NAME: AIRON KENT A.

TIJAM BPED 3-A

SUBJECT: BUILDING AND ENHANCING NEW LITERACY SKILLS ACROSS
CURRICULUM

MODULE 5: MULTICULTURAL AND GLOBAL LITERACY

I. Essay

Direction: Answer the questions in 5-8 sentences. The rubric for scoring is provided
below. The highest point you can get for each item is ten (10) points.

1. What are multicultural and global literacies?

Answer: According to Banks(1996), Multicultural Literacy consists of the skills
and ability to identify the creators of knowledge and their interests , to uncover
the assumptions of knowledge, to view knowledge from diverse ethnic and
cultural perspective, and to use knowledge to guided action that will create a
humane and just world (Boutte, 2008). With this, Multicultural Literacy then,
brings attention to diversity, equity and social justice to foster cultural
awareness by addressing difficult issues like discrimination and oppression
towards other ethnicities (Boutte, 2008). According to Boutte (2008) education
for multicultural literacy should help students to develop the 21st century skills
and attitudes that are needed to become active citizens who will work towards
achieving social justice within our communities. On the other hand, Global
Literacy aims to address issues of globalization, racism, diversity and social
justice (Guo, 2014). It requires awareness and action, consistent with a broad
understanding of humanity, the planet, and the impact of human decision on
both. Global Literacy also aims to empower students with knowledge and take
action to make a positive impact in the world and their local community.

2. Explain the Global Competence Framework.

Answer: Global competence is a multidimensional, life-long learning goal.
Globally competent individuals can examine local, global and intercultural issues,
understand and appreciate different perspectives and worldviews, interact
successfully and respectfully with others, and take responsible action toward
sustainability and collective well-being. In Global Competence Framework,
twenty-first century students live in an interconnected, diverse and rapidly
changing world. Emerging economic, digital, cultural, demographic and
environmental forces are shaping young people’s lives around the planet and
increasing their intercultural encounters on a daily basis. This complex
environment presents both an opportunity and a challenge. Young people today
must not only learn to participate in a more interconnected world but also
appreciate and benefit from cultural differences. Developing a global and
intercultural outlook is a process – a lifelong process – that education can shape.
 Education for global competence framework can promote cultural awareness
and respectful interactions in increasingly diverse societies.

3. What are the dimensions of culturalism? Explain each.

Answer:
Dimension 1: Examine issues of local, global, and cultural significance
This dimension describes how globally knowledgeable people use their
knowledge of the environment and rational thinking to shape their own opinions
about a global problem. Higher-order reasoning skills, such as choosing and
weighing relevant facts to support claims regarding global trends, are used by
people who have reached a mature level of development in this dimension.
Globally competent students are likely to be able to ask questions, evaluate data
and propositions, describe phenomena, and establish a position on a local, global,
or cultural problem by drawing on and combining the disciplinary knowledge
and thinking styles learned in school.

Dimension 2: Understand and appreciate the perspectives and world views of

others

This dimension emphasizes that widely knowledgeable people write and

are capable of evaluating their conclusions by considering other people's
experiences and attitudes from different perspectives. This indicates a high
regard for and curiosity in other people's perceptions of fact and emotions.
Individuals who possess this skill often recognize and value the relationships
that allow them to bridge gaps and find common ground. They keep their
cultural identity while learning about the ideals and beliefs of those around
them.

Dimension 3: Engage in open, appropriate, and effective interactions across

cultures

This dimension explains what individuals who are globally competent can
do while interacting with people from various cultures. They are aware of
intercultural norms, collaborative forms, and degrees of formality, and they are
able to adapt their actions and communication style in a respectful manner, even
with marginalized groups. As a result, it emphasizes a person's ability to
communicate with others through differences in accessible, relevant, and
successful ways.

Dimension 4: Take action for collective well-being and sustainable development

This dimension refers to young people's roles as responsible and active

members of society, and it refers to a person's ability to react to a specific local,
global, or intercultural problem or circumstance. It acknowledges that young
people have a wide range of influence, from personal and local to digital and
global. Globally skilled people create resources for people to get involved in
improving living standards in their communities and helping to develop a
community that is fair, peaceful, equitable, and environmentally sustainable.
4. How can global competence and global understanding be assessed in the
classroom?
Answer:
The PISA 2018 global competence assessment leads to growth by taking
into account difficulties and weaknesses. It consists of two parts:
A collection of questionnaire items collecting self-reported information on
students' knowledge of global issues and cultures, abilities (both cognitive and
social), and attitudes, as well as information from schools and teachers on
practices that foster global competence; and A set of cognitive tests exclusively
based on the construct of "global understanding"; (OECD, 2018)

Use Classroom Assessment Techniques (CATs)

Classroom assessment techniques (CATs) are often used in the classroom to help
teachers better understand what students are learning and what questions they
may still have. The use of CATs in the classroom is a vital way to incorporate
global competence testing into a formative assessment method.

Consider Inter- and Intra-personal Skills

As teachers, we are often conditioned to place a premium on information.
Although awareness is one aspect of global competence, it is just one part of the
picture. As a result, we must understand human factors such as interpersonal
and intrapersonal abilities in addition to knowledge assessments. How are we
assisting our students in developing skills to engage appropriately with people
that are different from them, for example? We need to review our evaluations to
see if there are any other ways to test human and real-world abilities and
behaviors other than observation and well-developed rubrics. This is also a
chance for students to participate in peer evaluation.

5. How can you integrate multicultural and global literacies in the lesson?
Answer: A culturally sensitive program is ideal for a multicultural society.
Schools that recognize their student population's diversity recognize the value of
fostering cultural understanding. Teachers who want to promote cultural
understanding in their classroom should show their students that they truly care
for their cultural, emotional, and intellectual needs by doing so. Other cultures
exist, and they need to be recognized and valued, teachers should teach their
students. Incorporating a range of cultural contexts into lessons and events
teaches students to see the world from a variety of perspectives, fosters
diversity, and allows students to learn interesting knowledge. As schools become
more diverse, educators must recognize and discuss diversity concerns, as well
as incorporate multiculturalism information into the classroom curriculum.

These are the ways on how to integrate multicultural and global literacies
based on the internet.

Celebrate different cultural festivals

It's a simple and enjoyable way to learn about various cultures, and it's
one that students would enjoy the most. Recognizing important festivals around
the world is important for both informing your class about new cultures and
allowing for some imagination if you assign festival-related activities. It will also
 contribute to the development of an inclusive environment, making first-
generation immigrants feel more at ease.

Attempt to learn a bit more about the different backgrounds of pupils in

your class
You can learn a little background to their culture or even go as far as to
learn a bit of their language to demonstrate understanding. It may even be worth
speaking to the parents of particular children who are struggling to integrate a
bit more to best understand how to help them.

Include a variety of books in your classroom book collection

Including a variety of books from different cultures and backgrounds is a
great way of introducing multiculturalism into the classroom. For children of
different cultures, it can provide a bit of familiarity, and it allows other pupils the
choice to read something different to what they would perhaps normally choose.
It also indicates that different texts have a place in western culture and
education.

Set presentation projects for students on a culture or nation

For this, you could either get a pupil to write about their own culture and
present to the class or you could get pupils to look at a culture other than their
own to present on. It might be good to do this in pairs so they can be a bit more
confident presenting. This sort of project can add to your curriculum by tying in
topics the pupils are currently studying.

II. Direction: From the perspectives of global competency, fill in the boxes
below in the context of instruction along with lesson content assessment,
teaching strategy, materials, and learning outcome.
 Global Competency Concepts
Lesson Content 1. Culture and intercultural relations
2. Socio-economic development and
interdependence
3. Environmental sustainability
4. Global institutions, conflicts, and human rights.

Teaching these four domains should stress

differences in perspectives, questioning
concepts, and arguments. Students can acquire
knowledge in this domain by reflecting on their
own cultural identity and that of their peers by
analyzing common stereotypes toward people
in their community or by analyzing related
cases of cultural conflict. Acquiring knowledge
in this aspect is important in developing values,
such as peace, respect, non-discrimination,
equality, fairness, acceptance, justice, non-
 violence, and tolerance (OECD, 2018).

Teaching Strategy the following strategies (OECD 2018):

1. Perspective-taking refers to the cognitive and
social skills of understanding how other people
think and feel.
2. Adaptability – refers to the ability to adapt
systems thinking and behaviors to the
prevailing cultural environment, or to
situations and contexts that can present new
demands or challenges.

Materials Projectors, Manila paper, markers

Assessment The PISA 2018 assessment of global competence
contributes to development while considering
challenges and limitations. It has two components:
1. A cognitive test exclusively focused on the
construct of “global understanding”; and
2. A set of questionnaire items collecting self-
reported information on students’ awareness
on global issues and cultures, skills, (both
cognitive and social), and attitudes, as well as
information from schools and teachers on
activities that promote global competence
(OECD, 2018)

Learning outcome The framework distinguishes four interrelated

cognitive processes that globally competitive
students needed to use to understand fully global
or intercultural issues and situations (OECD, 2018)
1. The capacity to evaluate information, formulate
arguments, and explain complex situations and
problems by using and connecting evidence,
identifying biases and gaps in information, and
managing conflicting arguments.
2. The capacity to analyze multiple perspectives
and worldviews, positioning and connecting
their own and other’s perspectives on the
world.
3. The capacity to understand differences in
communication, recognizing the importance of
socially appropriate communication, and
adapting it to the demands of diverse cultural
contexts
4. The capacity to evaluate actions and
consequences by identifying and comparing
different courses of action and weighing
actions based on consequences.
III. Draft a relevant policy in addressing multiculturalism in school. (e.g.
admitting foreign students and indigents, student mix, inclusive education,
multigame teaching, heterogeneous class grouping, addressing students with
special needs, etc.). Use the template below.

Policy on
Applying Multicultural Strategies in School

Rationale This policy responds to the cultural, linguistic and religious

diversity of students. It commits school in providing opportunities
that enable all students to achieve equitable education and social
outcomes and participate successfully in our culturally diverse
society.
Objectives Commits school to create opportunities for all students to achieve
equal educational and social results, as well as to actively engage
in our culturally diverse society.
Scope The focus of this policy only applies to all staffs working and
students in the college of Education Department of Northern
Negros State College of Science and Technology.
References
Policies
Celebrate Different Cultural Festival
Teacher must Learn more about the different backgrounds of the learners and their
learning styles.
Set Presentation projects for students on a culture or nation.
Host a Culture Day.
Encourage playful participation
Virtual Multicultural Class Field Trip
Hold events with guest and motivational speakers from different backgrounds.
Teacher must be aware of Biases.
Create assignments that Celebrate Multiculturalism.
Narrative Procedures
Authorities Responsibilities
The Deputy Ensuring the implementation and monitoring of the policy and the
Secretary departments multicultural plan.
Executive Examining practices and procedures that support NONESCOST to
Directors and ensure that they are consistent with the policy.
Directors
Dean Ensuring that school policies and practices are consistent with the
policy and for including multicultural education strategies in
school plans.
All staff Ensuring their practices is consistent with the policy.
members
Prepared by: Airon Kent A. Tijam Section/Major: BPED 3-A