1. Putting the World Into World Class Education
Global Awareness:
Preparing West Virginia Students for the 21st Century

2. What is Global Awareness?

4. What is Global Awareness?
Global (International) Knowledge
Global (International)
Skill Set
Global (International) Disposition

5. What is Global Awareness?
Global (International) Knowledge
other world regions, cultures, and global/ international issues
Global (International) Skill Set
communicating in languages other than English,
working in global or cross-cultural environments
using information from different sources around the world
Global (International) Disposition
respect and concern for other cultures and peoples

6. Why is Global Awareness Important for 21st Century Students?

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

8. Global Trends: Economic
Percentage of World GDP
2004
2025
2050
India
India
India
China
Other
Japan
Other
Other
China
Japan
China US US EU US EU
Japan EU
China, India, Japan are expected to be 50% of world GDP within 30 years -- up from 18% in 2006.
Source: Keystone India

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

10. How is our world different?

11. Global Context/Demographic Trends
Increasing diversity in our schools and workplaces
Increased populations from different parts of the world require a citizenry with increased understanding of other cultures
US Hispanic population has grown 34% since 1995; projected to grow 73% in the next 20 years
US Asian and Pacific Islander population has grown 41%; projected to grow 86%
In West Virginia, the number of students in K-12 schools who speak a language other than English at home has doubled in the last 8 years.

12. Global Context/Technology Trends
Wiring of world from 1998 means that much work can be done anywhere. 24/7 global production teams.
Internet usage (people older than 12)
77.6% in United States, South Korea, Singapore.
67% in Japan 67%
11% in China 11% (143 million people)
3.5% in India
However, these percentages are all growing exponentially.

13. Global Context/Education Trends
Future careers in business, government, science, health care, law enforcement—all require greater international knowledge and skills
Minorities underrepresented in international careers—need to be exposed to international content before college
Access to good jobs now requires new skills

14. Global Awareness:
Global (International) Knowledge Global (International) Skill Sets Global (International) Disposition

15. Global (International) Knowledge
Teachers infuse global perspectives and contributions frequently into all disciplines and at all grade levels.
Students have in-depth knowledge of differences, similarities, conflicts and connections in world regions, cultures, and ethnicities across all disciplines.

16. GLOBAL AWARENESS Continuum of Implementation
Indicator
No Implementation
Limited Implementation
Emerging Implementation
Significant
Implementation
Exemplary Implementation
Global KNOWLEDGE = Knowledge of other world regions, cultures, and global/international issues
Teachers never address global perspectives in lessons or used as part of instruction.
Students lack basic knowledge regarding other world regions, cultures, ethnicities.
Teachers rarely address global perspectives or present a global context during instruction.
Students have some basic knowledge regarding other world regions’ political ideology and a limited frame of reference regarding current world events.
Teachers occasionally reference world perspectives but references are generally too generic and address one single region/nation/culture/ethnicity.
Students have knowledge regarding a particular world region/nation/culture/ ethnicity but lack a systemic understanding of global issues. Generalizations frequently occur.
Teachers infuse global perspectives and contributions frequently in specific disciplines (Social Studies, World Languages).
Students have adequate knowledge of differences and similarities in world regions/nations/cultures/ ethnicities in specific disciplines.
substantial
Teachers infuse global perspectives and contributions frequently into all disciplines and at all grade levels.
Students have in-depth knowledge of differences, similarities, conflicts and connections in world regions, cultures, and ethnicities across all disciplines.

17. West Virginia Examples: Kellogg Elementary, Wayne County June Harless 21st Century Model School
Our teachers at all grades levels and in all subjects areas are working to bring global perspectives to their classrooms and expose their students to the rich diversity and complexity of the wider world.

19. Global Studies of Continents
Kindergarten North America
First Grade Africa
Second Grade Oceania &
Antarctica
Third Grade South America
Fourth Grade Asia
Fifth Grade Europe
June Harless 21st Century Model School at Kellogg Elementary

20. Hall of Nations
In our interactive hallway students from 5th grade recognize the countries’ flags.

21. Reflection
Use the rubrics to evaluate the Global Knowledge of 1.Kellogg Elementary 2. Your School

22. Global Skills- Communicating
World Teachers Language teachers
maintain a student-centered classroom that is completely communicative based.
exclusively utilize the target language for instruction
Employ a variety of tools to facilitate language acquisition for students.
Students
Have access to articulated, world language classes beginning in elementary and including more than 1 language choice
apply interpretive, interpersonal and presentational modes of communication
Can address authentic real world tasks and interact with native speakers of the target language.

23. GLOBAL AWARENESS Continuum of Implementation Indicator
No Implementation
Limited Implementation
Emerging Implementation
Significant
Implementation
Exemplary Implementation
Global SKILLS=
Communicating in other languages
World Language Teachers maintain a direct instruction and exclusively grammar-driven classroom model. The target language is not utilized for instruction and the focus if placed upon learning about languages versus using language.
Students have minimal access to study world languages. Those that take world language can only complete grammar-drill exercises outside of a context. No opportunities exist for real communication.
World language Teachers mostly employ a direct instruction and grammar-driven classroom model. The target language is seldom utilized for instruction and the focus if placed upon learning about languages versus using language.
Students complete grammar-drill exercises with some contextualization. Opportunities for communicating in the target language are limited.
World Language Teachers employ a grammar-driven classroom model that is contextualized for the purpose of communication. The target language is occasionally utilized for instruction.
Students mostly complete grammar exercises and engage in limited contextualized communicative exercises. The goal of interacting with native speakers is intended for future opportunities.
World Language Teachers
frequently maintain a student-centered classroom with a focus on meaningful communication. Teachers mostly utilize the target language
for instruction and employ numerous tools including visuals, gestures, manipulatives and realia in order to facilitate language acquisition for students.
Students periodically apply interpretive, interpersonal and presentational modes of communication in order to address performance –based tasks and potentially interact with native speakers.
World Teachers Language teachers maintain a student-centered classroom that is completely communicative based. Teachers exclusively utilize the target language
for instruction and employ a variety of tools to facilitate language acquisition for students.
Students apply interpretive, interpersonal and presentational modes of communication in order to address authentic real world tasks and interact with native speakers of the target language.

24. West Virginia Examples: Taylor County Middle, Taylor County
Teacher has established a model world language program that affords students the opportunity to apply communicative language skills in order to interact in the 21st Century world.

26. Reflection
Use the rubrics to evaluate the Global Skill of 1.Taylor Middle 2. Your School

27. Global Skills – Working in Global Environments
Teachers
regularly facilitate interdisciplinary cross-cultural connections
across multiple content areas (e.g. inviting international guest speakers, arranging e-pals for students, designing project-based learning activities with international collaborations, international exchanges)
Students
are active participants in the international community
are engaged in problem-solving to address relevant, real-world, and real-time concerns.

28. Limited Implementation Emerging Implementation Significant
No Implementation
Limited Implementation
Emerging Implementation
Significant
Implementation
Exemplary Implementation
Global Skills
working in global or cross-cultural environments
Teacher utilizes basic textbook materials and presents the material without real-life connections to the international community.
Students have no experience interacting with the international community.
Teachers incorporate some outside resources with textbook materials to reference the international community. Instruction is delivered rather than interactive.
Students rarely connect or communicate with the international community. They have an awareness but are unable to effectively connect with it.
Teachers coordinate one or more specific cross-cultural connection, however connections generally address one single culture.
Students interact with individuals from a specific group within the international community. Generalizations may occur.
Teachers facilitates reciprocal cross-cultural connections, however connections are limited to specific disciplines (Social Studies, World Languages). context.)
Students interact and collaborate within specific disciplines with the international community. Students are able to recognize stereotypes and generalizations.
Teachers regularly facilitate interdisciplinary cross-cultural connections across multiple content areas (e.g. inviting international guest speakers, arranging e-pals for students, designing project-based learning activities with international collaborations, international exchanges)
Students are active participants in the international community and are engaged in problem-solving to address relevant, real-world, and real-time concerns.

29. West Virginia Examples: North Elementary, Monongalia County
Parents and teachers collaborate to expose students to language diversity and the cultural complexities of the 21st Century world.

31. Reflection
Use the rubrics to evaluate the Global Skill of 1.North Elementary 2. Your School

32. Global Skills- Using Global Information
Teachers
create meaningful opportunities
expect students to use and apply information from different international sources.
Students
consistently provide evidence of exhaustive research and application from a variety of different international sources
can critically analyze the validity and appropriateness of sources.

33. Limited Implementation Emerging Implementation Significant
GLOBAL SKILLS
Indicator
No Implementation
Limited Implementation
Emerging Implementation
Significant
Implementation
Exemplary Implementation
Using Information from different sources around the world
Teachers never access and use information from different international sources around the world.
Students are unable to access information from different international sources because they lack basic awareness.
Teachers rarely access and use information from different international sources around the world.
Students rarely access information from different international sources. They have an awareness but are unable to effectively access it.
Teachers occasionally access, use and share information from different international sources around the world with students.
Students occasionally access information from different international sources. They are able to access and use information but lack the ability to validate or verify sources.
Teachers model the process for accessing information from different international sources and how to effectively use them.
Students frequently and appropriately access and use information from different international sources. They are able to distinguish between valid and invalid sources and justify their choices.
Teachers create meaningful opportunities and expect students to use and apply information from different international sources.
Students consistently provide evidence of exhaustive research and application from a variety of different international sources. They can critically analyze the validity and appropriateness of sources.

34. Use the rubrics to evaluate the Global Skill of your School.
Reflection
Use the rubrics to evaluate the Global Skill of your School.

35. Global (International) Disposition
Teachers foster civic responsibility for the global community and provide opportunities for ongoing, meaningful student engagement that impact world issues.
Students embrace life-long civic responsibility to impact world issues as members of the global community.

36. GLOBAL AWARENESS Continuum of Implementation Indicator
No Implementation
Limited Implementation
Emerging Implementation
Significant
Implementation
Exemplary Implementation
DISPOSITION Demonstrating respect and concern for global community
Teachers do not recognize civic responsibility for the global community.
Students are unaware of their civic responsibility.
Teachers have limited recognition of civic responsibility for the global community and are sympathetic toward some world events.
Students recognize civic responsibility on a local level but are unable to connect to broader world events.
Teachers share the concept of civic responsibility for the global community and attempt to positively impact the outcome of current catastrophic events.
Students recognize civic responsibility and are sympathetic toward catastrophic world events.
Teachers model civic responsibility for the global community. They attempt to positively impact outcomes by monitoring and influencing specific world issues.
Students engage in civic responsibility by monitoring and influencing the outcomes of specific world issues.
Teachers foster civic responsibility for the global community and provide opportunities for ongoing, meaningful student engagement that impact world issues.
Students embrace life-long civic responsibility to impact world issues as members of the global community.

37. Use the rubrics to evaluate the Global Disposition of your school.
Reflection
Use the rubrics to evaluate the Global Disposition of your school.

38. IMPLICATIONS FOR WEST VIRGINIA SCHOOLS
Global Awareness
IMPLICATIONS FOR WEST VIRGINIA SCHOOLS

39. Innovations in Schools
Steps for Redesigning Schools
Integrate international content across curriculum
Offer world languages, including less-commonly taught languages, for younger students
Use technology to open students horizons and connect schools to schools around the world
Partner with parents, local community, international businesses, museums, international communities
Encourage Internationally oriented community service
Asia Society’s International Studies Schools Network: 13 schools serving low-income students in CA, CO, NY, NC, and TX. Funded by the Bill & Melinda Gates Foundation.

40. What are the implications of Global Awareness for your school?
Reflection
What are the implications of Global Awareness for your school?

42. Questions/Comments http://wvconnections.k12.wv.us