Increasing Global Competence In K-12 Education Presented by: Caroline Maza, Matt Monahan, Elizabeth Greene, Curt Funkhouser, Angie Wetzel, Jennifer Kaufmann & Carlos Carmona Millersville University- Pennsylvania, U.S.A. Ann

Ann

A New Essential Curriculum For a New Time “As educators, our challenge is to match the needs of our learners to a world that is changing with great rapidity” (Jacobs, 2010, p.7). Curt

Essential Question Why is global competency important in K-12 education? Curt

Global Competency "Having an open mind while actively seeking to understand cultural norms and expectations of others, and leveraging this gained knowledge to interact, communicate and work effectively in diverse environments." -Hunter, B., White, G, Godbey, G. (2006). What Does it Mean to Be Globally Competent? Journal of Studies in International Education, 10 (3), 267-285. Curt

A Classroom as Wide as the World “Globalization has extended the required knowledge, skills, and attitudes that schools must foster in students so that they can successfully live, work, and take action as citizens in an interconnected world. (Bottery, 2006; Zhao, 2010)” (Tichnor-Wagner, A., Parkhouse, H., Glazier, J., & Cain, J. M., 2016, p. 3). Curt

Question to Consider What skills do you think are important for students to learn in the 21st Century to be globally competent? Curt

Barriers to Developing K-12 Global Competence in the United States Focus on standards and accountability at a state and national level. Bias Limited experience of educators and students (lived) Lack of exposure for educators and students (seen) Engagement Jennifer

Addressing the Barriers in the United States Jennifer

Changing Mindset Jennifer

Mental Mind Shifts Mind shift #1: FROM knowing right answers TO knowing how to behave when answers aren’t readily apparent. Mind shift #2: FROM transmitting meaning TO constructing meaning. Mind shift #3: FROM external evaluation TO self- assessment. Elizabeth

Look at Data for Surface Biases building level data to create cognitive dissonance what educators believe vs. what is happening in reality? Overrepresentation/ Underrepresentation of subgroups of students for educational services E.g.: number of discipline referrals by ethnicity and overall population of students by ethnicity E.g.: Rules limiting students with disabilities under the banner of limited English proficiency. Carlos

How did globalization impact your teaching and/or your students’ learning in the classroom recently? Carlos

Realization of What is Being Done Guidance lessons to help children understand global trends and labor markets for the purpose of career planning English learners from all over the world. Currently celebrating diverse cultures and educating other students about those cultures (27 different languages, 190 students within a total student body of 5,300 = 4%) Cultural Experience Night Carlos

Realization of What is Being Done Global Studies/ World History Courses as graduation requirements Access to technology to help students with disabilities “Refugee Schools” like School District of Lancaster use resources (Language Line) to provide quality education with minimal language barrier Translation apps/websites on devices Educator immersion among the Amish of Lancaster County, PA What are YOU already doing? Carlos

Education without Barriers Enyer’s educational experience through Skype How Skype helped to shape Enyer’s global experiences Enyer’s experience through Skype has created excitement among his peers and teachers. Angie

Angie

The Mabry Middle School experiment in involving a global focus Project-based learning made learning irresistible! Students made movies and online content Online content viewed by the community but also the world! Tyson, T. (2010). Making learning irresistible. In Jacobs, H.H., Curriculum 21 (pp. 115-132). Alexandra, VA: ASCD Carlos

Student Online content available to the World! Mabry principal challenged the students to think outside of the U.S Email communications with global world began partnerships and collaborations Students dialogue with people from all around the world to create content relevant in the global marketplace Carlos

Three Questions for Upgrading Content 1) What content should be kept? - What is essential and timeless? 2) What content should be cut? - What is not essential, or outdated? 3) What content should be created? - What should be created that is evident and necessary? Matt

Tenets for Purposeful Debate Leading to Content Upgrades Global Perspective Personal/Local Perspective Whole Child’s Development Future Career and Work Options Real-World Practice Technology and Media Developmentally Appropriate Matt

Globally competent teachers foster globally competent students. Caroline

Caroline

Caroline

Enduring Understanding Global competency is important for teachers and learners because it fosters skills and knowledge necessary to engage with a diverse world.

References Hunter, B., White, G, Godbey, G. (2006). What Does it Mean to Be Globally Competent? Journal of Studies in International Education, 10 (3), 267-285. Jacobs, H. (ed.) (2010). Curriculum 21: Essential Education for a Changing World. Alexandria, VA: Association for Supervision and Curriculum Development. Wiggins, G. and McTighe, J. (2005). Understanding by Design (Expanded 2nd Edition). Alexandria, VA: