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!  

 

mary.curran@gse.rutgers.edu  

lleeclass@gmail.com  

Hanying_yang@hotmail.com