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Cultivating the Global Competencies in Your Classroom: Tools and Strategies

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Cultivating the Global Competencies in Your Classroom: Tools and Strategies

  1. 1. Amanda Ruckel, Concern Worldwide US and Suzy Sorensen, One To World
  2. 2. Questions to Ask: 1) 2) 3) 4) What topics matter most to teach? What exactly will students take away from a unit, project, or course? What will students do to learn? How will we know they are making progress? Skills to Create LPs     Identify engaging topics of global and local significance. Focus on global competence outcomes. Design performances of global competence. Employ ongoing global competence-centered assessments.
  3. 3.    Issues of local-global significance. Invite deep engagement. How-To: Make real world connections. Bring in current events and guest speakers. Example: Access to Water in Cameroon
  4. 4.   Craft learning goals that are grounded in multiple disciplines. Capture relevant global competence. How-To: ◦ Take existing learning goals and alter them to be globally focused. ◦ Work with teachers of other disciplines or outside organizations.  Example: Using current events in history lessons and team teaching.
  5. 5. HISTORY Students will raise and consider key questions regarding the Holocaust. Students will understand that prejudice has a long history around the world and is still alive today. BIOLOGY Students will analyze the relationships between biotic diversity and abiotic factors (climate factors, social factors) in the environment and the resulting influence on ecosystems. Students will analyze how natural and man-made changes in environmental conditions will affect the water cycle and its effect on different populations around the world.
  6. 6.  Global competency performances that require students to use their knowledge and skills. Cognitive, social, and emotional engagement. How-To: Project-based learning Activities with real-world applications Example: Have students assess human rights in their community
  7. 7.   Ongoing, informative feedback conducted by teachers, students, and stakeholders. How-to: ◦ Use learning goals to drive assessment. ◦ Ongoing assessment. ◦ Students conduct self and peer assessment.  Example: ◦ Quizzes ◦ Rubrics ◦ Informal “check-ins.”
  8. 8.   In groups of 4-5, read and discuss the case study you were assigned. The case study will describe a teacher who wants to teach a global issue in his/her class, but faces certain challenges. Discuss ways in which the teacher could overcome the challenge and what tools and skills they could use to assist them.
  9. 9. Ms. Halpern’s Story Mr. Yuen’s Story Mr. Yuen is an Earth Science teacher with a growing interest Ms. Halpern teaches World Literature and recently decided in global education after attending a recent seminar on that she wants to include more resources and activities global competency. He feels that Earth Science should be involving current world issues in her lessons. She feels that addressed from a global perspective, incorporating the by incorporating international current events into her class, views and experiences of individuals from other (non- her students will be more engaged with the material and will Western) countries. However, Mr. Yuen wants to be sure that have a better understanding and appreciation for cultures his students are still gaining useful knowledge for their outside of the U.S. She shared her idea with Mr. Smith, a Regents test. Earth Science Regents addresses a range of history teacher, and he agreed that it would be a great idea. topics, such as: However, she doesn’t really know where to start because this semester she’s supposed to be teaching The Odyssey and Inferno by Dante, and she’s not sure how she should go 1. Introduction: Size, Shape, and Composition of Earth 2. Mapping about using these classics to improve her students’ global 3. Rocks and Minerals 4. Weathering, Erosion, Deposition, and Landforms competency. 6. Earth History If you were Ms. Halpern, how would you use one or both of these books to teach global competence? On what topics would you focus? What should the students take away? What performances will students undertake to show knowledge? How will you assess student progress? their 5. Earthquakes and Plate Tectonics 7. Meteorology and Climate 8. Astronomy How can Mr. Yuen incorporate a global perspective into Earth Science subjects? Choose one of the topics above and suggest lesson ideas that would enhance students’ global competency, while also adequately preparing them for the Regents. In your own experience, have you ever struggled to incorporate a global perspective into a particular topic? Case Study # 1 Case Study # 2

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