Post on 30-Jun-2015
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Fostering Global Competence in the WL Classroom & BeyondJaclyn Skalecki Orozco-Domoesenora.jo@gmail.comwww.linkedin.com/in/orozcojaTwitter @srajojava
By PresenterMedia.com
Today’s Presentation
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Introductions
The Impact of a GC Mind-Set
A Quick Look at Reading Comprehension
Defining GC
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A Model for Thinking about GC
GC as an Instructional Practice
One Example: Co-Curricular Partnership
Sharing of Ideas
Fostering Global Competence
Introductions.• 1st Rule: You must take a risk and introduce yourself to someone completely new.• 2nd Rule: Be an attentive listener,because you will need to introduceyour new acquaintance to the group.
In the WL Classroom & BeyondWho are you? Where are you
from? What is your professional
role?
What motivated you to choose this session? Tell something
interesting about you.
GLOBAL FORCESSocial Sciences, History, Civics,
World Language, Music, Art, Theatre, Health, Business,
Physical Education, Electives/Encores/Specials
Science
Math & Reading
U.S. CURRICULAR TRENDS
Climate CheckGlobal Forces v. U.S. Curricular Trends
The RAND Model of Reading Comprehension (Snow, 2002)
• Reader: Cognitive capabilities, motivation, knowledge and experiences.
• Text: Surface code, the text base, mental modes.
• Activity: purpose(s) for reading, processes, and the outcomes.
• Socio-Cultural Context: Literacy is a cultural practice, reflects how a group of people interprets the world and transmits information.
What does this mean for reading?A Model for Thinking about Reading Comprehension
A Model of Reading Comprehension?
Defining Global Competence
Hunter (2004) used a Delphi technique with an expert panel of 18 participants.• 7 Transnational
Corporate Human Resource Managers
• 7 International Educators
• 4 Others.
Defining Global CompetenceAll participants met at least 3 of the following 6 criteria:1. Earned a national/international reputation for global
competence/internationalization initiatives.2. Had researched/published on GC/Internationalization.3. Had at least a Baccalaureate Degree or its equivalent4. Currently/Formerly in HR (Internationally) or IHE5. Currently/Formerly an Educational Official or
Placement Officer for a study abroad organization6. Lives or works/Had lived or worked outside of his/her
home country.
Defining Global CompetenceThe Process:
• Round One: Participants were sent a list of currently published definitions of global competence and asked to write their own using/ignoring the currently published definitions based on their own experience.
• Round Two: The most commonly used terms and concepts from Round One were used to create a sentence definition of GC. Participants were asked to comment and make changes and resubmit the definition.
• Round Three: A final definition was drafted and participants were asked via a Likert scale the extent to which they agreed with the definition. There was greater than 80% agreement.
• Followed up with a survey to identify knowledge, skills, attitudes, and experiences needed to become globally competent.
Global CompetenceDefinitions over time
Adler & Bartholomew (1992)
To have global perspective on transition and adaptation,
cross-cultural interaction,
and collaboration.
Lambert (1996)
Having knowledge of current
affairs, empathizin
g with others,
maintaining a positiveattitude, foreign
language competenc
e, and value of
difference amongst
people and cultures.
Wilson & Dalton (1997)
Perceptual knowledge
(open-mindedness, resistance to stereotyping, complexity ofthinking, and perspective
consciousness) and
substantive knowledge (of
cultures, languages,
world issues, global
dynamics, and human choices).
Swiss Consulting Group (2002)
Having intercultural
facility, effective
communication skills, and the
ability to lead in diverse
circumstances.
Defining Global CompetenceGlobal Competence: “Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment.”
Global Competence:“Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment.”
Intercultural Competence/Capability:“The ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills and attitudes.” (Deardorff, 2004).”
Global Competence Matrix• Defines GC as the knowledge, skills,
and disposition to understand and act creatively and innovatively on issues of global significance.
GC as an Instructional PracticeCurricular Models
Global Citizenship Guides • A Learn-Think-Act
approach • Learn about issues, • Think critically about
solutions• Act as responsible global
citizens.
Global Competence MatrixA look at the WL Classroom • Use
knowledge• Identify• Frame
researchable questions
• Use a variety of sources,
• Identify and weigh evidence,
• Analyze, • Integrate,• Synthesize,• Argue,• Compel,• Consider
multiple perspectives
Focus on what students
can do with the
language.
Research, media &
literacy skills embedded
in Interpretive and
Presentational Modes.
Common CoreEnsuring students are college‐, career‐, and world‐ready
Global Competence MatrixA look at the WL Classroom
Global Competence Matrix
Global Competence Matrix
Digging Deeper in Globally Competent Pedagogy
It begins with a goal.
Setting the tone.
Return to Sender Project.
SHARING
ReferencesC. Hunter, personal communication, July 1, 2013
Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a
student outcome of internationalization. Journal of Studies in International Education, 10,
241-266. Retrieved from SAGE database. http://
0-jsi.sagepub.com.topcat.switchinc.org/cgi/content/short/10/3/241
EdSteps, Council of Chief State School Officers (CCSSO) & The Asia Society. (2009). Global
competence: Submit student work now! Retrieved from http://
www.edsteps.org/CCSSO/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx+
Crwfdw+uF&selected_system_name=DRkDdjiObdU=
Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. (3rd ed
ed.). New York: Picador.
Hunter, W. D. (2004). Knowledge, Skills, Attitudes, and Experiences Necessary to Become Gl
obally Competent.
(Doctoral dissertation) Retreived from
http://www.globalcompetence.org/research/Default.htm
Hunter, W. D., White, G., & Godbey, G. (2006). What does it mean to be globally competent?
Journal of Studies in International Education, 10, 267-285.
ReferencesKean, J., Grady, S., & Sandrock, P. (2001). Wisconsin model academic standards for foreign
languages [PDF] (E. Burmaster, Ed.). (Original work published 1997)
Morais, D. B., & Ogden, A. C. (2011). Initial Development and Validation of the Global
Citizenship Scale. [Article]. Journal of Studies in International Education, 15(5), 445-466.
doi: 10.1177/1028315310375308
OxFam. (2006). Education for a global citizenship: A guide for schools. Retrieved from
http://www.oxfam.org.uk/~/media/Files/Education/Global
Citizenship/education_for_global_citizenship_a_guide_for_schools.ashx
Snow, Catherine. Reading for understanding: Toward an R&D program in reading
comprehension. Santa Monica, CA: RAND Corporation, 2002. Retrieved from
http://www.rand.org/pubs/monograph_reports/MR1465.