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Teaching Toward Global Competence

             Honor Moorman
             @honormoorman

            Workshop Materials
         tinyurl.com/HMfulbright2012
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, Studies      Business                           Education
                                                                                       initiatives
    & White Papers                                                                    Global Cities Initiative




               Track II Dialogues on Key Issues   Policy       Afghanistan/Pakistan Region
               Food Sustainability                              Strategic Studies
               Water Security                                  Livability of Asian Cities
Working to make
  all students
    globally
   competent
and ready for the
  21st century.
What is global competence?
Why should we be teaching toward
      global competence?
How can we help students develop
      global competence?
What are some of the ways you and your
  students experience globalization?
“Tokyo1950” CC by tokyoform via Flickr




Globalization of the Economy
“Fargone” CC by iammikeb via Flickr




A changing world demands changing skills.
“Pinteresting” CC by Dave77459 via Flickr




Global Issues, Local Solutions
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
Environment




                                   Food



Genes


                     Possessions




  Economies                         Religions
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Global citizens: how our vision of the world is outdated, and what we can do about it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/globalcom
         petence.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
• Identify an issue, generate questions,                                                                           • Recognize and express their own
  and explain its significance.                                                                                      perspective and identify influences on
• Use variety of languages, sources and                                                                              that perspective.
  media to identify and weigh relevant                                                                             • Examine others’ perspectives and
  evidence.                                                                                                          identify what influenced them.
• Analyze, integrate, and synthesize                                                                               • Explain the impact of cultural
  evidence to construct coherent                                                                                     interactions.
  responses.                                                                                                       • Articulate how differential access to
• Develop argument based on compelling                                                                               knowledge, technology, and resources
  evidence and draws defensible                                                                                      affects quality of life and perspectives .
  conclusions.


                                               Investigate the World              Recognize Perspectives
                                               Students investigate the world     Students recognize their own
                                               beyond their immediate             and others’ perspectives.
                                               environment.



                                                                Understand the World through
                                                            Disciplinary and Interdisciplinary Study

                                               Take Action                        Communicate Ideas
                                               Students translate their ideas     Students communicate their
                                               into appropriate actions to        ideas effectively with diverse
                                               improve conditions.                audiences.

                                                                                                                    • Recognize and express how diverse
• Identify and create opportunities for                                                                               audiences perceive meaning and how
  personal or collaborative action to                                                                                 that affects communication.
  improve conditions.                                                                                               • Listen to and communicate effectively
• Assess options and plan actions based on                                                                            with diverse people.
  evidence and potential for impact.                                                                                • Select and use appropriate technology
• Act, personally or collaboratively, in                                                                              and media to communicate with diverse
  creative and ethical ways to contribute to                                                                          audiences.
  improvement, and assess impact of                                                                                 • Reflect on how effective communication
  actions taken.                                                                                                      affects understanding and collaboration
• Reflect on capacity to advocate for and                                                                             in an interdependent world.
  contribute to improvement.
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
Looks Like               Sounds Like

• What does the           • What does the
  learning space look       learning space sound
  like?                     like?
• What do you see         • What do you hear
  students doing?           students saying?
• What do you see the     • What do you hear the
  teacher doing?            teacher saying?
• What else do you see?   • 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 Understanding
Adapted 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 Week
      Nov. 12-16, 2012
Browse
Read


           Free!




www.asiasociety.org/globalcom
         petence.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 Materials
         tinyurl.com/HMfulbright2012

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Teaching Toward Global Competence

  • 1. Teaching Toward Global Competence Honor Moorman @honormoorman Workshop Materials tinyurl.com/HMfulbright2012
  • 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, Studies Business Education initiatives & White Papers  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.
  • 4. What is global competence?
  • 5. Why should we be teaching toward global competence?
  • 6. How can we help students develop global competence?
  • 7. What are some of the ways you and your students experience globalization?
  • 8. “Tokyo1950” CC by tokyoform via Flickr Globalization of the Economy
  • 9. “Fargone” CC by iammikeb via Flickr A changing world demands changing skills.
  • 10. “Pinteresting” CC by Dave77459 via Flickr Global Issues, Local Solutions
  • 11. The global is part of our everyday local lives. “You Paris and Me” CC by Nina Matthews via Flickr
  • 12. Video: Global Citizen Journey http://youtu.be/uXoRd45cih4
  • 13. Environment Food Genes Possessions Economies Religions
  • 14. 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
  • 15. What are the knowledge, skills, and dispositions students need to develop in order to be globally competent?
  • 16. How do we define global competence?  Content Knowledge Matters  Global Knowledge, Skills, & Dispositions • Investigate the World • Recognize Perspectives • Communicate Ideas • Take Action
  • 17. Educating for Global Competence Free! www.asiasociety.org/globalcom petence.pdf
  • 18. “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
  • 19. • Identify an issue, generate questions, • Recognize and express their own and explain its significance. perspective and identify influences on • Use variety of languages, sources and that perspective. media to identify and weigh relevant • Examine others’ perspectives and evidence. identify what influenced them. • Analyze, integrate, and synthesize • Explain the impact of cultural evidence to construct coherent interactions. responses. • Articulate how differential access to • Develop argument based on compelling knowledge, technology, and resources evidence and draws defensible affects quality of life and perspectives . conclusions. Investigate the World Recognize Perspectives Students investigate the world Students recognize their own beyond their immediate and others’ perspectives. environment. Understand the World through Disciplinary and Interdisciplinary Study Take Action Communicate Ideas Students translate their ideas Students communicate their into appropriate actions to ideas effectively with diverse improve conditions. audiences. • Recognize and express how diverse • Identify and create opportunities for audiences perceive meaning and how personal or collaborative action to that affects communication. improve conditions. • Listen to and communicate effectively • Assess options and plan actions based on with diverse people. evidence and potential for impact. • Select and use appropriate technology • Act, personally or collaboratively, in and media to communicate with diverse creative and ethical ways to contribute to audiences. improvement, and assess impact of • Reflect on how effective communication actions taken. affects understanding and collaboration • Reflect on capacity to advocate for and in an interdependent world. contribute to improvement.
  • 20.
  • 22. 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.
  • 23. Namaste: One Teen’s Look at Nepal http://youtu.be/NIsA_ACfsFM
  • 24. Where did you see evidence of the four domains of global competence in the Namaste video?
  • 25. “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
  • 26. 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
  • 27. Investigate the World Recognize Perspectives Take Action Communicate Ideas
  • 28. Investigate the World “not quite clear on the concept” CC by woodleywonderworks on Flickr
  • 29. Recognize Perspectives “Sometimes the world seems upside down” CC by jen_maiser via Flickr
  • 30. Communicate Ideas “42601677.10” CC by torres21 via Flickr
  • 31. Take Action “On the other side” CC by EmsiProduction via Flickr
  • 32.
  • 33.
  • 34.
  • 35. Looks Like Sounds Like • What does the • What does the learning space look learning space sound like? like? • What do you see • What do you hear students doing? students saying? • What do you see the • What do you hear the teacher doing? teacher saying? • What else do you see? • What else do you hear?
  • 36. S.A.G.E. • Student choice • Authentic work • Global significance • Exhibition to real-world audiences
  • 37. 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”?
  • 38. 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?
  • 39. PBL in Elementary Science http://youtu.be/p5q4BiGcRqM
  • 40. Cultural Understanding Adapted from “collaborate-communicate-connect” CC by langwitches on Flickr
  • 41. 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
  • 42. 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
  • 43. International Education Week Nov. 12-16, 2012
  • 45. Read Free! www.asiasociety.org/globalcom petence.pdf
  • 48. 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
  • 49. Teaching Toward Global Competence Honor Moorman @honormoorman Workshop Materials tinyurl.com/HMfulbright2012