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Cultivating the Global Competencies in Your Classroom: Tools and Strategies
Amanda Ruckel, Concern Worldwide US
and Suzy Sorensen, One To World
Questions to Ask:
What topics matter
most to teach?
What exactly will
students take away
from a unit, project,
What will students do
How will we know
they are making
Skills to Create LPs
topics of global and
Focus on global
of global competence.
Employ ongoing global
Issues of local-global
How-To: Make real
Bring in current
events and guest
Example: Access to
Water in Cameroon
Craft learning goals that are grounded in multiple
disciplines. Capture relevant global competence.
◦ Take existing learning goals and alter them to be
◦ Work with teachers of other disciplines or outside
Example: Using current events in history
lessons and team teaching.
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.
Students will analyze the relationships between biotic
diversity and abiotic factors (climate factors, social
factors) in the environment and the resulting influence
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.
performances that require
students to use their
knowledge and skills.
Cognitive, social, and
Activities with real-world applications
Example: Have students assess human rights in their
Ongoing, informative feedback conducted by
teachers, students, and stakeholders.
◦ Use learning goals to drive assessment.
◦ Ongoing assessment.
◦ Students conduct self and peer assessment.
◦ Informal “check-ins.”
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
Discuss ways in which the teacher could
overcome the challenge and what tools and
skills they could use to assist them.
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
about using these classics to improve her students’ global
3. Rocks and Minerals
4. Weathering, Erosion, Deposition, and Landforms
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
knowledge? How will you assess student progress?
5. Earthquakes and Plate Tectonics
7. Meteorology and Climate
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