GLOBALTHINKING

ANID-GLOBALBUNDLETOFOSTERGLOBALTHINKINGDISPOSITIONSTHROUGHGLOBALTHINKINGROUTINES

DEVELOPEROFTHEGLOBALTHINKINGBUNDLE:

VERONICABOIXMANSILLA

ThesematerialswereproducedatProjectZero,HarvardGraduateSchoolofEducation,aspartofitsVisibleThinkinginitiativeandIdGlobal(InterdisciplinaryandGlobalStudies)initiatives.TheyweredevelopedwiththegeneroussupportofIndependentSchoolsVictoria,VictoriaState,

Australia.PleaseseetheAcknowledgmentssectionformoredetails.

ThisProjectZeroworkislicensedundertheCreativeCommonsAttribution-NonCommercial4.0InternationalLicense.Toviewacopyofthislicense,visithttp://creativecommons.org/licenses/by-

nc/4.0/orsendalettertoCreativeCommons,POBox1866,MountainView,CA94042,USA.

Table of Contents

Introduction………………………………………………………………………………P. 2

Thepurposeofthesematerials.Howtousethesematerials.WhatisGlobalCompetence?Thekindoflearningweareafter.

Global Thinking Routines –………………………………………………………… P. 6

Thekindofteachingweneed.WhatareGlobalThinkingRoutines?

A Global Thinking Routines toolkit ………………………………..……………..P.8

The Three Whys [3Ys]…………………………………………..…….……………..P.9

Whatkindofglobalthinkingdoesthisroutinesupport?Howcantheroutinesbeused?Howcanstudentthinkingbemadevisible?Afewmoretips.

Step In - Step Out - Step Back……………………………………………………P.12

Whatkindofglobalthinkingdoesthisroutinesupport?Howcantheroutinesbeused?Howcanstudentthinkingbemadevisible?Afewmoretips.

How else and why ………………………………..…………………………………P.15

Whatkindofglobalthinkingdoesthisroutinesupport?Howcantheroutinesbeused?Howcanstudentthinkingbemadevisible?Afewmoretips.

Circles of action ……………………………………………………………………P.18

Whatkindofglobalthinkingdoesthisroutinesupport?Howcantheroutinesbeused?Howcanstudentthinkingbemadevisible?Afewmoretips.

Exploring Global Thinking Routines in the classroom………….………P.20

References

Acknowledgements & Further Resources……………………..………...……..P.25

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INTRODUCTION

The Purpose of these materials

Preparingstudentsforatimeofunprecedentedsocial,economic,environmentalanddigitalglobalinterdependence demands that we reconsider what matters most to teach and learn and how(Perkins, 2014).A fast-growing literatureon global competence instruction and assessment shedslightontheopportunitiesandchallengeswefacewheneducatingforglobalparticipation.Newdigitalconnectivityenablesustocollaboratewithclassroomsaroundtheworld.Unprecedentedavailabilityofinformationpowersourlearningaboutthelivesofpeopleindistantplaces.Masshumanmigrationsbringacacophonyofcultures,languages,andstylesintoourcities,classroomsandschools,settingnew platforms for intercultural encounters. At the same time, stubborn cultural stereotypes andcommunicationbarrierspersist.Apathyandavoidancefuelafailuretoseehow“here”connectswith“there”andwhysuchconnections,andtheissuesrelatedtothem(e.g.globaltrade,environmentalinterdependences,governance,humanrights)actuallymatter.Today’srisingxenophobiainvariousregions of the world illuminates the complexity of our interconnectedness and the urgency andnecessityofeducatingfortheworld.

Howcanwepreparestudentsforourcomplexandinterdependentworld?Whatkindsofcapacitiescharacterize globally-minded individuals—e.g. curiosity about the world beyond their immediateenvironments,empathyandculturalperspectivetaking?Howcanwebestnurturesuchcapacitiesbyrethinkingwhatandhowweteach?

Thematerialspresentedinthisguideseektosupporteducatorsinterestedinpreparingourchildrenandyouthtounderstandourworldandparticipateinit.Theguideintroducesaframeworktothinkaboutglobalcompetence,i.e.thecapacityanddispositiontounderstandandactonissuesofglobalsignificanceasadesirablegoalforeducationtoday(BoixMansilla&Jackson2012).Itinvitesyoutogainclarityaboutvariouscapacitiesassociatedwithglobalcompetence.Thematerialsofferasetofglobalthinkingroutines–short,stepwisemicro-interventionsthatcansupportthedevelopmentofglobalmindsetsordispositionsforyoutotryoutwithyourstudents.Italsoinvitesyoutoplananddocumentyourexperiencesbringingglobalthinkingroutinesintoyourclassroomandtosharetheseexperienceswithothers.

How to use these materials

Inthisguideyouwillfindaframeworktodescribeglobalcompetencethathighlightscapacitiessuchasinvestigatingtheworld,takingperspective,communicatingacrossdifferenceandtakingactionasitsessential components.Takeamoment to familiarizeyourselfwith the ideas introduced in the

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frameworkandseektomakeconnectionstoyourcurrentteaching.Howpresentarethecapacitiesoutlined here in your classroom? Are there opportunities to extend what you teach to makeinterestinglocal-globalconnections,suchascomparinganeventacrossculturesorselectingabookthat reveals less familiar cultural perspectives? What connections can you make between theframeworkandthecontentyouteach?

Interestingly, teaching for global competence invitesus toembracenewapproaches toboth thecurriculumweteachandtheclassroomculturethatwecreate.Forexample,whenteachingaboutalocalecosystemonecouldmakeaconnectiontohowecosystemsworkinotherregionsoftheworld.Thisistypicallynotamatterofteachingmoreunits,countriesandcapitalsbutaboutre-framingorexpanding the content we currently teach throughmeaningful global connections even if oftenmodestones.Teachingforglobalcompetenceinvolvescreatingaclassroomcultureinwhichthekeyglobalcompetencecapacitiesarepartofdailyclassroomlearningexperience,evenwhenthecontenttobetaughtisnot,strictlyspeaking,globalinitself.Forinstance,youcancreateclassroomswherestudentslearntoinvestigate,recognizethevariousperspectivesintheclass,practicemultiplewaysto communicate an idea, or find solutions. Students develop the target capacities throughbeinginvolvedinaclassroomthathonorsthemandthediversityofexperiencestheyrepresent.

Thesecondpartofthisguideoffersseveralpracticaltools--globalthinkingroutines--designedtoaddressglobalthinkingcapacitiesordispositions.Asyouperusethesetools,considerwhichonesmightsuityourteachingprioritiesbest.Whatglobalthinkingdispositions(e.g.culturalperspectivetaking,respectfulandreflectivedialog)doyouseektonurture?Whatprovocationsmightelicitsuchthinking?Asyoufamiliarizeyourselfwiththeroutinesyoumayalsotakeadvantageoftheplanningframeworkincludedinthethirdpartofthisguide.Itwillsupportyourdesign,implementationanddocumentation.Thinkofbringinganinquirymindsettotheseroutines.Trythemoutwithdifferentcontentsandinvariedconfigurations,attendingtowhatmakesthemworkwhentheydo,andwhatcouldbedonedifferentlywhentheydonot.

What is global competence?

Globalcompetencecanbedefinedasthecapacityanddispositiontounderstandandactonissuesofglobalsignificance(BoixMansilla&Jackson2011).Globallycompetentstudentsprepareforcomplexsocietiesandaglobaleconomyby learninghowto investigate theworldbeyondtheir immediateenvironment,framingandmakingsenseofsignificantissues.Howdomigrantpopulationsadapttotheir new places of work and living? What tools do governments have to promote economicdevelopment and eradicate extreme poverty? What is an ecosystem and how do differentecosystemsaroundtheworldwork?Globallycompetentstudentsalsolearntorecognizetheirownand others’ perspectives, articulating and explaining such perspectives thoughtfully, empathicallyand respectfully. Globally competent students can communicate across differences, bridgingcultural, linguistic, economic and religious divides -- two additional capacities that are especially

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important to today’s fragmented and interconnected societies.Most importantly, in order to bepreparedtoparticipateandworkintoday’sworldstudents,mustlearntotakeresponsibleaction.Theyneedtolearntoidentifyopportunitiesforproductiveactiontodevelopandcarryoutinformedplans. For example, very young children may create a “wishing tree” that invites the schoolcommunitytomakewishesabletoreachpeopleandanimalsbeyondtheirimmediateenvironments.OlderstudentsmayopenanAmnestyInternationalchapterintheirschoolandorganizeafundraisingcampaign seeking to re-frame their peers purchasing habits. Prepared students, this frameworksuggests, view themselves as informed, thoughtful, compassionate and effective citizens andworkersinchangingtimes(BoixMansilla&Jackson2011).Thefollowinggraphicdepictsthedynamicinteractionamongdimensionsofglobalcompetence:

The kind of learning we are after Wesaidearlierthatglobalcompetence isthecapacityanddispositiontounderstandandactonissues of global significance. A close look at this viewof global competence reveals a fewkeyqualities of the kind of learning it requires. Rather than adding more rivers, capitals orinformationtoourcurriculum,thisviewofglobalcompetencestrivesforlearningthatisdeep,relevantandlong-lasting.Letusrevisitthedefinitionproposed:

•  Recognize)and)express)how)diverse)audiences)perceive))meaning)and)how)that)affects)communica7on.)

•  Listen)to)and)communicate)effec7vely)with)diverse)people.)

•  Select)and)use)appropriate)technology)and)media)to)communicate)with)diverse)audiences.)

•  Reflect)on)how)effec7ve)communica7on)affects)understanding)and)collabora7on)in)an)interdependent)world.))

•  Recognize)and)express)their)own)perspec7ve)and)iden7fy)influences)on)that)perspec7ve.)

•  Examine)others’)perspec7ves)and)iden7fy)what)influenced)them.)

•  Explain)the)impact)of)cultural)interac7ons.)

•  Ar7culate)how)differen7al)access)to)knowledge,)technology,)and)resources)affects)quality)of)life)and)perspec7ves).)

•  Iden7fy)an)issue,)generate)ques7ons,)and)explain)its)significance.)

•  Use)variety)of)languages,)sources)and)media)to)iden7fy)and)weigh)relevnt)evidence.)

•  Analyze,)integrate,)and)synthesize)evidence)to)construct)coherent)responses.)

•  Develop)argument)based)on)compelling)evidence)and)draws)defensible)conclusions.)

•  Iden7fy)and)create)opportuni7es)for)personal)or)collabora7ve)ac7on)to)improve)condi7ons.)

•  Assess)op7ons)and)plan)ac7ons)based)on)evidence)and)poten7al)for)impact.)

•  Act,)personally)or)collabora7vely,)in)crea7ve)and)ethical)ways)to)contribute)to)improvement,)and)assess)impact)of)ac7ons)taken.)

•  Reflect)on)capacity)to)advocate)for)and)contribute)to)improvement.))

Inves&gate*the*World*Learners))inves7gate)the)world)beyond)their)immediate)environment.)

Recognize*Perspec&ves*Learners)recognize)their)own)and)others’)perspec7ves.)

Take*Ac&on*Learners)translate)their)ideas)into)appropriate)ac7ons)to)improve)condi7ons.)

Communicate*Ideas*learners)communicate)their)ideas)effec7vely)with))diverse)audiences.)

Understand*the*World*through*Disciplinary*and*Interdisciplinary*Study*

Global)Competence:))

BoixNMansilla)&)Jackson)2011)

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First,globalcompetenceiscastasacapacitytounderstand–meaning,broadlyspeaking,tousedisciplinaryconcepts,theories,ideas,methodsorfindingsinnovelsituations,tosolveproblems,produceexplanations,createproductsorinterpretphenomenainnovelways(BoixMansilla&Gardner 1999). With its focus on disciplinary and interdisciplinary understanding atdevelopmentally appropriate levels, this view of global competence embodies deep subjectmatterlearning.Itisnota“hook”orextrinsicmotivation(althoughlearningabouttheworldisoften quite engaging!) Instead, global competence involves deep and flexible use of thedisciplinesweteach.Second, as global competence focuses on issues of global significance and action to improveconditions, learningmustbevisibly relevant to students and theworld.When significance isconsidered,globalcompetencecurriculabecomesacallforauthenticity,forcarefullylookingtothecontemporaryworldfortopicsthatmattermosttoexamine(Perkins2015).Finally, and most importantly for the purposes of this guide, “global competence” as adispositionspeaksofstudentownershipandlong-lastingtransformation.Thinkingdispositions,Project Zero researchers have proposed, involve the ability to think with information, thesensitivity toopportunities in therealworld todothat,andan inclination todosoover time(Perkins et al 1993, Tishman et al 1993). Dispositions are about the ‘residuals’ of learningbeyond formal contexts (Ritchhart2014); theyareabout the “kindofperson”a studentwillbecome(BoixMansilla&Gardner2000).Broadlyconsidered,globalcompetencedispositionsinclude:*Adispositiontoinquireabouttheworld(forexample,engagingwithquestionsofsignificance,

exploringlocal-globalconnections,andseekinginformationbeyondfamiliarenvironments,describing,explaininganddevelopingapositionabouttheworld).

* A disposition to understand multiple perspectives--others’ and their own (for example,consideringculturalcontexts,resistingstereotypes,andvaluingoursharedhumandignity--especiallyasstudentsinteractwithotherswhosepathsdiffergreatlyfromtheirown).

*Adispositiontowardrespectfuldialog(communicatingacrossdifferenceslisteninggenerously,sharingcourageously,openlyandappropriatelygiventheiraudienceandcontext).

*Adispositiontowardtakingresponsibleaction(beinginclinedtoseeandframeopportunitiestoimproveconditions,andcollaboratingwithothers,andmobilizethemselvestoact).

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GLOBAL THINKING ROUTINES

Howcanweeffectivelysupportstudentstoengage inthekindofdeep,relevantand long-lastinglearning here proposed? How can we teach for global competence in ways that nurture globalthinkingdispositions?Whatkindsofscaffoldsandtoolscanhelpteachersfosterthisformsoflong-lastingglobalcompetenceamongstudents? In this sectionweturn toglobal thinking routinesaspracticaltoolstonurtureglobalthinkingdispositions(BoixMansilla,2016).

The kind of teaching we need

Researchtellsusthatdispositionsaredevelopedthroughenculturation.Studentsacquiredispositionsnotthroughoccasionallessons,units,orannualschoolevents,butthroughongoingparticipationinclassroomculturesinwhichtargetedformsofthinkingarevisiblyvaluedandextensivelypracticed.Wealsoknowthat,tocreateculturesofthinking,teachersmustattendtomultipleforces(Ritchhartet al 2011, 2015). Teachersmust consider themessages that our physical environments send tostudentsaboutthekindofthinkingthatisvalued,theymustallowtimeforthinking,theymustuselanguagethatinvitesnuancedthinking:pondering,makingconnections,offeringapointofview.Tocultivateglobaldispositionsteachersmustweaveinopportunitiestoinquireabouttheworld,totakemultipleperspectives, toengage inrespectfuldialog,andtakeresponsibleactionasa routineandintegralpartofeverydaylifeintheclassroom.For over two decades, the Visible Thinking, Artful Thinking and Cultures of Thinking initiatives atProjectZerohaveinvestigatedqualitiesofhigherorderthinkingandtheestablishmentofclassroomculturesthatpromotesuchformsofthinkingamonglearnersofallages.Akeycontributionofthislineofworkhasbeenthedesignandtestingofthinkingroutines.Broadlyadoptedroutinessuchas“SeeThinkWonder”,or“Iusedtothink/NowIthink”involvepatternsofintellectualactivitythatarerepeatedovertime,shapingthefabricofathinkingclassroom.Thinkingroutineshavebeendesignedto support students in a variousessential cognitive tasks suchas introducingandexploring ideas;synthesizingandorganizingideas;anddiggingdeeperintoideas(Ritchhartetal2011).Whileexistingthinking routines can be applied to content of global significance, the development of globalcompetencerequiresthatwenurtureratherspecifichabitsofmindsuchasthedispositionsofmovingbeyondthefamiliartoengagenewideasandexperiencesopenly,discerninglocal-globalsignificance,comparingplaces,contextsandcultures,takingculturalperspectiveandchallengingstereotypes.

What are Global Thinking Routines?

GlobalThinkingRoutines[GTRs]arethinkingstructuresormicro-teachingtoolscarefullydesignedtonurtureglobaldispositions.Meanttobeusedfrequently,acrosscontent,overtime,andasan

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integralpartofalearningenvironment,theseroutinesareessentialcontributorstoacreatingaclassroomcultureofglobalcompetence.

Afewcharacteristicsdriveglobalcompetencethinkingroutines:

• GTRsarecognitivelyelegantthinkingsequencesrootedincloseanalysisofformsofthinkingembodiedinglobalcompetence.

• GTRsareopenendedguides,assumingnorightorwronganswerbutabletomakelearner’sglobalthinkingvisible.

• GTRsare simple indesign,whichmakes themaccessible to teachersofvaried levelsofexpertise,whilealsocognitively sophisticated,providingextensiveroomforgrowthandrefinement.

• GTRscanbeusedastoolsbyteachers– i.e.,asmicro-interventionstosupportandassessstudents’globalcompetencedevelopment.

• GTRScanbeusedbylearnersindividuallyandingroupsasstructurestoscaffoldglobalthinkingandself-assess.

• GTRscanbeusedbyresearchersaspreandpostmeasuresofglobalcompetence.

• GTRscontributetoacultureofglobalcompetenceastheybecomerecurrentor“routine”formsofpractice,andpartof“thewaywedothingshere.”

• GTRsinviteteacherstoinquireabouttheirownpracticeasofferingopportunitiesto elicit andexamine student thinkingbefore, during and after theprocessofinstruction.

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A Global Thinking Routines toolkit

The Three Whys [3Ys]

Step In - Step Out - Step Back

How else and why

Circles of action

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The 3 Ys Nurturing a disposition to discern the significance of a situation, topic or issue keeping global, local and personal connections in mind.

The3Ys

1.Whymightthis[topic,question]mattertome?

2.Whymightitmattertopeoplearoundme[family,friends,city,nation]?

3.Whymightitmattertotheworld?

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The 3 Ys : Q & A

Why consider the 3Ys? Intrinsicmotivation is a key engine of deep learning. As humanswe aremotivatedtolearnwhenwecometobelievethatatopicorbodyofknowledgematters.However,gaugingsignificance–i.e.determiningwhethersomethingmattersandwhy--isacapacityseldomtaught. Significance is not a fixed quality of objects, places or events. Rather it is attributed,constructed by learners. Assessing global and local significance requires themind to operate atseverallevelsatonce.The3Y’sroutineinviteslearnerstomovestepbystepacrosspersonal,localandglobalspheres.

What kindof thinkingdoes this routine encourage? This routineencourages students todevelopintrinsicmotivation to investigate a topic by uncovering the significance of the topic inmultiplecontexts.Theroutinealsohelpsstudentsmakelocal-globalconnectionsandsituatethemselvesinlocalandglobalspheres

WhenandwherecanIusethisroutine?Youmayfindthisroutineusefulearlyinaunitaftertheinitialintroductionofatheme,whenyouwantstudentstoconsidercarefullywhyatopicmightbeworthinvestigating further. Teachers have also used the routine to expand on a given topic (e.g. localelections,goodsconsumption)tohelpstudentsbecomeawareofhowsuchatopic,issueorquestionhas far-ranging impact and consequences at the local and the global levels. In other cases, (e.g.studyingpovertyinBrazil)theroutineisusedtocreateapersonalconnectiontoathemethatseemsinitiallyremote.

Whatkindsof topicsandprovocationsmight lend themselves to this routine?Theroutinecanbeappliedtoabroadrangeoftopics(fromsocialinequality,toamathematician’sbiography,balanceinecosystems,writingastory,toattendingschool).Youmayusearichimage,text,quote,videoorotherinvitingmaterialsasprovocationstogroundstudents'thinking.Oneimportantconsiderationinusingthisroutineistoensurethatthestudentshaveclarityaboutthefocalpointoftheanalysis.Forexampleyoumightask“Whymightunderstandingsocial inequalitymattertome,mypeople,theworld?”asopposedto“Whymightthisimagematter?”

HowmightIpreparestudentstoengageinthisroutine?Studentswillneedinitialclarityaboutthephenomenontobeexplored,e.g.themeaningofsocialinequality,inordertounveilitssignificance.Whenusinganimageortext,youmaychoosetopreparestudentsforthisroutinebyaskingthemwhattheythinktheimageisaboutandwhyandthenfocusingtheirattentiononthethemetobeexploredthroughthe3Ys.

Whataresometipsabouthowtocarryouttheroutine?Usethequestionsintheorderproposedorinreverseorderbeginningwiththemoreaccessibleentrypoint.Forinstance,studentsmightunfoldthepurposeandsignificanceofastorytheyarewritingbyfirstreflectingaboutwhythestorymattersto them, and thenmoving out to the world from there. In other cases, a teacher may seek to

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constructamorepersonalconnectiontoadistantevent(e.g.theholocaust),thusbeginningwiththeworldworkinginward.Itisrecommendedthatstudentsworkononestepatatimeasinterestingnuancesanddistinctionsbetweenthepersonal localandglobalmaybelost iftheyworkwiththethreequestionsinmindatonce.Iftimeallows,youmaycompareandgroupstudents’thoughtstofindsharedmotivationsandrationalesforlearningthetopicunderstudy.

Whatmaywelookforinstudents’thinking?Therearemultiplecriteriaagainstwhichonecanassessthesignificanceofanidea,aphenomenonoranevent.Insomecases,aneventissignificantbecauseofitsuniversalityorreach,becausealargenumberofpeopleareaffectedbyit(i.e.aglobaleconomiccrisis).Othertimesweconsidersomethingsignificantbecauseitisvisiblyoriginalornew(e.g.theinternetin1992).Sometimessignificanceispersonal(thetopiccompelsusemotionally,cognitively).Othermarkers include generativity (the capacity to generate new questions, lines of inquiry, orwork),explanatorypower(thecapacitytoexplainwhysomethinghappens)orethicalinsight(howanideaorasituationhelpsusdiscerntherightcourseofaction)thataddsimportancetoatheme.Whenlisteningtostudents,youmaywanttohighlightsuchvariabilityaswellasthedistinctionsandconnections between personal, local and global. Perhaps most importantly, you may want toconsider students’ statements about relevance as the beginning (not the end) of meaningfulconversations.

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Step in - Step out - Step back Nurturing a disposition to take social/cultural perspective responsibly

Step-instep-outstep-back

Choose Identifyapersonoragentinthesituationyouareexamining

StepIn: Givenwhatyouseeandknowatthistime,whatdoyouthinkthispersonmightfeel,believe,know,orexperience?

Stepout: Whatelsewouldyoulikeorneedto learntounderstandthisperson’sperspectivebetter?

Stepback Given your exploration of this perspective so far, what do younoticeaboutyourownperspectiveandwhatittakestotakesomebodyelse’s?

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Step in - Step out - Step Back: Q & A

Whyconsiderthisroutine?Whileashumanbeingswearetypicallycuriousabouttheexperiencesand views of others, taking social perspective is a challenging cognitive and emotional task. Arespectfulapproachtoperspectivetakingrequiresthatweavoidbuildingstereotypesofothersorprojectingourownvaluesandbeliefsontoothers.Understandinganotherperson’sworldcanbeexcitingandrevealing.Yetperspectivetakingisalsochallengingandcallsforpracticeovertime.

Whatkindofglobalthinkingdoesthisroutineencourage?Thisroutineinviteslearnerstotakeotherpeople’s perspectives e.g. religious, linguistic, cultural, class, generational; recognize thatunderstandingothersisanongoing,oftenuncertainprocess;andunderstandthatoureffortstotakeperspective can reveal asmuch about ourselves as they can about the peoplewe are seeking tounderstand. The routinehelps learners to identify individualswith variousperspectives in a givensituation;provideevidenceforthoughts,valuesandfeelingstheseindividualsmayhold;andexplainhowsocietalormoremacro-forces—particularlyrolesandrelationships—shapetheirperspectives.Scaffolding for healthy skepticism and reflection invites learners to take note of the biases andpreferencesthatshapetheirunderstandingofothers.

Whatkindsoftopics,themesandprovocationsmightinvitetheuseofthisroutine?Thisroutinecanbe adapted to a broad range of topics, from examining the perspectives of agents in a story, ahistorical event or a contemporary news article, to considering non-human perspectives such asspecies inanecosystem,or collectiveperspectives suchas interestgroups inagivenconflict. Theroutinecanalsobeusedtoexaminestudents’ownperspectives inclassroomsituationsorastheyseek, forexample, tocreateamathexpression foragivenproblem.Youmaychoosean image,avideo,astory,oraclassroomincidentasprovocationonwhichtogroundstudents'thinking.

Howmight I prepare students for this routine? It is important for students to have enough basicinformation about the perspectives they will examine to support an informed initial guess. It isimportant to help students avoid creating a "fictional character” that may confirm rather thanchallengeculturalstereotypes.Whensettinguptheroutineforstudents,youmaywanttohighlightthatunderstandinghowothersviewtheworldcanbeexcitingandsometimeschallenging,settingexpectations forcomplexreasoning.Youmayalsomarkadistinctionbetweenamore imaginative“step-in”andamoreinquirydriven“step-out.”

Whataresometipsforcarryingoutthisroutine?In“step-in”makesurelearnersunderstandthattheyare reasoningwith the information that theyhave,which is always limited. Youmaypoint to thespeculativenatureoftheirinterpretations.In“stepout,”invitelearnerstoseethatthereismoretounderstandinganotherperson than the first impression theyconstruct.As theyshare theirviews,studentsmaydetect stereotypes in their own initial thinkingand feel uneasyabout “havingbeenwrong”intheirguess.Itisimportanttonormalizethefactthatweallhavefirstimpressionsofothersand others have them of us, and point to the importance of committing to understanding other

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persons’perspectivesbeyondinitialassumptions.Under“stepback,”learnersmayexplorehowpriorknowledge, cultural or linguistic perspectives inform or obscure their interpretation. Like otherroutines,thisonelendsitselfwelltosmallgroups.Indeed,thedifferentperspectiveslearnersholdmightbecomemorevisiblethroughdialog.YoumayinvitestudentstowritetheirresponsestoeachquestionindividuallyonseparatePost-itsfirstandthenshare.

Whatmaywelookforinstudentthinking?Generallyspeaking,successfulperspectivetakersareableto(a)identifyperspectivesofvariousindividualsinagivensituation(b)provideevidenceforthoughts,valuesandfeelingstheseindividualsmayholdand(c)explainhowsocietalormoremacro-forces—particularlyrolesandrelationships—shapetheirperspectives.Importantly,experiencedperspectivetakers approach their own interpretation of others’ views with a healthy dose of skepticism. Inexaminingstudents’responses,youmaylookforsomeofthesequalitiesofthought.Often,usingthisroutinewillenableyoutodetectmisconceptionsinstudent’sthinking.Forexample,youmayidentifybiases,ethnocentricbeliefsorstereotypesthatwillneedtobetransformedbynurturingperspectivetakingcapacitiesthatinvitestudentstoseecomplexityanddignityinhumanexperiencesespeciallythatofpeoplewhoselivesdifferfromtheirown.

Youmayconsiderstudents’responsestotheroutinepromptsasthebeginning,ratherthantheend,ofaconversationaboutperspectives.Asyoulistencarefullytostudents’argumentsyoumaykeepsomeofthefollowingquestionsinmind:(1)arestudentsacknowledgingthatapersonorgrouphasaperspectivethatissimilarordifferentfromtheirown?(2)cantheypositionsuchperspectives—i.e.providingevidenceforwhyapersonmayfeelorthinkthewaytheydo(e.g.takingintoaccounttherole and relationship a person has). Do they view perspectives as a matter of a person havinginformation or lacking it? Can they imagine themselves in the roles of others? Can they see thatperspectivesareinfluencedbysystemsandbroadersocialvalues?

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How Else & Why Cultivating a disposition to communicate across difference

HOWELSE&WHY?

1.WhatIwanttosayis… Studentmakesastatementandexplainsintention

2.HowelsecanIsaythis?&Why? Studentconsidersintention,audienceandsituationtoreframe(language,tone,bodylanguage)

3.HowelsecanIsaythis?&Why? Studentconsidersintention,audienceandsituationtoreframe(language,tone,bodylanguage)

4.(Repeatquestion)

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How else and Why: Q & AWhy consider this routine? To communicate appropriately in complex cultural, social or linguisticsituationswemust learntoadjusttheways inwhichweexpressourselves.Forexample,wemustadjustourregister(e.g.,academicvs.informal)tothedegreeofformalityrequiredbythecontext,wemay adjust our word choice (illegal alien or person with undocumented migrant status) inconsideration of another person’s perspective or experience, wemay adjust the stance we take(emotional proximity) to the ideas we communicate. Participating respectfully and effectively indiscoursecommunitiesotherthanourownmaysometimesrequireusinglocalexpressions,employingdifferent languages or symbol systems, attending to body language and cultural norms ofcommunicationandpersonalspace.

Whatkindofglobalthinkingdoesthisroutineencourage?Thepurposeofthisroutineistodevelopadispositiontowardappropriatecommunicationwithdiverseaudienceswherebystudentsunderstand(a) that they have communicative choices and (b) that intention, context and audiencematter incommunicatingappropriately,especiallyacrosscultural,religious,economicorlinguisticdifferences.Specifically,throughmultiplereflectiveiterationsofaparticularclaim(acomment,story,question),theroutineinvitesstudentsto:considercontent,audience,purposeandsituationforcommunication(what,towhom,whyandwhere),refinetheuseofsymbols(verbal,visual,nonverbal)tofindformsofexpressionappropriateforthecontext,andreflectaboutcommunicationandmiscommunication

HowmightIpreparestudentsforthisroutine?Primingstudents'mindfortheuseofthisroutinemayinvolve calling their attention to the importance of appropriate, effective and respectful culturalinteractionsandthevalueofreflectingabouthowwecommunicatewithoneanother,especiallywithpeople whose lives are different from our own. Students will need an initial understanding ofintention,audienceandsituationaskey to thinkingaboutcomplexcommunication.Theywill alsoneedtobeawareofthevarietyofcommunicativemeansattheirdisposal(e.g.,body,verbal,visuallanguages).

What topics and provocations may lend themselves well to this routine? The routine is broadlyapplicabletomanycommunicativesituations.Thesemayincludedistinctlyinterculturalscenariosthatarepresentinthecurriculumsuchasinastory,ahistoricalevent,aconflict,ascientificfinding.Theymay also includemomentswhen students re-represent ideas or phenomena, aswhen producinggraphinstatistics,aposterdesign,aninterpretationofaworkofart.Communicativesituationsmayalso include regular classroom discussions or informal interactions in and outside of school. Inselecting communicative situations for analysis you may prioritize provocations that present anopportunitytoreflectaboutthecomplexitiesofdialogacrossdifferenceandthebroadrepertoireofpossible communicative choices. Examples of provocations include but are not limited to filmexcerpts,students’ownwritings,classroomdialog,worksofart.

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Whataresometipsforcarryingoutthisroutine?Thephrase“howelsecanI/yousaythisandwhy?”Canbeusedwithvaryingdegreesofstructure.Insomecases,studentsmayusethemultipleiterationsproposedbytheroutinetoexplorepossiblecommunicativechoicesinagivenscenarioandselecttheonetheyprefer.Alternatively,thesimplequestion“HowelsecanI/yousaythisandwhy?”mayalsostandaloneandbecomeafrequentoccurrenceintheclassroom,onethatisusedbyteachersandstudentstopolishthequalityofcommunication.Thisinformaluseoftheroutinetypicallydoesnotrequire multiple iterations. In guiding students through this routine, you may consider pairingstudentsupforfeedback.Peerscanhelpstudentsconstructaconcretesenseofaudience.

It is important toencouragestudents toconsiderspeakers’ intention,audienceandcontextwhentheybegintorevisetheclaimsunderstudy.Withoutdoingso,theroutinerisksinvitingstudentstorepeatlesseffectiveformsofcommunicationorreinforcecommunicationmisconceptions.Regardlessofthetopicsorcontextsinwhichtheroutineisused,itisimportantthatstudentsofferanexplicitrationale for their communicative choices, as students’ explanations will reveal their currentunderstandingofcommunicativedemands.Aswithallglobalthinkingroutines,students'responsesarebestseenasthebeginning,ratherthantheend,ofaconversationthatwillenableteachersandpeerstoofferperspectivesandenrichcommunicativecapacities.

Whatmaywelookforinstudents’thinking?Students’responsestothisroutinerevealkeyaspectsoftheircommunicativeandmeta-communicativecapacities.Youmayask:Dostudentsunderstandthatsuccessful communication depends on the adaptive alignment of communicative purpose,considerationofaudience’spointofview,aswellasthecontext(e.g.formalvsinformal).Dostudentsunderstand that each communicative expression (verbal, body, visual etc.) carries intended orunintendedmessagesaboutoneself.Dostudentsshowflexibilityanddepthintheirexaminationoflanguages(writlarge)asbridgesacrossdifferences?

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Circles of Action

Fostering a disposition to participate

CirclesofAction

WhatcanIdotocontribute…

1. Inmyinnercircle(offriends,family,thepeopleIknow)?2. Inmycommunity(myschool,myneighborhood)?3. Intheworld(beyondmyimmediateenvironment)

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Circles of action: Q & A

Whyconsiderthisroutine?Globallycompetentstudentsgobeyondunderstandingtheworldinwhichwelive--theyrevealagrowingdispositiontotakeresponsibleactiontoimprovesuchworldininlargeandsmallways.Movingfromunderstandingtoactionrequiresthatstudentsdevelopanagencymindset.Thattheydevelopasensitivitytoopportunitiestoinfluencetheirenvironments,thecapacitytodosoineffective,informed,andresponsiblewaysandadriveandmotivationtodosoovertime.Whenstudentslearnabouttheworldandfeelinclinedtomakeadifferencetheycanfeeloverwhelmedbythemagnitudeofissueslikeclimatechange,transnationalconsumptionorhumanrightsviolations.Amismatchbetweencallsforglobalcitizenshipandstudents’perceivedcapacitytoactcanstiflemotivationtoengage.Soitbecomesessentialthatstudentslearntorecognizethatactionscanhavemultiplescopes(small-big)andoccurinmultiplesspheres(personal-local-global)iftheyaretodevelopadispositiontotakeinformedandresponsibleaction.

Whatkindofglobalthinkingdoesthisroutineencourage?Thisroutineisdesignedtofosterstudents’sensibilitytoopportunities to takeresponsibleactionandtheirconcomitantmotivationtodoingso. It invites themtodistinguishpersonal,localandglobalspheresandmakelocal-globalconnections.Italsopreparesthemforanintentionaldeliberationaboutpotentialcoursesofactionandtheirconsequences.

HowmightIpreparestudentsforthisroutine?Primingstudents'mindforthisroutinemayinvolvecallingtheirattentiontoanissuethatstudentscanperceiveasrequiringsolutions.Studentsarebestpreparedwhentheyhaveamoderateunderstandingoftheissue,areprimedtocareaboutit,andhaveassenseofurgencyorneedforaresponse.Theroutineisparticularlyeffectivewhenstudentssensetheneedbuthavedifficultyconsideringviablepathsforaction.Preparingstudentsmayalsoinvolveforegroundingtheirownroleascitizensempoweredtoinfluencetheirenvironment.

Whattopicsandprovocationsmaylendthemselveswelltothisroutine?Thisroutinecanbeusedwithvaryingdegreesofstructure.Inacurriculumcontextitcanbeusedacrossdisciplines(geography,science,literature,economics) and with a broad range of provocations (films, narratives, photographs) typically addressing aconflict, a problem, a system, or design that can be improved through participation and engagement. Inaddition,theroutinecanbeusedinformallyindailyschoolcontextsandinteractionswhereindividualstudentscanexhibitagency(e.g.aconflictamongfriends,consumptionpatterns,theintegrationofimmigrantstudents).Inbothcasestheroutinemayleadstudentstorealizeactingintentionallytolearnmoreortoraiseatopicamongfriendsorfamilyareinthemselvesviableandproductiveactions.

Whataresometipsforcarryingoutthisroutine?Thisroutineinvitesstudentstomappossibilitiesforaction.Theorderofquestionscanbeinvertedandtheroutinecanbeproductivelyfollowedbymeaningfuldiscussions:Whatarethebarriersthatstudentsseetotheircapacitytotakeactionatvariouslevels?Weighingpotentialcoursesofactioncandeepenstudents’ intentionality inparticipation.Drawingona rich initialactionsmap,studentsmaybeinvitedtoconsiderfactorssuchasethics,viability,personalinterest,andpotentialimpactastheydecidewhattodonext.

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Exploring Global Thinking Routines

in the Classroom

A framework for planning, documenting and reflecting

AreyoureadytoexperimentwithGlobalThinkingRoutinesinyourclassroom?Ifyouare,inwhat follows, youwill find a planning tool to begin to reflect about the role that globalthinkingroutinesmayplayinyourclassroom.Youwillalsofindaseriesofpromptsthatwillsupport your planning, your documentation and your reflection about the use of globalthinkingroutinesinyourclassroom.

Pleaseallowyourselftobeinspiredandchallengedbythesequestionsandconsiderlocatingapartnerinyourschoolwithwhomyoucanshareandreflectaboutyourwork.

Iwishyouallthebestanddonothesitatetocontactmeatveronica_boix-mansilla@harvard.eduandshareyourdiscoveries.

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Selecting and framing Global Thinking Routines …

Explain which GTRs you will use and for what learning purpose (i.e., what kind of global thinking are you aiming for and why?). Describe how you will introduce the GTR, what materials you will use, and how you will frame the exploration.

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Documenting Global learning …

Listen carefully to learners’ thinking as they utilize the routine and engage with content—audio-record, videotape, take notes, take pictures. What strikes you about their thinking and engagement when using the routine? What is the range of responses you get from learners, what do they reveal about their developing global competence? Attach any documentation of learning when using routines, and beyond.

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Reflecting on the exploration …

What worked about your exploration, what could be different next time? What was striking about the nature of the discussion, the students’ thinking and engagement, as well as your own engagement with the content when using thinking routines to educate for global competence? How would you adjust the lesson(s) and use of the routine in the future? What are you learning about your students, your teaching and yourself?

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References

Blythe, T., & Associates. (1998). The teaching for understanding guide. San Francisco: Jossey-Bass

Boix Mansilla ( 2016) How to be a Global Thinker: Using global thinking Routines to create classroom cultures that nourish global competence. Education Leadership 74 4 10-16

Boix Mansilla V. Gardner, H. (2007). From Teaching Globalization to Nurturing Global Consciousness. In Suarez Orozco, M. Editor. Learning in the Global Era; International Perspectives on Globalization and Education. California: University of California Press. (47-66)

Boix Mansilla, V. & Jackson A. (2011). Educating for Global Competence: Preparing our Youth to Engage the World. CCSSO-Asia Society. Available at: http://asiasociety.org/files/book-globalcompetence.pdf

Perkins D. (2015) Future wise: Educating our children for a changing world. San Francisco, CA : Jossey-Bass.

Perkins, D. N., Jay, E., & Tishman, S. (1993a). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1–21.

Ritchhart, R. Church M. Morrison K. (2011). Making Thinking Visible : How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA : Jossey-Bass & Pfeiffer Imprints, Wiley,

Ritchhart, R. (2015). Creating cultures of thinking : the 8 forces we must master to truly transform our schools San Francisco : Jossey-Bass & Pfeiffer Imprints, Wiley.

Tishman, S., Perkins, D. N., & Jay, E. (1993). Teaching thinking dispositions: From transmission to enculturation. Theory into Practice, 3, 147–153.

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Acknowledgements & Further Resources

Acknowledging Generous Support

ThisbundleontransferoflearningisoneoffourrelatedVisibleThinkingbundles,allproducedwiththegeneroussupportofIndependentSchoolsVictoriaofVictoriaState,Australia,ChiefExecutiveMichelleGreen.WarmthankstoMichelleandtoIndependentSchoolsVictoriaformakingpossiblethedevelopmentofthesematerials.

Four Visible Thinking Bundles

Thefourbundlesinclude:

• ExploringComplexity,whichoffersthinkingroutinesforinvestigatingcomplexobjects,systems,perspectives,controversiesandmore,acrossthedisciplines.

• PathwaystoUnderstanding:DevelopingStudents'Memory&NoteTakingSkills,whichleveragescontemporaryunderstandingsofhowmemoryworkstoadvancebothmemoryforandunderstandingofcontent.

• PortableKnowledge,whichhelpslearnerstransferwhattheylearninparticularsubjectstoothercontextsandstudiesfarandwide.

• GlobalThinking,thisbundle.

Visible Thinking in Global Context

Thisbundleof thinking routines reflects thegeneralapproachofVisibleThinking.VisibleThinkingprovidesaresearch-basedmethodtointegratetheteachingofthinkingflexiblyintocontentlearning,amethodthatbothdeepenscontentlearningandfostersthedevelopmentofthinkingskillsanddispositions.TheapproachhasbeendevelopedoveranumberofyearsatProjectZerooftheHarvardGraduateSchoolofEducationbyseveralresearchersincludingthepresent authors,with theparticipationof several schools and funding frommultiplesources. More recently, The approach has been extended intentionally to address thedemandsofpreparingouryouthtoparticipateingloballycompetentwaysinourunevenlyinterconnectedworld.

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Besidesthebundlesreferredtohere,VisibleThinkingoffersmanyotherthinkingroutinesandideasaddressingvariousaspectsofthinkingandlearning.Therearetwowebsites:

http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

andhttp://pzartfulthinking.org/.

Two books by Ron Ritchhart and colleagues present a version of Visible Thinking thatemphasizesculturesofthinking:MakingThinkingVisibleandCreatingCulturesofThinking.

OnlinecoursesfromtheHarvardGraduateSchoolofEducationofferanintroduction:VisibleThinkingandCreatingCulturesofThinking–seehttps://www.gse.harvard.edu/ppe/programs/online.

Independent Schools Victoria from time to time offers a three session general onlineintroductiontoVisibleThinking,calledVisibleThinking.

ForanaccessibleintroductiontoGlobalThinkingRoutinesseeBoixMansilla(2016)HowtobeaGlobalThinker:UsingglobalthinkingRoutinestocreateclassroomculturesthatnurtureglobalcompetence.EducationLeadership74410-16

Foradditionalcasestudiesandexamplesofglobalcompetenceeducationseeidglobal.gse.harvard.edu