1. 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

2. Ann

3. 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

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

5. 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),
Curt

6. 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

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

8. 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

9. Addressing the Barriers in the United States
Jennifer

10. Changing Mindset
Jennifer

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. Angie

18. 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 ). Alexandra, VA: ASCD
Carlos

19. Student Online content available to the World!
Mabry principal challenged the students to think outside of the U.S
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

20. 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

21. 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

22. Globally competent teachers foster globally competent students.
Caroline

23. Caroline

24. Caroline

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

26. References
Hunter, B., White, G, Godbey, G. (2006). What Does it Mean to Be Globally Competent? Journal of Studies in
International Education, 10 (3),
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: