Survey 1: Use phone or device to respond.

Survey 2: Use phone or device to respond.

Survey 3: Use phone or device to respond.

 To buy into the intent of the Program Review.  To develop understanding of the components (WL, GC, 21 st C) and the Standards  To be familiar with the language of the PR (Proficiency, Global Competence, Global Matrix, 21 st Century Skills)  To develop self-awareness for these issues  To develop a plan for growth GOALS: Wide but Shallow

Why this Program Review?

“It is expected that K-12 teachers will contribute to the overall global awareness of our students, one of the 21 st Century and Career and College Ready themes.”- PGES This work must be integrated with existing programs in our schools. It cannot be seen as an “add on” or just another program. We must integrate global readiness in language, social studies, math and other content areas… it is even more important our students understand the global competition they will be entering upon graduation.”– Dr. Holliday “NOW THEREFORE, be it resolved that the Kentucky Board of Education declares its commitment to making global readiness an explicit part of the existing college-and career-ready agenda, ensuring that all Kentucky students are globally-prepared and ready to support communities and companies with citizens and workers who understand how to cooperate and compete in an increasingly global economy.”

Write on your handout – Follow instructions Vocabulary: Globally Competent World Language Proficient 21 st Century Skills

·Novice-Low Range: Students communicate using isolated words and some high- frequency phrases with very limited communicative ability. ·Novice-Mid Range: Students communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences and contain many cognates and memorized phrases and words.. They are able to read very brief texts with comprehension based on basic common themes such as family, school, activities, etc.. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures. ·Novice-High Range: Students communicate using words, lists, and simple sentences to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences. They are able to read brief texts with comprehension. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures.

21 st Century Skills Ways of Thinking: -Creatively, Critically, Solving Problems, Making Decisions Ways of Working: -Communicating, Collaborating Tools for Working: -Information Literacy, ICT (Information and Communication Technology) Living in the World: -Citizenship, Life and Career, Personal and Social Responsibility

What is expected of you for each Standard/ Demonstrator/ Characteristic/ ?

TASK: Are these examples of Knowledge, Skill, Attitude, or Combination? 1. Student empathizes with the victims of the Earthquake, does research about that country using 21 st Century tools, then organizes a fund-raiser during Sunday church services. 2. Student participate in a live videoconference session with peers from another culture whose language is (LOTE) other than English. 3. Student listens to a person from another country explain why certain a article of clothing is used in his/her culture, (instead of questioning that) and immediately relates that to his/her local culture for better understanding. 4. Student questions why the media tends to focus on negative news about a culture, country, or part of the world. 5. Student understands the roots of his/her local culture; can explain the 'why' of local culture to exchange students or cyber pals. 6. Student values the perspective that other religions offer, in spite of his/her own convictions, and their combined value toward world peace and understanding. 7. Students make connections to world events and global issues such as Civil Wars and Natural Disasters and the dramatic effect of these on the lives of many as well as the ripple effect on the world economy.

MEASUREMENTS Rubric No Implementation Needs Improvement Proficient Distinguished Progressions Opportunities Amount of Students Types of Skills Learning, Learned Aligning, Aligned Intentional Strategies Consistent

A 7th-grade teacher decided to introduce new math concepts through a collaborative project. She created an account using Collaborations Around the Planet (CAP) to locate partner teachers and classrooms in France and Haiti. Through this collaborative, students in all schools measured the amount of energy they consumed daily, the times of the day they ate, and the foods that provided that energy. They shared this data in a Google document, enabling students in the partner school to use that to make calculations. They compared and contrasted diets using mathematics. They met later, using Google Hangouts – with linguistic help from students of French in the district’s high school – to discuss the topic, to describe the various foods to their partners, and to ask questions. They shared this information with other classes in the school during lunch times, illustrating the foods from their partner schools.

Are YOU Globally Competent? Are YOU prepared to design instructional sequences that incorporate the bigC, GC, WL, and 21 st CS,? Self-Analysis Time

How teachers design relevant instruction and assessment: What teachers do Checklist (handout). Brainstorm:  Standards (KCAS)  What will students know and be able to do?  Investigate/Research a topic for this Standard(s)  Set Global Competence Goals- Asia Society Matrix  How will students show what they know and can do (21 st Century Skills)  How to integrate (data about global trade, a novel or short story from a world author, a current event such as earthquake or civil war, examples of art from other cultures, culinary practices, global temperature patterns)  Resources (video, article, photos, Skype, Pen Pals, (see edutopia link)*

Resources CAP Space - GNG - RTW - Coalition of Agencies: