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2017 STARTALK Fall Conference
TEACHING FOR GLOBAL COMPETENCE
Rutgers Teacher Leadership Academy
Mary Curran, Lucy Lee, and Hanying Yang
WORKSHOP OUTCOMES
• I can explain global competence. • I can design a unit and lessons that develop global competence. • I can identify technological tools that support online literacy instruction.
?
• Implementing a standards-‐based and thematically organized curriculum
• Facilitating a learner-‐centered curriculum • Using the target language and providing comprehensible input for instruction
• Integrating culture, content and language in a world language classroom
• Adapting and using age-‐appropriate authentic materials • Conducting performance-‐based assessments
WHY THIS WORKSHOP?
PROBLEM OF PRACTICE
• What is global competence?
• How do we design units and lessons that build our students’ global competence?
What is global competence?
Global competence is the capacity and disposition
to act on
issues of global signiFicance.
Boix Mansilla and Jackson, 2011
Global Competence
• Investigate the world
• Recognize multiple perspectives
• Communicate across difference
• Take action
Investigate the World
Recognize Multiple Perspectives
Communicate Across Difference
Take Action
Are you a global citizen?
How do you actively investigate the world? How do you work to understand multiple perspectives? How do you communicate across difference? How do you take action on world issues?
Three Helpful Tools
• Educating for Global Competence Rubric
• Sustainable Development Goals
• Global New Jersey Thematic Unit
Educating For Global Competence
Preparing Our Youth to Investigate the World
Boix Mansilla and Jackson, 2011
https://asiasociety.org/Files/book-‐globalcompetence.pdf
United Nations Sustainable Development Goals www. un.org/sustainabledevelopment/sustainable-development-goals
STEPS FOR APPLICATION
• Step 1: Choose thematic focus linked to issues of local-‐global signiFicance
• Step 2: Design lessons guided by STARTALK Principles
Global New Jersey Meiling: Stories of Global Migration
Global New Jersey
Global New Jersey
POTENTIAL CHALLENGES
• Connect to local • Avoid stereotyping groups • Plan for a continued focus on global competence • Include action component • Be active in your own professional development • Acknowledge complexity, sensitivity and issues of power
ACTIVE PARTICIPATION
Let’s consider common world language thematic topics
and add
the global competence framework.
ADAPTING SOLUTIONS
• How will you include a focus on global competence in your program? – Focus on an issue of global signiFicance – Consider your local-‐global context – Plan globally-‐focused professional development – Assess for global competence
CONCLUSION and DISCUSSION
Thank you for joining us today. Please stay in touch!
