Framing Global Competence Learning Outcomes

Decorative: 5 globes showing all the continents in turn

 

"Becoming a Globally Competent School Leader" (post) outlines "a range of academic, social, and emotional competencies [students need] if they are to solve issues such as climate change, disease, and violent extremism that transcend national borders; live peacefully among neighbors in a culturally, politically, racially, ethnically, and religiously diverse society; and thrive in a global knowledge-based economy."

The post below includes the following from the source text:

  • An outline of the broad prarameters of global competence
  • Definitions of "Global Competence Learning Outcomes"
  • "Globally Competent Teaching Elements"
  • Other Specified Goals, Dimensions, etc. for Global Competencies/Global CItizenship

1. Broad Parameters of Global Competence

"Global competence is a framework that ... helps educators balance social-emotional and academic learning goals."

"It is the set of dispositions, knowledge, and skills needed to live and work in a diverse, global society ... all coalesc[ing] around the following social-emotional, cognitive, and behavioral domains:

  • "Social-emotional: Dispositions of empathy, perspective recognition, and appreciation for diverse cultures"
  • "Cognitive: Understanding global issues and trends, critical thinking, and problem solving"
  • "Behavioral: Intercultural communication and collaboration, communicating in multiple languages and taking action on issues of local and global importance"

2. Definitions of Global Competence Learning Outcomes

The chart below "provides definitions of these vital learning outcomes for students in today's interconnected world."

  • Subject-specific, SMART learning objectives can be shaped on a course-to-course and department-by-department basis to fulfil these outcomes.

Outcomes

Definition

Social-Emotional

Empathy

Identifying with others by seeing the world through their perspective.

Perspective recognition

Recognizing that one's perspective is not universally shared and that others hold perspectives that may be vastly different. Identifying the various influences that shape these perspectives.

Appreciation for diverse cultures

Acknowledging that the shared values, knowledge, and norms of a people or group vary and celebrating differences across an array of racial, ethnic, cultural, linguistic, religious, gender, and socioeconomic backgrounds.

Cognitive

Global issues and trends

Understanding conditions and events pertinent to the lives of students, teachers, their local communities, country, and the wider world (e.g., environment, global health, human rights, economic and political development, world hunger, peace and conflict, racism, discrimination, and immigration).

Critical thinking

Examining possibilities carefully, fairly, and constructively by using higher-order thinking skills such as applying, analyzing, synthesizing, and evaluating information.

Problem solving

Finding solutions to difficult and complex issues.

Behavioral

Intercultural communication

Respectfully interacting with people from different cultures so everyone understands one another. This includes verbal and nonverbal communication (e.g., speaking with someone in his or her native language, actively listening, being mindful of cultural interpretations of gestures and intonations).

Intercultural collaboration

Working in teams with people from diverse backgrounds toward a common goal so everyone feels valued, respected, and treated equally.

Taking action

Feeling a social responsibility to improve local and global conditions and taking concrete steps to do so.

3. Globally Competent Teaching Elements

Element

Definition

Dispositions

Empathy and valuing multiple perspectives

Educators look inward to recognize the perspectives, stereotypes, and biases they hold and the beliefs and experiences that shaped them. Then they reflect on why their perspectives may differ from perspectives that diverge from their own.

Commitment to promoting equity worldwide

Educators strive toward the betterment of humanity and the planet as they learn about and tackle issues to promote equity, human rights, justice, peace, and sustainability.

Knowledge

Understanding of global conditions and current events

Educators are aware of current issues relevant to the lives of their students, local community, country, and wider world.

Understanding of the ways that the world is interconnected

Educators understand how forces of globalization have connected our world economically, socially, culturally, politically, and ecologically and see themselves as part of the interdependent world.

Experiential understanding of multiple cultures

Educators have an awareness of their own cultural practices, values, and norms and seek opportunities to immerse themselves in cultures different from their own.

Understanding of intercultural communication

Educators have knowledge of verbal and nonverbal strategies to effectively interact with people from diverse cultures.

Skills

Communicate in multiple languages

Educators are willing to learn new languages to connect with students and families from linguistically diverse backgrounds.

Create a classroom environment that values diversity and global engagement

Educators foster a community where students learn from and respect one another's diverse cultures and engage in discussions about global issues from a variety of perspectives.

Integrate learning experiences for students that promote content-aligned explorations of the world

Educators incorporate global learning into everyday instruction that clearly connects to the world beyond the classroom, using student-centered approaches.

Facilitate intercultural and international conversations that promote active listening, critical thinking, and perspective recognition

Educators provide ongoing opportunities for students to connect with individuals from diverse countries and cultures.

Develop local, national, and international partnerships that provide real-word contexts for global learning opportunities

Educators connect with schools, classrooms, or teachers in different countries or with local organizations (e.g., universities, cultural institutions, companies) to provide students with global perspectives as they engage in collaborative inquiries around shared learning goals.

Develop and use appropriate methods of inquiry to assess students' global competence development

Educators regularly use a mixture of authentic formal and informal assessments (e.g., classroom checklists, project rubrics, portfolios) to provide students with feedback and to inform their own globally oriented instruction.

Source: Adapted from Becoming a Globally Competent Teacher (Tichnor-Wagner, Parkhouse, Glazier, & Cain, 2019). Copyright 2019 by ASCD.

4. Other Specified Goals, Dimensions, etc. for Global Competencies/Global Citizenship

  • Imagine the following as specific, measurable learning objectives for a course: "By the end of this course of study, the student will have demonstrated (in whatever way is field-appropriate) ..."

a. U.S. Department of Education

  • "Proficien[cy] in at least two languages"
  • "Aware[ness] of differences that exist between cultures, open[ness] to diverse perspectives, and appreciati[on] of insight gained through open cultural exchange"
  • "Critical and creative think[ing] ... [as well as the ability to] apply understanding of diverse cultures, beliefs, economies, technology, and forms of government to work effectively in cross-cultural settings to address societal, environmental, or entrepreneurial challenges"
  • "Ab[ility] to operate at a professional level in intercultural and international contexts and to continue to develop new skills and harness technology to support continued growth"

b. UN Sustainable Development Goals

  • "[T]he knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development"

c. UNESCO

  • "[A]cqui[sition] [of] knowledge, understanding, and critical thinking about global, regional, national, and local issues and the interconnectedness and interdependency of different countries and population"
  • "[A] a sense of belonging to a common humanity, sharing values and responsibilities, empathy, solidarity, and respect for differences and diversity"
  • "[A]ct[ing] effectively and responsibly at local, national, and global levels for a more peaceful and sustainable world"

d. OECD

  • "[E]xamin[ation] [of] local, global, and intercultural issues"
  • "[U]nderstand[ing] and appreciat[ion] [of] the perspectives and world views of others"
  • "[E]ngage[ment] in open, appropriate, and effective interactions with people from different cultures"
  • "[A]ct[ing] for collective well-being and sustainable development"

e. Asia Society and the Council of Chief State School Officers

  • "[I]nvestigat[ion] [of] the world"
  • "R]ecogni[tion] [of] perspectives"
  • "[C]ommunicat[ion] [of] ideas
  • "[T]ak[ing] action"
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