Teaching global competence can be challenging, however, in rode to teach global competence, we need to assess the climate of the school, subject curricula and individual assignments so that they are in line with the ideas of global competence. There are many approaches one can take. Below are a few resources to begin this task. There are specific checklists that teachers can utilize in their particular subject area from selected topics so that lessons focus on global objectives and and tools for assessment.
Global Competence requires a substantive understanding of the world. Students should be able to demonstrate global competence through awareness and curiosity about how the world works while performing the following four competences:
- Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted and age-appropriate research.
- recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.
- Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.
- Take action to improve conditions, viewing themselves as players in the world and participating reflectively.
IREX, a "global development and education organization," compiled Tools and Resources for Global Classrooms, an extraordinary database divided into categories such as Web Tools to Facilitate International Communication, Initiatives & Organizations that Support Collaboration Between Global Classrooms, Lesson Plans & Student Resources with an International Focus, and Further Information about International Topics.
Global Education Guide
These guides are the foundations of great global citizenship. They outline the key principles of taking a global approach to teaching and learning, as well as practical guidance for embedding it into your lessons. Each guide has been created with teachers in mind and includes testimonies, teaching ideas and participatory activities to help you on your way. Whether you want to explore the world in the classroom or embed global citizenship across your whole school, we have a guide for you.
These guides are the foundations of great global citizenship. They outline the key principles of taking a global approach to teaching and learning, as well as practical guidance for embedding it into your lessons. Each guide has been created with teachers in mind and includes testimonies, teaching ideas and participatory activities to help you on your way. Whether you want to explore the world in the classroom or embed global citizenship across your whole school, we have a guide for you.
The Asia Society brings together leaders and institutions from around the world to tackle one of the most critical education challenges today: how to educate all students for employability and citizenship in a global era.
Asia Society Lesson Plans - The following link provides with lesson plans, scholarly essays, primary resources, curriculum that help build student global competence and understanding of the world.
The Global Competence Matrix is a concise, one-page document that individuals can use to assess their knowledge of and skills regarding the core concepts of global competency, their values and attitudes, their skills, and their behaviors. This can certainly be applied to global educators, but it is also useful for any global citizen. Global competence is the disposition and capacity to understand and act on issues of global significance. Globally competent individuals possess and apply the following qualities, characteristics, and abilities to learning about and engaging with the world. Educators who aspire to help students become globally competent must both develop these attributes in themselves and find ways to foster them in students.
The Global Education Checklist is an incredibly comprehensive tool that is divided into four sections: one to assess student knowledge; one to assess principals, teachers, and community leaders; one to assess local school systems; and one to assess state education agencies. Teachers can use this tool, for instance, to evaluate students' knowledge about, skills in, and participation with global issues, cultures, and connections.
Asia Society Global Competence Outcome and Rubric in various subject areas (leadership, math, science, arts, social studies, and language arts.
The Global Competence Grade-Level Indicators document is separated into grade-level sections and provides a framework with which to integrate global education into all content areas. The indicators for grades 9-12, for instance, infuse learning spirals (understanding, investigating, connecting, and integrating) with conceptual units of study (society, geography, environment, education, economy, and politics). Additionally, the framework includes an assessment tool with which teachers can evaluate their own expertise and leadership regarding pedagogy, content, and technology.
The Globally Competent Learning Continuum is an exemplary tool with which educators can evaluate their own global competencies, specifically in regard to dispositions, knowledge, and skills. There are 12 criteria on which teachers should identify their level (nascent, beginning, progressing, proficient, or advanced). ASCD recommends educators then identify their areas of growth and strength, take action, reevaluate, and continue efforts. Additionally, hyperlinks within the document allow for teachers to easily access resources to assist in their growth as global educators.
Educating for Global Competence: Preparing Our Youth to Engage the World by Veronica Boix Mansilla and Anthony Jackson, can be accessed and read in its entirety via the website. This text identifies three rationale for global education: a flattened global economy, unprecedented global migration, and climate instability. It then discusses the four main global competences (investigating the world, recognizing perspectives, communicating effectively, and taking action) in depth, offering rationale for each as well as how actual educators have incorporated them into their classrooms.