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Globalization and Implications for K-12 World Languages and Global Education April 12, 2014 Anthony Jackson, Vice President, Education.

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Presentation on theme: "Globalization and Implications for K-12 World Languages and Global Education April 12, 2014 Anthony Jackson, Vice President, Education."— Presentation transcript:

1 Globalization and Implications for K-12 World Languages and Global Education April 12, 2014 Anthony Jackson, Vice President, Education

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3 Asia Society at a Glance Arts & Culture Museum Exhibitions Performances Cross-Cultural Dialogue Network of Museums Education & Leadership Global Leadership Initiatives Partnership for Global Learning Chinese Language Initiatives Global Cities Network Policy & Business Asia Society Policy Institute Center on U.S.-China Relations Track II Dialogues CONVENER CONNECTOR CATALYST

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5 DEMOGRAPHIC INDICATORS

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7 ECONOMIC INDICATORS

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9 EDUCATION INDICATORS

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16 Global Competence Task Force on Global Competence 16

17 Definition of Global Competence Global competence is the capacity and disposition to understand and act on issues of global significance. 17

18 Investigate the World Globally competent students are able to investigate the world in the following ways: Identify an issue, generatea question, and explain the significance of locally, regionally, and globally focused researchable questions. Use a variety of languages and domestic and international sources to identify and weigh relevant evidence in addressing a globally significant researchable question. Analyze, integrate, and synthesize evidence to construct coherent responses to globally significant, researchable questions. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions. 18

19 Recognize Perspectives Globally competent students are able to recognize perspectives in the following ways: Recognize and express their own perspective on situations, events, issues, or phenomena and identify the influences on that perspective. Examine perspectives of other people, groups, or schools of thought and identify the influences on those perspectives. Explain how cultural interactions influence situations, events, issues, or phenomena, including the development of knowledge. Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives. 19

20 Communicate Ideas Globally competent students are able to communicate ideas in the following ways: Recognize and express how diverse audiences may perceive different meanings from the same information and how that impacts communication. Listen to and communicate effectively with diverse people, using appropriate verbal and nonverbal behavior, languages, and strategies. Select and use appropriate technology and media to communicate with diverse audiences. Reflect on how effective communication impacts understanding and collaboration in an interdependent world. 20

21 Take Action Globally competent students are able to take action in the following ways: Identifyand create opportunities for personal or collaborative action to address situations, events, issues, or phenomena in ways that improve conditions. Assess options and plan actions based on evidence and the potential for impact, taking into account previous approaches, varied perspectives, and potential consequences. Act,personallyor collaboratively, in creative and ethical ways to contribute to improvement locally, regionally,or globally and assess the impact of the actions taken. Reflect on their capacity to advocate for and contribute to improvement locally, regionally, or globally. 21

22 22 Global Competence

23 International Studies Schools Network Since 2003, the ISSN has expanded significantly and demonstrated the success of its model: A network of 35 urban, suburban, and rural schools in eight states across the US that serve over 16,000 students. 78% of ISSN students served are minority students. 65% are students from low-income families. The average graduation rate is 88%. ISSN schools outperform demographically similar schools on state assessments in about 61% of comparisons across tested grade levels and subject areas. 1 1 Source: Blazevski, Juliane. “Student Achievement in the International Studies Schools Network: Academic Year Update,” Hypothesi Educational Research, Evaluation and Consulting, LLC, June 14,

24 Vision, Mission, and School Culture Curriculum, Assessment, & Instruction Professional Learning Communities School Organization and Governance Partnerships Successful ISSN School International Studies Schools Network Design Model

25 ISSN School Performance Versus Comparison School Performance

26 Vision, Mission, Culture Shared definition of success: globally competent, college ready graduates High expectations for all students to gain the knowledge, skills, and dispositions of a college ready, globally competent citizen

27 Curriculum, Assessment & Instruction What would globally focused curriculum and instruction “look like” in …. Science? English Language Arts? Social Studies? World Language? Interdisciplinary Coursework?

28 Only half of all U.S. high school students take even one year of a world language and those enrollments are almost entirely in Spanish. Spanish Only 25% of elementary schools in the United States offered any world languages. MOE requires to start from G3 Top-down policy: compulsory from G5/6 Encourage to start at 8-year-old, mandate from 10- year-old From 6- year-old From 3- year-old No requirement. Only several states out of 50 (LA, ME, NC, NJ, OK, TN, TX) have suggestions / Encouragements.

29 Building Capacity for Chinese Language Learning More US students need to learn to speak Chinese and to know about Chinese culture. Asia Society’s Chinese Language Initiative provides teachers and schools models, materials and opportunities for professional learning to dramatically scale up the number and quality of Chinese language programs: Confucius Classroom Network Professional Development National Chinese Language Conference 29

30 Family and Community Partnerships Family involvement that engages families as partners and calls on their diverse assets as sources of international learning at the school Community partnerships that foster and extend the school’s international mission and students’ learning opportunities

31 31 The Graduation Performance System (GPS) is a school based performance assessment system designed to transform curriculum, instruction and assessment in schools. The Graduation Performance System

32 32 A process to produce and assess student work in relation to a set of performance outcomes and rubrics that demonstrate college readiness and global competence in: Common Core/ State Standards ISSN Graduate Profile District/School Curriculum ELA Math Science History/SS Arts World Language s Investigate the World Recognize Perspectives Communicate Ideas Take Action 6 Core Subject Disciplines4 Domains of Global Leadership These criteria are derived from, and aligned with: GPS Performance Outcomes

33 How the GPS Works

34 National Chinese Language Conference Building Capacity, Coast to Coast The largest convening of Chinese language educators in North America Best Practices & Model Programs Thought Leadership Networking

35 sites.asiasociety.org/pgl2014


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