prepare students for the world
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Prepare Students for the World:Teach Global Competence
Honor Moorman
Associate Director, Professional Development and CurriculumAsia Society | Partnership for Global Learning
@honormoormanhonormoorman.me
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Asia Society at a Glance
Working to makeall students
globally competentand ready for
the 21st century.
“On the other side”CC by EmsiProduction via Flickr
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.
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
What is globalcompetence? “not quite clear on the concept”
CC by woodleywonderworks on Flickr
Why is global
competence
essential?
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
How can wehelp students develop global competence?
“42601677.10”CC by torres21 via
Flickr
Why is educating for global competence
so important in today’s world?
The global is part of our everyday local lives.
“You Paris and Me” CC by Nina Matthews via Flickr
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 regulationEducation for Global Citizenship: A Guide for Schools, Oxfam, 2006, p. 2
http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides
A changing world demands changing skills.
“Fargone” CC by iammikeb via Flickr
The future is here. It’s multiethnic, multicultural, and multilingual.
~Vivien Stewart
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
Globalization of the Economy
“Tokyo1950” CC by tokyoform via Flickr
The future is already here – it’s just not evenly distributed.
~William Gibson
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
Why an International Focus?
• Economic competitiveness and jobs
• Global challenges• National security
and diplomacy• A diverse U.S.
societySucceeding 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
“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
Global Issues, Local Solutions
“Pinteresting” CC by Dave77459 via Flickr
The future is here, and it is global.~Mark Gerzon
Genes
Economies Religions
Food
Possessions
Environment
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
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)
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
A GlobalCitizen issomeone 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
What are global competencies?
“21st century skills applied to the world”
enGauge: 21st Century Skillsfrom Metiri Group
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
National Educational Technology Standards for Students from the International Society for Technology in
Education
Communication and CollaborationStudents developcultural understandingand global awarenessby engaging withlearners of othercultures.
National Educational Technology Standards for Teachers from the International Society for Technology in
Education
Model Digital-Age Work and LearningTeachers exhibit knowledge, skills, and work processes representative of aninnovative professionalin a global anddigital society.
National Educational Technology Standards for Teachers from the International Society for Technology in
Education
Promote and Model Digital Citizenship and ResponsibilityTeachers understand local & global societal issues &responsibilities in an evolving digital culture & exhibit legal & ethical behavior in theirprofessional practices.
What are the key dimensions of global competence?
Educating for Global Competence
www.asiasociety.org/globalcompetence.pdf
Free!
“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
How do we define global competence?
Content Knowledge Matters
Global Knowledge, Skills, & Dispositions• Investigate the World• Recognize Perspectives• Communicate Ideas• Take Action
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.
Global Competence Matrix
Global Competence Matrix
“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
• Arts• English Language Arts• Mathematics• Science• Social Studies• World Languages
pp.103-108
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
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
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.
p. 80
Investigatingthe World “not quite clear on the concept”
CC by woodleywonderworks on Flickr
Recognizing
Perspectives
“Sometimes the world seems upside down”
CC by jen_maiser via Flickr
Different Ways of Looking at the World
• Maps• World Mapper• Data Visualization• Infographics• Gapminder• Images• Stories
Maps and Cartograms
Created by Kai Krause, 2010
Map Credits
• Mercator Map: http://www.colorado.edu/geography/gcraft/notes/mapproj/gif/mercator.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
Visual Data and Infographics
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/population-7-billion/
• Gapminder: www.gapminder.org
Custom Search for Infographics
tiny.cc/infographicsearch
Tools for Creating Infographics
tinyurl.com/infographicreators
Images and Stories
Fresh Takes on a Flat World:The Stories Photos Tellfrom Adobe Youth Voices and What Kids Can Do, Inc.
The Blind Menand the Elephant
Images: “6 Blindmen and an Elephant” CC by Dakinewavamon via Flickr
The Blind Men and the Elephant
Buddhist parable
Poem by John Godfry Saxe
and now
Picture book by Ed Young
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
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
Reading the World
tinyurl.com/readingtheworld
Reading the World
Literature Circles or Book Clubs• Thematic Approach• Regional Approach• One Idea Across Cultures• One Country, Different Perspectives
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
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
Communicating Ideas
“42601677.10”CC by torres21 via
Flickr
Taking Action
“On the other side”CC by EmsiProduction via Flickr
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?
Millennium Development Goals
1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and
empower women4. Reduce child mortality 5. Improve maternal health 6. Combat HIV/AIDS, malaria, and other
diseases 7. Ensure environmental sustainability 8. Develop a global partnership for
development
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
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
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
Example class project inspired by this book - Photojournalism: What Matters, http://www.slideshare.net/mwixsom/photojournalism-what-matters
S.A.G.E.
• Student choice
• Authentic work
• Global significance
• Exhibition to real-world audiences
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
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
Global Simulations
• Model United Nations• World Affairs Challenge• The ICONS Project• GlobalEd2 Project• International Economics Summit
“Simulations: Real-World Practice,” Asia Society: Education and Learninghttp://asiasociety.org/education-learning/resources-schools/partnership-ideas/simulations-real-world-practice
Student News Networks
tinyurl.com/studentnewsnetworks
Student News Networks
Click the logos above to visit each website!
Student News Networks
Click the logos above to visit each website!
Project-Based Learning Resources
Click the logos above to visit each organization’s website!
Find this and other Project-Based Learning materials at
bie.org
Driving Question: How can young people around the world have a constructive impact on
deforestation in Borneo, improving the lives of animals and humans?
Service LearningConnecting 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 Learninghttp://asiasociety.org/education-learning/afterschool/connect-local-and-global
GLOBAL COLLABORATION PROJECTS
“stop collaborate listen t-shirt” CC by cambodia4kidsorg on Flickr
Are You Ready for a Connected Learning Year?
tinyurl.com/connectedlearningyear
Connect All Schools
Connect All Schools
“Skype Jobs” CC by langwitches on Flickr
Global Collaboration Projects
slideshare.net/hmoorman/global-collaboration-projects
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
Prepare Students for the World:Teach Global Competence
Honor Moorman
Associate Director, Professional Development and CurriculumAsia Society | Partnership for Global Learning
@honormoormanhonormoorman.me
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