Putting the World Into World Class Education Global

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

What is Global Awareness? 2

What is Global Awareness? 1. Global (International) Knowledge 2. Global (International) Skill Set 1. Global (International) Disposition 4

What is Global Awareness? 1. Global (International) Knowledge Ø other world regions, cultures, and global/ international issues 2. Global (International) Skill Set Ø communicating in languages other than English, Ø working in global or cross-cultural environments Ø using information from different sources around the world 3. Global (International) Disposition Ø respect and concern for other cultures and peoples 5

Why is Global Awareness Important for 21 st Century Students?

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 7

Global Trends: Economic Percentage of World GDP 2004 2025 2050 India China Other Japan Other India Other China Japan US EU China US US EU EU Japan China, India, Japan are expected to be 50% of world GDP within 30 years -- up from 18% in 2006. Source: Keystone India 8

In the 21 st century West Virginia students will be: • 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 • Working for international companies – Selling to the world – Buying from the world • Managing employees from other countries and cultures • Competing with people on the other side of the world for jobs and markets ARE THEY READY? 9

How is our world different?

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. 11

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. 12

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 13

Global Awareness: Global (International) Knowledge Global (International) Skill Sets Global (International) Disposition

Global (International) Knowledge Ø Teachers infuse global perspectives and contributions frequently into all disciplines and at all grade levels. Ø 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 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. Limited Implementation 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. Emerging Implementation Teachers occasionally reference world perspectives but references are generally too generic and address one single region/nation/c ulture/ethnicity. Students have knowledge regarding a particular world region/nation/c ulture/ ethnicity but lack a systemic understanding of global issues. Generalizations frequently occur. Significant Implementation 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 Exemplary Implementation 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.

West Virginia Examples: Kellogg Elementary, Wayne County June Harless 21 st Century Model School Our teachers at all grades levels and in all subjects areas are working to bring global perspectives to their classrooms and expose their students to the rich diversity and complexity of the wider world.

Global Studies of Continents Kindergarten North America First Grade Africa Second Grade Oceania & Antarctica Third Grade South America Fourth Grade Asia Fifth Grade Europe June Harless 21 st Century Model School at Kellogg Elementary

Hall of Nations In our interactive hallway students from 5 th grade recognize the countries’ flags.

Reflection Use the rubrics to evaluate the Global Knowledge of 1. Kellogg Elementary 2. Your School

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 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 Global SKILLS= Communicating in other languages No Implementation 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. Limited Implementation 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. Emerging Implementation 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. Significant Implementation 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. Exemplary Implementation World Teachers Language teachers maintain a studentcentered 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.

West Virginia Examples: Taylor County Middle, Taylor County Teacher has established a model world language program that affords students the opportunity to apply communicative language skills in order to interact in the 21 st Century world.

Reflection Use the rubrics to evaluate the Global Skill of 1. Taylor Middle 2. Your School

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 Global Skills working in global or cross-cultural environments Limited Implementation Teacher utilizes Teachers basic textbook incorporate materials and some outside presents the resources with material without textbook real-life materials to connections to reference the international community. Students have Instruction is no experience delivered rather interacting with than interactive. the international Students rarely community. connect or communicate with the international community. They have an awareness but are unable to effectively connect with it. Emerging Implementation 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. Significant Exemplary Implementation Teachers facilitates regularly reciprocal crossfacilitate cultural interdisciplinary connections, cross-cultural however connections are across multiple limited to content areas specific (e. g. inviting disciplines international (Social Studies, guest speakers, World arranging e-pals Languages). for students, context. ) designing Students project-based interact and learning collaborate activities within specific international disciplines with collaborations, the international community. exchanges) Students are able to active recognize participants in stereotypes and the international generalizations. community and are engaged in problem-solving to address relevant, realworld, and realtime concerns.

West Virginia Examples: North Elementary, Monongalia County Parents and teachers collaborate to expose students to language diversity and the cultural complexities of the 21 st Century world.

Reflection Use the rubrics to evaluate the Global Skill of 1. North Elementary 2. Your School

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 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. Limited Implementation 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. Emerging Implementation 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. Significant Exemplary Implementation Teachers model Teachers create the process for meaningful accessing opportunities information and expect from different students to use international and apply sources and how information to effectively from different use them. international Students sources. frequently and Students appropriately consistently access and use provide information evidence of from different exhaustive international research and sources. They application are able to from a variety of distinguish different between valid international and invalid sources. They sources and can critically justify their analyze the choices. validity and appropriateness of sources.

Reflection Use the rubrics to evaluate the Global Skill of your School.

Global (International) Disposition Ø Teachers foster civic responsibility for the global community and provide opportunities for ongoing, meaningful student engagement that impact world issues. Ø Students embrace life-long civic responsibility to impact world issues as members of the global community.

GLOBAL AWARENESS Continuum of Implementation Indicator DISPOSITION Demonstrating respect and concern for global community No Implementation Limited Implementation 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. Emerging Implementation 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. Significant Implementation 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. Exemplary Implementation Teachers foster civic responsibility for the global community and provide opportunities for ongoing, meaningful student engagement that impact world issues. Students embrace lifelong civic responsibility to impact world issues as members of the global community.

Reflection Use the rubrics to evaluate the Global Disposition of your school.

Global Awareness IMPLICATIONS FOR WEST VIRGINIA SCHOOLS

Innovations in Schools • Steps for Redesigning Schools – Integrate international content across curriculum – Offer world languages, including lesscommonly taught languages, for younger students – Use technology to open students horizons and connect schools to schools around the world – Partner with parents, local community, international businesses, museums, international 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. 39

Reflection What are the implications of Global Awareness for your school?

Questions/Comments http: //wvconnections. k 12. wv. us http: //www. asiasociety. org/education/index. htm http: //www. gatesfoundation. org/default. htm