Throughout this course, we have explored different readings related to the global needs of our students. Globally competent students are lifelong learners who approach their learning both inside and outside of school. Among many qualities they share are the abilities to:
- Investigate the World
- Communicate Perspectives
- Weigh Ideas
- Apply Disciplinary and Interdisciplinary Expertise
- Take Action
How is your school culturally responsive to the needs of your students?
My school is comprised of students from Durham, Middlefield, and Rockfall in grades five and six. Most are white, middle-class students. We have very little internal diversity, and therefore look to the outside to fill the 'global' portion of cultural education. We typically have an assembly once or twice a year that exposes our students to different cultures; two years ago we had an Aboriginal dance group come in to perform. Last year the Kampala Children's Centre from Uganda had their children's dance, drum, and singing group come and tell us their story. We also have a group from Vinal Tech come and give a diversity assembly to our students. I don't believe this is adequate; a more responsive approach would be to integrate these ideas more instead of having stand-alone events that do not get discussed or reflected upon in the classroom.
How can you help broaden students’ world view? What additional resources do you need to support your students into becoming globally literate?
We must help broaden our students' world view, especially as it is so limited based on our geography and demography. In my classroom, this means taking the Student Learning Objectives that I put into my annual Teaching Evaluation software and tweaking them, perhaps adding some of the new Social Studies standards or integrating Global Literacy standards. I would also love to conduct research projects where students compare their findings to another region in the world? This approach and small tweak in the assignment would not only allow for deeper understanding of the topic, but for the fostering of "individuals who understand environmental systems around the world well" because "such individuals will find opportunities to act now as global environmental stewards preparing for the work of their generation." (Jacobs, 2014)
Additional resources that could help me support my students into becoming globally literate are:
- colleagues who are equally interested in engaging globally literate students
- participating in classroom exchanges and projects
- joining a global teacher network, which would allow access to professional development, international curriculum, opportunities to ask questiosn about students, and access to people with real knowledge.
- specifically joining the Global Education Conference Network, which is a PLN of over 15,000 educators in over 150 countries and has an annual, free virtual conference.
Jackson, Anthony. "Enhancing Global Competencies Through an International Teacher Network." Education Week. Web. 17 Jan. 2013.
Jacobs, Heidi Hayes. Mastering Global Literacy. Indiana: Solution Tree, 2014. Print.