Putting the World Into World Class Education Global Awareness: Preparing West Virginia Students for the 21 st Century.

Putting the World Into World Class Education

Global Awareness:

Preparing West Virginia Students for the 21st Century

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What is Global Awareness?

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What is Global Awareness?

1. International Knowledge – other world regions, cultures, and global/

international issues2. International Skill Set

– communicating in languages other than English,

– working in global or cross-cultural environments

– using information from different sources around the world

3. International Disposition – respect and concern for other cultures and

peoples

Why is Global Awareness Important for 21st Century Students?

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The Next Economy is

• Science and Knowledge Economy- need scientific and technological literacy

• Resource-Challenged Economy- need critical thinking about sustainable economies

• Globally Interdependent Economy- global competence is a core competence

• Demographically Diverse Economy- requires cross-cultural leadership skills

• Innovation-Driven Economy- requires students who can learn how to learn and adapt to rapid change

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Global Trends: Economic

Source: Keystone IndiaSource: Keystone India

12%20%

2%

4%

34%28%

IndiaIndia

ChinaChinaJapanJapan

EUEUUSUS

OtherOther

7%

21%

5%

15%

25%27%

IndiaIndia

ChinaChina

JapanJapan

EUEUUSUS

OtherOther

4%

10%

17%

28%

15%

26%

IndiaIndia

ChinaChina

JapanJapanEUEU

USUS

OtherOther

20042004 20252025 20502050

Percentage of World GDPPercentage of World GDP

China, India, Japan are expected to be 50% of world China, India, Japan are expected to be 50% of world GDP within 30 years -- up from 18% in 2006.GDP within 30 years -- up from 18% in 2006.

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In the 21st century West Virginia students will be:• Selling to the world• Buying from the world• Working for international companies• Managing employees from other countries and

cultures• Competing with people on the other side of the

world for jobs and markets• Working with people all over the world in joint

ventures and global work teams• Solving global problems such as AIDS, avian flu,

environmental problems, and resolving conflicts

ARE THEY READY?ARE THEY READY?

How is our world different?

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Global Context/Demographic Trends

• Increasing diversity in our schools and workplaces– Increased populations from different parts of the

world require a citizenry with increased understanding of other cultures

– US Hispanic population has grown 34% since 1995; projected to grow 73% in the next 20 years

– US Asian and Pacific Islander population has grown 41%; projected to grow 86%

• In West Virginia, the number of students in K-12 schools who speak a language other than English at home has doubled in the last 8 years.

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Global Context/Technology Trends

– Wiring of world from 1998 means that much work can be done anywhere. 24/7 global production teams.

– Internet usage (people older than 12)

• 77.6% in United States, South Korea, Singapore.

• 67% in Japan 67%

• 11% in China 11% (143 million people)

• 3.5% in India

– However, these percentages are all growing exponentially.

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Global Context/Education Trends

• Future careers in business, government, science, health care, law enforcement—all require greater international knowledge and skills

• Minorities underrepresented in international careers—need to be exposed to international content before college

• Access to good jobs now requires new skills

Definition of Global Awareness:Global KnowledgeGlobal Skill Sets

Global Disposition

Global Knowledge

• Teachers infuse global perspectives and contributions frequently into all disciplines and at all grade levels.

• Students have in-depth knowledge of differences, similarities, conflicts and connections in world regions, cultures, and ethnicities across all disciplines.

GLOBAL AWARENESS Continuum of Implementation

Indicator No Implementation Limited Implementation

Emerging Implementation

SignificantImplementation

Exemplary Implementation

Global KNOWLEDGE = Knowledge of other world regions, cultures, and global/international issues

Teachers never address global perspectives in lessons or used as part of instruction.

Students lack basic knowledge regarding other world regions, cultures, ethnicities.

Teachers rarely address global perspectives or present a global context during instruction.

Students have some basic knowledge regarding other world regions’ political ideology and a limited frame of reference regarding current world events.

Teachers occasionally reference world perspectives but references are generally too generic and address one single region/nation/culture/ethnicity.

Students have knowledge regarding a particular world region/nation/culture/ ethnicity but lack a systemic understanding of global issues. Generalizations frequently occur.

Teachers infuse global perspectives and contributions frequently in specific disciplines (Social Studies, World Languages).

Students have adequate knowledge of differences and similarities in world regions/nations/cultures/ ethnicities in specific disciplines.

substantial

Teachers infuse global perspectives and contributions frequently into all disciplines and at all grade levels.

Students have in-depth knowledge of differences, similarities, conflicts and connections in world regions, cultures, and ethnicities across all disciplines.

Reflection

Use the rubrics to evaluate the Global Knowledge

of your

students

Our teachers at all grades levels and in all subjects Our teachers at all grades levels and in all subjects areas are working to bring global perspectives to areas are working to bring global perspectives to their classrooms and expose their students to the their classrooms and expose their students to the rich diversity and complexity of the wider world.rich diversity and complexity of the wider world.

West Virginia Examples: Kellogg Elementary, Wayne County June Harless 21st Century Model School

Video Segment

Global Studies of Continents

KindergartenKindergarten North AmericaNorth America

First GradeFirst Grade AfricaAfrica

Second GradeSecond Grade Oceania & Oceania & AntarcticaAntarctica

Third GradeThird Grade South AmericaSouth America

Fourth GradeFourth Grade AsiaAsia

Fifth GradeFifth Grade EuropeEuropeJune Harless 21st Century Model School at Kellogg Elementary

Hall of Nations

In our interactive hallway In our interactive hallway students from 5 students from 5 thth grade recognize the grade recognize the

countries’ flags.countries’ flags.

Global Skills- Communicating

• World Teachers Language teachers– maintain a student-centered classroom that is

completely communicative based. – exclusively utilize the target language for instruction– employ the a variety of tools to facilitate language

acquisition for students.

• Students – Have access to articulated, world language classes

beginning in elementary and including more than 1 language choice

– apply interpretive, interpersonal and presentational modes of communication

– Can address authentic real world tasks and interact with native speakers of the target language.

GLOBAL AWARENESS Continuum of Implementation

Indicator No Implementation Limited Implementation

Emerging Implementation

SignificantImplementation

Exemplary Implementation

Global SKILLS=Communicating in other languages

World Language Teachers maintain a direct instruction and exclusively grammar-driven classroom model. The target language is not utilized for instruction and the focus if placed upon learning about languages versus using language.

Students have minimal access to study world languages. Those that take world language can only complete grammar-drill exercises outside of a context. No opportunities exist for real communication.

World language Teachers mostly employ a direct instruction and grammar-driven classroom model. The target language is seldom utilized for instruction and the focus if placed upon learning about languages versus using language.

Students complete grammar-drill exercises with some contextualization. Opportunities for communicating in the target language are limited.

World Language Teachers employ a grammar-driven classroom model that is contextualized for the purpose of communication. The target language is occasionally utilized for instruction.

Students mostly complete grammar exercises and engage in limited contextualized communicative exercises. The goal of interacting with native speakers is intended for future opportunities.

World Language Teachers

frequently maintain a student-centered classroom with a focus on meaningful communication. Teachers mostly utilize the target language

for instruction and employ numerous tools including visuals, gestures, manipulatives and realia in order to facilitate language acquisition for students.

Students periodically apply interpretive, interpersonal and presentational modes of communication in order to address performance –based tasks and potentially interact with native speakers.

World Teachers Language teachers maintain a student-centered classroom that is completely communicative based. Teachers exclusively utilize the target language

for instruction and employ a variety of tools to facilitate language acquisition for students.

Students apply interpretive, interpersonal and presentational modes of communication in order to address authentic real world tasks and interact with native speakers of the target language.

Parents and teachers collaborate to expose students Parents and teachers collaborate to expose students to language diversity and the cultural complexities of to language diversity and the cultural complexities of

the 21the 21stst Century world. Century world.

West Virginia Examples: North Elementary, Monongalia County

Video Segment

World Languages

Language classes, taught from Kindergarten Language classes, taught from Kindergarten through 5through 5thth grade, expose students to a variety of grade, expose students to a variety of

languages and cultureslanguages and cultures

Reflection

Use the rubrics to evaluate the Global Knowledge

of your

students

Global Skills – Working in Global Environments

• Teachers – regularly facilitate interdisciplinary cross-cultural

connections – across multiple content areas (e.g. inviting

international guest speakers, arranging e-pals for students, designing project-based learning activities with international collaborations, international exchanges)

• Students – are active participants in the international

community– are engaged in problem-solving to address

relevant, real-world, and real-time concerns.

No Implementation Limited Implementation

Emerging Implementation

SignificantImplementation

Exemplary Implementation

Global Skillsworking in global or

cross-cultural environments

Teacher utilizes basic textbook materials and presents the material without real-life connections to the international community.

Students have no experience interacting with the international community.

Teachers incorporate some outside resources with textbook materials to reference the international community. Instruction is delivered rather than interactive.

Students rarely connect or communicate with the international community. They have an awareness but are unable to effectively connect with it.

Teachers coordinate one or more specific cross-cultural connection, however connections generally address one single culture.

Students interact with individuals from a specific group within the international community. Generalizations may occur.

Teachers facilitates reciprocal cross-cultural connections, however connections are limited to specific disciplines (Social Studies, World Languages). context.)

Students interact and collaborate within specific disciplines with the international community. Students are able to recognize stereotypes and generalizations.

Teachers regularly facilitate interdisciplinary cross-cultural connections across multiple content areas (e.g. inviting international guest speakers, arranging e-pals for students, designing project-based learning activities with international collaborations, international exchanges)

Students are active participants in the international community and are engaged in problem-solving to address relevant, real-world, and real-time concerns.

Global Skills- Using Global Information

• Teachers – create meaningful opportunities

– expect students to use and apply information from different international sources.

• Students – consistently provide evidence of exhaustive

research and application from a variety of different international sources

– can critically analyze the validity and appropriateness of sources.

GLOBAL SKILLS

Indicator No Implementation Limited Implementation

Emerging Implementation

SignificantImplementation

Exemplary Implementation

Using Information from different sources around the world

Teachers never access and use information from different international sources around the world.

Students are unable to access information from different international sources because they lack basic awareness.

Teachers rarely access and use information from different international sources around the world.

Students rarely access information from different international sources. They have an awareness but are unable to effectively access it.

Teachers occasionally access, use and share information from different international sources around the world with students.

Students occasionally access information from different international sources. They are able to access and use information but lack the ability to validate or verify sources.

Teachers model the process for accessing information from different international sources and how to effectively use them.

Students frequently and appropriately access and use information from different international sources. They are able to distinguish between valid and invalid sources and justify their choices.

Teachers create meaningful opportunities and expect students to use and apply information from different international sources.

Students consistently provide evidence of exhaustive research and application from a variety of different international sources. They can critically analyze the validity and appropriateness of sources.

Global Disposition

• Teachers foster civic responsibility for the global community and provide opportunities for ongoing, meaningful student engagement that impact world issues.

•  Students embrace life-long civic responsibility to impact world issues as members of the global community.

GLOBAL AWARENESS Continuum of Implementation

Indicator No Implementation Limited Implementation

Emerging Implementation

SignificantImplementation

Exemplary Implementation

DISPOSITION Demonstrating respect and concern for global community (Regina)

Teachers do not recognize civic responsibility for the global community.

Students are unaware of their civic responsibility.

Teachers have limited recognition of civic responsibility for the global community and are sympathetic toward some world events.

Students recognize civic responsibility on a local level but are unable to connect to broader world events.

Teachers share the concept of civic responsibility for the global community and attempt to positively impact the outcome of current catastrophic events.

Students recognize civic responsibility and are sympathetic toward catastrophic world events.

Teachers model civic responsibility for the global community. They attempt to positively impact outcomes by monitoring and influencing specific world issues.

Students engage in civic responsibility by monitoring and influencing the outcomes of specific world issues.

Teachers foster civic responsibility for the global community and provide opportunities for ongoing, meaningful student engagement that impact world issues.

Students embrace life-long civic responsibility to impact world issues as members of the global community.

Reflection

Use the rubrics to evaluate the Global Knowledge

of your

students

Global Awareness

IMPLICATIONS FOR WEST VIRGINIA SCHOOLS

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Innovations in Schools

• Principles for Redesigning Schools– Integrate international content across

curriculum– Offer world languages, including less-

commonly taught languages, for younger students

– Use technology to open students horizons and connect schools to schools around the world

– Partner with international businesses, museums, communities

– Encourage Internationally oriented community service

• Asia Society’s International Studies Schools Network: 13 schools serving low-income students in CA, CO, NY, NC, and TX. Funded by the Bill & Melinda Gates Foundation.

Reflection

What are the implications of Global Awareness

of your

Students?

Questions/Comments

http://wvconnections.k12.wv.us