INTRODUCTION

“We must stop thinking that global education means going somewhere.
So much global learning can occur in your classroom.”
-Daniel D. Foster

We live in an interconnected, interdependent, global society and that it is the

responsibility of teachers and schools to prepare students to live within it in a
productive manner. Globalization has many meanings for many different people. In this
module it means actively introducing students to people and ideas from around the
world; helping students learn to think in terms of whole systems (economic, political,
social); and acquainting students with global issues that are certain to have an impact
on their lives. Globalization should help students participate with other students from all
over the planet in thinking through hard questions involving not only intercultural
competence but also the ability to span all kinds of social as well as geographical
boundaries.

The need for students to be able to empathize with others, value diverse
perspectives and cultures, understand how events around the world are interconnected,
and solve problems that transcend borders has never been greater. Just consider the
recent attacks inspired by hate and terrorism in Orlando, Fla., San Bernardino, Calif.,
Brussels, Paris, Tunis, Istanbul, and Yemen, or the unparalleled flow of migrants—many
of them children—from war- and violence-stricken regions in the Middle East and
Central America. Then there's threat of damaging and deadly viruses such as Zika and
Ebola hopping across people and countries. The quick tick of news headlines exemplifies
just how interconnected the world is today. It also points to the intercultural
collaboration and problem-solving skills necessary to thwart the hatred that spawns
terrorist attacks, successfully integrate culturally and linguistically diverse populations
into classrooms and communities, and solve health and environmental crises.

Engaging students with the world is one step toward one day accomplishing such
objectives. But what should educators teach to ensure that all students are prepared to
successfully engage in the globalized world in which they already live? Furthermore,
what steps can educators take to effectively foster globally minded knowledge, skills,
and attitudes in students?

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 Module Objectives

After completing this module, the student should be able to:

 Know what is global education
 Know the classroom strategies needed to achieve global
education
 Reflect on the article about the seven lakes
 Relate the article on the issues happening globally
 List down activities inside the classroom about thinking
and acting globally
 Write the contributions of each subject area in
understanding global dimension
 Describe own culture and ways to adapt to new culture
 Cite particular language or culture student’s want to
learn
 Cite interesting global issues
 List downs some of the ways on how to cope up with the
changes of culture
 Cite the positive side of one of the global issues

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 Big Ideas
For students to participate effectively in the global community, they will need to

develop global competence: the attitudes, knowledge, and skills needed to live and work in

today’s interconnected world and to build a sustainable, peaceful, inclusive world for the future.

Global competence is often, and rightly, labeled a “21st century skill” needed for employment in

today’s global economy. Yet global competence is so much more than a ticket to a competitive

job. Students also need global competence to participate as empathetic, engaged, and effective

citizens of the world.

What exactly does global competence entail? Many organizations have devised specific

frameworks that define the term (see examples from the Asia Society, the OECD, World Savvy,

and the Globally-Competent Teaching Continuum). These frameworks tend to coalesce around

the following attitudes, knowledge, and skills:

• Attitudes: This includes openness, respect, and appreciation for diversity; valuing of multiple

perspectives, including an awareness of the cultural and experiential influences that shape one’s

own and others’ perspectives; empathy; and social responsibility, or a desire to better the

human condition on a local and global scale.

• Knowledge: This refers to the ability to understand global issues and current events; global

interdependence, including the impact of global events on local conditions and vice versa; the

processes of globalization and its effects on economic and social inequities locally and globally;

world history; culture; and geography.

• Skills: These includes the ability to communicate across cultural and linguistic boundaries,

including the ability to speak, listen, read, and write in more than one language; collaborate

with people who have diverse cultural, racial, linguistic, and socioeconomic backgrounds; think

critically and analytically; problem-solve; and take action on issues of global importance.

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 Big Ideas

Connecting Educators Across the World

Just as teachers of algebra know how to solve equations and music teachers know how

to play scales, educators should also strive to develop these global competencies in themselves

so that they can foster them in their students.

Engaging with the world is one way educators can develop global competence.

Traditionally in the United States, educators as a whole have experienced limited

training around global diversity. For example, very few teacher-preparation programs provide

opportunities for preservice teachers to study abroad or require coursework in global topics.

Therefore, connecting practicing teachers, principals, and district leaders across communities

and continents through summits, conferences, exchanges, and virtual meetings geared towards

common professional learning needs can provide experiences that help develop a globally

oriented mindset, knowledge base, and skill set. Furthermore, when provided a platform to

network, educators can lead the way in changing the broader education system locally and

globally to better support the whole child and elevate the teaching profession.

A number of opportunities already exist for teachers to connect with one another across

the world. There are an array of exchange programs run by the U.S. State Department and NGOs

(e.g., American Councils for International Education, EF Tours, Teachers2Teachers-International)

that provide educators with opportunities for meaningful cross-cultural interactions. And if

travel is not always feasible due to financial or familial obligations, teachers can still engage with

the wider world through virtual exchanges that connect classrooms across the globe as partners

in learning activities that prepare students to be productive, engaged citizens of the world (for

example, iEARN, Global SchoolNet).

Classroom Strategies
There are plenty of steps that educators can take today to put students on the path
towards creating a better world for tomorrow. This doesn’t require legislation that mandates a
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change in the curriculum, the introduction of a global studies course for graduation, or a line
item from the state or federal budget. In a recent study of teachers committed to globally
competent teaching, researchers found that the educators used the following common
strategies to foster global citizenship and competency:
• Integrating global topics and perspectives across content areas. Globally competent teaching
does not require a separate course or unit of study. Instead, teachers infused global content into
the required curriculum, regardless of subject area. For example, math teachers used real-world
global challenges as contexts for introducing new concepts (e.g., using word problems on
population growth as a way to teach the rules of exponents) and language arts teachers used
texts that represent diverse cultural perspectives and that take place in settings around the
world to teach literature and informational texts.
• Providing opportunities for authentic engagement with global issues. Teachers provided real-
world audiences for students to engage with around global issues. This took the form of pen pal
and Skype exchanges with schools in other countries, service-learning projects emphasizing
issues of global concern (e.g., access to clean water), or working in teams to devise and debate
solutions to real-world problems, such as climate change, and sharing those solutions with
government leaders. Notably, these activities were student-centered and inquiry-based.
• Connecting the global experiences of students and teachers to the classroom. Teachers
adopted culturally responsive teaching practices that incorporated the cultures, languages,
perspectives, and experiences of diverse students into curriculum and instruction. Teachers also
incorporated their own cross-cultural experiences into the classroom through informal
conversation, discussions around artifacts and photos, and lesson plans that incorporated
knowledge gained and relationships built through their global experiences.
With these strategies in hand, the time is now for teachers to engage themselves, and their
students, with the world. The lives of all students, no matter their zip code or their cultural,
racial, linguistic, or economic background, are in some way influenced by the wider world. They
too have the potential to shape that world. Their future, and the future of our world, depends
on it.

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 Activities
Explore local, topical issues from a global perspective

The global is not far away but right here. There is a global

dimension to local issues and exploring this can provide an
illuminating insight into topics such as food, climate, migration
and equality. It also provides an accessible way in to
understanding complex global issues.

ACTIVITY #1: Read the article below.

San Pablo wakes up to 7-lakes challenge

By: Maricar Cinco- Correspondent / @maricarcincoINQ

Inquirer Southern Luzon / 09:29 PM February 05, 2014

The city government of San Pablo, where the seven interconnected lakes in Laguna are
found, cried foul over a recent declaration by an international group that its volcanic lakes are
facing an “advancing destruction”caused by fish farming and several years of neglect.
The Germany-based Global Nature Fund (GNF) named the seven Philippine crater lakes the
“Threatened Lake of the Year 2014” in its statement released on Feb. 2 in time for World
Wetlands Day.
But Laguna Lake Development Authority (LLDA) general manager and presidential
adviser for environmental protection Neric Acosta said the government welcomed the GNF
declaration that, he said, was an “honest diagnosis” of the current condition of the seven lakes.
In fact, he said, the LLDA last year endorsed the initiative from San Pablo City environmental
groups to nominate the seven lakes for the 2014 GNF title.
The City Tourism Officer Donnalyn Eseo called the international label “unfair,” citing big
improvements in the lake’s condition over the past 20 years.
“(The GNF declaration) could be true during the ’80s and ’90s. But now, I don’t think it
still applies. We were very much saddened by this,” she said in reaction to the findings of the
NGOs.
She said the LLDA, which regularly monitors the water condition, is the sole authority
that determines if a water body is “deteriorating.”
Eseo also said the number of fish pens no longer exceeds the lakes’ carrying capacity,
while the number of illegal settlers has been reduced to 80 families from about 400 during the
earlier years.
Eseo could not  give the exact number of fish pens but, she said, fish pens occupy 10
percent of the water surface of each lake, contrary to GNF findings of 40 percent as of 2012.
She said the city government is coming up with a Tourism Master Plan, in which measures to
conserve the environment are incorporated. It also includes a zoning map and measures to
relocate illegal settlers.

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1. Write your insights about the article.

2. Do the problem mentioned in the article also happens in other

parts of the world? Explain your answer.

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 Look for the global dimension in how your school
operates

Enhancing the global dimension to all aspects of school life can

engage and motivate both teachers and pupils.

Activity #2 Answer the following questions.

1. List some of the activities inside the classroom that includes
thinking and acting globally

2. Write the unique contributions of each subject in understanding the

global dimension.

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 Make time for professional development and
reflection

It takes time to develop a global perspective, a view on the

world that makes connections between diverse issues,
people and places. Furthermore, with all its complexities,
the global dimension demands an approach to teaching that
accepts that the teacher cannot have all the answers and
this takes confidence and skill.

Activity #3 Self-Reflection
1. How would you describe your own culture? Are you ready to adapt
to a new culture?

2. What do you want to learn about a particular culture or language?

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3. What sort of global issues interest you? Do you believe that you can
make a difference in the world?

4. What have you experienced or seen that has caused you to reflect
on your personal identity? Have your worldviews changed?

5. Did you already experienced “culture shock”, how did you cope
with it?

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 Promote optimism and action

We all feel disempowered by doom and gloom and and this

can leave us feeling unable to make a difference. Greater
understanding, especially when it is accompanied by action,
can help to turn this situation around. The global dimension
helps pupils understand global issues and explore ways of
addressing them within and beyond school. This more often
leads to feelings of optimism and a wish to contribute to
positive change in the local/global community.

Activity #4 Think Positive

Think one of the global issues happening today and write in the “WALL OF
LOVE” the positive side of this issue.

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Congratulations!
You have made it!

Feel free to write your reflections here.

What do you feel after completing this
module?

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References:
http://novella.mhhe.com/sites/0073133434/student_view0/chapter7/index.html

https://globaldimension.org.uk/classroom/

https://www.edweek.org/tm/articles/2016/08/03/a-global-perspective-bringing-the-world-
into.html

https://www.cilc.org/CILC/media/Documents/edweek-org-A-Global-Perspective-Bringing-the-
World-Into-Classrooms.pdf

https://www.princeedwardisland.ca/sites/default/files/publications/eelc_global_classroom_geo
621a.pdf

https://files.eric.ed.gov/fulltext/EJ974773.pdf

https://shelbycearley.files.wordpress.com/2010/06/globalizing-the-classroom-rethinking-the-
link-between-study-abroad-and-academic-objectives.pdf

http://www.xtec.cat/monografics/cirel/pla_le/aberdeen/angels_llavina/worksheets_lesson_1.p
df

http://newsinfo.inquirer.net/574410/san-pablo-wakes-up-to-7-lakes-challenge

http://www.momentsaday.com/10-activities-help-young-children-develop-a-positive-attitude/