeley.edu/EART/images/peters2.gif
• CIA Map:
http://www.lib.utexas.edu/maps/cia12/world_sm_2012.gif
• “Upside-Down” Map:
http://www.public.asu.edu/%7Eaarios/resourcebank/maps/page3.
html
• The True Size of Africa:
http://www.informationisbeautiful.net/2010/the-true-size-of-
africa/
• Worldmapper: www.worldmapper.org

61. Visual Data and Infographics

70. http://www.gapminder.org

71. http://www.gapminder.org

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

74. Custom Search for Infographics
tiny.cc/infographicsearch

75. Tools for Creating Infographics
tinyurl.com/infographicreators

76. Images and Stories

77. Fresh Takes on a Flat World:
The Stories Photos Tell
from Adobe Youth Voices and What Kids Can Do, Inc.

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

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

96. Reading the World
tinyurl.com/readingtheworld

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

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

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

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

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?

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

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

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

116. Student News Networks
tinyurl.com/studentnewsnetworks

117. Student News Networks
Click the logos above to visit each website!

118. Student News Networks
Click the logos above to visit each website!

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

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

124. GLOBAL COLLABORATION PROJECTS

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

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

127. Connect All Schools

128. Connect All Schools

129. “Skype Jobs” CC by langwitches on Flickr

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

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