2. A Classroom as Wide as the World
Vivien Stewart
Senior Advisor for Education
Asia Society
July 30, 2012

3. A World Transformed
A. The new global context: a changing world demands changing skills
B. Becoming a global school: global competence and global citizenship
C. Global connections: the role of the Jesuit schools network

4. A. The new global context

5. Global context 18th-19th century: agricultural age and curriculum
19th-20th century: industrial and scientific age and curriculum
21st century: global and digital age
We need to prepare students for the world of tomorrow, not the world of yesterday; re-envision education for an increasingly interconnected world

6. Global context: economic
Global trade agreements expanding rapidly, jobs increasingly tied to exports
Companies manufacture goods around the world
Consumer demand in China and India affects commodity prices everywhere
Financial crisis in Europe affects farmers in Africa or South America

7. Global context: environmental
Production and consumption in some localities have global consequences
Actions in many localities creating global environmental crises eg climate change, loss of biodiversity, decline of fisheries

8. Global context: Human security
Diseases spread around the world in days
Political issues (eg human rights, arms control, women’s rights) and movements cross borders

9. Global context: Cultural
Unprecedented cultural exchange in arts, food, fashion, music
Billions receive news from around the world in seconds via the internet
Rapid advances in science
Increased international migration makes societies multi-cultural and multi-lingual

10. The Next Economy is
A Science and Knowledge Economy - need scientific and technological literacy
A Resource-Challenged Economy - need critical thinking about sustainable economies
A Globally Interdependent Economy - global competence is a core competence
A Demographically Diverse Economy - requires cross-cultural leadership skills
An Innovation-Driven Economy - requires students who can learn how to learn and adapt to rapid change

11. In the 21st century students will be:
Selling to the world
Buying from the world
Working for international companies
Managing employees from other countries and cultures
Competing with people on the other side of the world for jobs and markets
Cooperating with people all over the world in joint ventures and global work teams
Collaborating to solve international problems such as AIDS, avian flu, environmental issues, and conflicts
ARE THEY READY?

12. B. Becoming a Global School

13. What is global competence?
Knowledge of other world regions, cultures and global/international issues
Skills in communicating in languages other than their own, collaborating in cross-cultural environments, analyzing information from sources around the world
Values/dispositions including respect and ethical concern for other peoples and cultures, curiosity, adaptability
To enable meaningful participation as workers and citizens in interconnected world

14. Understand the World through Disciplinary and Interdisciplinary Study
Global Competence:
CCSSO and Asia Society
Recognize and express how diverse audiences perceive meaning and how that affects communication.
Listen to and communicate effectively with diverse people.
Select and use appropriate technology and media to communicate with diverse audiences.
Reflect on how effective communication affects understanding and collaboration in an interdependent world.
Recognize and express their own perspective and identify influences on that perspective.
Examine others’ perspectives and identify what influenced them.
Explain the impact of cultural interactions.
Articulate how differential access to knowledge, technology, and resources affects quality of life and perspectives .
Identify an issue, generate questions, and explain its significance.
Use variety of languages, sources and media to identify and weigh relevant evidence.
Analyze, integrate, and synthesize evidence to construct coherent responses.
Develop argument based on compelling evidence and draws defensible conclusions.
Identify and create opportunities for personal or collaborative action to improve conditions.
Assess options and plan actions based on evidence and potential for impact.
Act, personally or collaboratively, in creative and ethical ways to contribute to improvement, and assess impact of actions taken.
Reflect on capacity to advocate for and contribute to improvement.
Investigate the World
Students investigate the world beyond their immediate environment.
Recognize Perspectives
Students recognize their own and others’ perspectives.
Take Action
Students translate their ideas into appropriate actions to improve conditions.
Communicate Ideas
Students communicate their ideas effectively with diverse audiences.
Understand the World through
Disciplinary and Interdisciplinary Study
Asia Society together with CCSSO, has put together a detailed definition of what global competence is and in fact published an entire book about it!
Globally competent students must have the knowledge and skills to[1]:
Investigate the World. that is, to be aware of and interested in the world and its workings. This ability involves formulating and exploring globally significant questions and creating a coherent response that considers multiple perspectives and draws useful and defensible conclusions.
Weigh Perspectives. Students recognize that they have a particular perspective and that others may or may not share it. They can then articulate and explain the perspectives of other people and can compare their perspective with others and construct a new point of view.
Global competence entails effective communication—both verbal and non-verbal—with diverse audiences. Globally competent students are proficient in English and at least one other language. They are also skilled users of media and technology.
Take Action. Globally competent students see themselves as being capable of making a difference and being aware of opportunities to do so. They’re able to weigh options based on evidence and insight, assess potential for impact, consider possible consequences for others, and act and reflect on those actions.
Underlying all of this is disciplinary and interdisciplinary study – or to put it simply, content knowledge.
At Asia Society we have been working with schools across the country, including our own network of International Studies Schools, to integrate global competence into all aspects of a schools curriculum, professional development and mission. We do not see this as an add-on class – global competence is a necessary piece of every curriculum area.

15. Creating a Global Vision and Culture
Do your school mission statement, graduate profile, and graduation requirements focus on preparing students for the interconnected world of the 21st century?

16. Recruiting and Preparing Internationally-oriented Teachers
Recruitment
Universities
Travel programs
School visits
- Recruitment: Look for teachers with international experience
- Universities offer professional development in world regions and global issues
- Travel programs can broaden and enrich teachers’ worldview - School visits allow teachers to see how other schools are internationalizing 16 16

17. Transforming Curriculum and Instruction by Integrating International Content
Science
Arts
Language Arts

18. Emphasize Effective Language Learning
Early Start
Proficiency
Create opportunities for cultural interaction
Develop content-based learning
Early Start – Start in elementary school and have instruction daily
Proficiency – focus on communication
Create opportunities for cultural interaction – in the community, online or through study abroad
Develop content-based learning – deliver lessons in other subjects in a second language 18 18

19. Harness Technology Tap global sources Online courses
Tap global information sources – universities, news organizations, companies and think tank websites
Online courses can offer students international content they don’t usually have access to
Create classroom-to-classroom collaborations through iEARN or videoconferencing
Publish student projects on the web
Tap global sources
Online courses
Classroom-to-classroom collaborations
Publish on Web 19 19

20. International Travel and Partnerships

21. Resources and Community Partnerships
Universities and colleges
Businesses
Cultural groups
Universities and colleges offer international specialists, and courses for teachers
Businesses offer student internships, donations, executive for a day
Cultural groups from local heritage organizations to museums to World Affairs Councils to embassies, offer activities, and materials

22. Global Connections:The Role of the Jesuit Schools Network

23. Ten questions you can ask your / all Jesuit schools
What are the knowledge, skills and values needed to function in today’s interconnected world?
How can the curriculum be strengthened to promote international knowledge and skills?
How might your students become more proficient in world languages?
How can technology be used to extend the international experiences of teachers and students?
What kinds of international exchange could be organized among your schools?

24. Ten questions you can ask your/ all Jesuit schools
What professional development opportunities could be created to give teachers and administrators more international experiences?
What partnerships can be created with other schools. colleges, and international organizations?
What local ethnic communities/language groups can be tapped to strengthen global learning?
What community service opportunities could promote students’ global understanding and citizenship?
How can libraries and informal learning resources be harnessed?

25. Roles for the network
Develop curriculum resources about each others’ countries
Joint learning/research projects between students around the world
Every school has a partner school
Joint service projects among schools
Harness technology to promote communication and collaboration across cultures
Broaden teachers international experiences by visiting other schools

26. Going Global: Preparing Our Students for an Interconnected World
Creating a Global Vision and Culture
Recruiting and Preparing Internationally-oriented Teachers
Transforming Curriculum and Instruction by Integrating International Content
Emphasize Language Proficiency
Expanding Student Experiences - through harnessing technology, international travel and partnerships, international service learning and internships 26 26

27. Expanding Horizons: Building Global Literacy in Afterschool Programs
Become Familiar with Global Literacy
Take Advantage of the Afterschool Environment
Understanding Culture through Communities
Involve Youth and Families
Transform Learning
Mobilize Staff
Assemble Expertise and Partners

28. Creating a Chinese Language Program in Your School: An Introductory
Guide 28 28

29. Longview Foundation
Resources for Students, Schools and Teachers

30. We live in one world. What we do affects others, and what others do affects us as never before. To recognize that we are all members of a world community and that we all have responsibilities to each other is not romantic rhetoric, but modern economic and social reality