Module 3

INTEGRATING NEW LITERACIES IN THE CURRICULUM

LEARNING OUTCOMES

1. Discuss the concept of integrated curriculum

2. Distinguish the different curriculum integration approaches. Methods and types
3. Identify lessons or course disciplines that may be appropriate for curriculum integration
4. Draw relevant life lessons and significant values from curriculum integration experiences in class
5. Analyze research abstract on curriculum integration and its implications on teaching learning process
6. Make a lesson plan with thematic integration across related disciplines

CONCEPT EXPLORATION

Innovative educators concerned with improving student achievement seek way to create rigorous, relevant,
and engaging curriculum as a way to realize curriculum integration. Today, the subjects in the curriculum
should not be taught singly and but rather become integral towards total development the of the child.

The Concept of Integrated Curriculum

In retrospect, the introduction of an integrated curriculum gained greatest support in the 1960s. Based on the
essential organization of content, the design emphasizes the role of diverse entities called academic disciplines
clearly defined in terms of knowledge, skills and values

Thus, an integrated curriculum...

 focuses on basic skills, content and higher-level thinking;
 encourages lifelong learning;
 structures learning around themes, big ideas and meaningful concepts;
 provides connections among various curricular disciplines;
 provides learners opportunities to apply skills they have learned;
 encourages active participation in relevant real-life experiences;
 captivates, motivates and challenges learners;
 provides a deeper understanding of content;
 offers opportunities for. More small group and industrialized instruction; and
 accommodates a variety of learning styles/theories (i.e., social learning theory, cooperative learning,
intrinsic motivation, and self-efficacy) and multiple intelligences.
(http://onlinesch0017.blogspot/2016/04/components-of-integrated-curriculum.html)

Approaches to Integration
The Association for Supervision and Curriculum Development (2004) Presents three approaches to integration
and these are multidisciplinary, interdisciplinary and transdisciplinary.

Multidisciplinary Approach. A multidisciplinary approach focuses primarily on different disciplines. Teachers,

who employ this approach, may create standards from the disciplines within a theme. There are many different
ways to create a multidisciplinary curriculum, and they tend to differ in the level of intensity of the integration
effort. It can be recalled that the previous Restructured Basic Education

Curriculum (RBEC) is a best depiction of a multidisciplinary approach. The four disciplines (Araling Panlipunån,
Values Education, MAPEH and TUE) were integrated along with a theme termed Makabayan at an integrated
subject served as a laboratory of life. Makabayan Wat a learning that stressed the development of social
awareness, empathy and commitment for common good. Grades in these four disciplines were usually
computed to comprise the general grade in Makabayan as a discipline. At the end of the week, the four
disciplines collaborated to design a culminating activity along with the given theme that connected these four
discipline areas. The following is the structure of Makabayan that used the multidisciplinary approach centered
on a given theme.

ARALING PANLIPUNAN

MAPEH MAKABAYAN TLE

VALUES EDUCATION

When a teacher integrates sub disciplines within a subject area, he/she is practicing interdisciplinary approach.
For example, one integrates reading, writing and oral communication in the English subject. Likewise, teachers
often integrate Philippine history, world history, geography, economics and government in an interdisciplinary
social studies program. Likewise, science integrates sub disciplines, such as earth science, biology, chemistry
and physics that responds to spiral curriculum approach. This connection is presented in the structure below.

Earth Science
Biology
Chemistry
Physics

SCIENCE

Through this integration, teachers expect students to understand the connections between the different sub
disciplines and their relationship to the real world. In fact, this approach brings a positive impact on the
achievement of students.

In using the multidisciplinary integration approach, there is a need to organize a list of standards from various
disciplines around one common theme. Likewise, come up with a list of standards from related disciplines, such
as earth science, biology, chemistry and physics to focus on a common interdisciplinary science program.
Another way of doing it is by fusing skills, knowledge and attitudes into the school curriculum or utilizing
technology across the curriculum. In this way, students learn other subjects while enhancing their computer
skills. Additionally, schools can utilize service-learning projects in the classroom (www.theclassroom.com).

Interdisciplinary Approach. In this approach to integration, teachers organize and capsulize the curriculum
around common learning across disciplines to emphasize interdisciplinary skills and concepts. The disciplines
are identifiable, but they assume less importance than in the multidisciplinary approach. For example, in
teaching Filipino as a discipline, the teacher hones students’ language skills while resorting to content and
topics in Araling Panlipunan. Below is an illustration of interdisciplinary structure. Therefore, there are times that
a teacher in Filipino teams up with a teacher in Araling Panlipunan to teach a lesson in Araling Panlipunan
while she teaches the needed skills in the Filipino 1 subject.

Content
Skills
ARALING
FILIPINO
PANLIPUNAN
FILIPINO
In addition, in using the interdisciplinary integration approach, there is a need to structure the curriculum around
common learning areas across disciplines. For example, incorporate interdisciplinary skills, such as thinking
skills, problem solving and analytic skills in teaching Science, Math and English. The purpose is to learn the
skills and concepts that are beyond the immediate lesson (www.theclassroom. Com).

Transdisciplinary Integration. In the transdisciplinary approach to integration, teachers design a curriculum

within student needs and concerns. Students develop life skills as they apply disciplinary and interdisciplinary
skills in a real-life context. Two routes lead to transdisciplinary integration, namely: project-based learning and
negotiating the curriculum.

Subject Areas

Theme and Concepts

Life skills
Real-world Context
Career Prospects
Community Integration
Social Problems and Dilemmas
Student Questions

In using the transdisciplinary integration approach, there is a need to plan out the curriculum around student
needs and concerns. Transdisciplinary integration is utilized through project-based learning, which involves
allowing the students to present a problem. Project based learning allows students to make connections among
different subjects by solving social problems and answering open-ended questions. It can also be done by
utilizing student questions as a basis for curriculum design. Learning how to solve problems and to ask
questions enables students to apply the skills in real-life situations.

Methods of Curriculum Integration

Anchored on approaches to curriculum integration, there are methods that are processed and devised for this
purpose.

1. Project-Based Learning. It engages students in creating knowledge while enhancing their skills in critical
thinking, creativity, collaboration, communication, reasoning, synthesis and resilience (Barron and Darling-
Hammond, 2008 in Corpuz, 2014). As such, it entails an output which involves accomplishing a complex task,
performing a presentation and producing a project, a craft or an artifact. Here, students start by defining the
purpose of creating the end-product; identify the audience; do research on the topic; design the product;
implement the design; solve the problems that arise; and come up with the product guided by a plan or a
model. It usually culminates with product presentation, and product evaluation while reflecting on the entire
production process (Schneiderman, et. Al, 1998 in Corpuz, 2014).
Implementation Outcome. As a result, Curtis (2002) revealed that project-based programs show that
students go far beyond the minimum effort, make connections among different subject areas to answer
open-ended questions, retain what they have learned, apply learning to real-life problems, have fewer
discipline problems, and have lower absenteeism. Student assessment considered teamwork, critical
thinking skills, problem-solving, time management.
 2. Service Learning. It refers to learning that actively involves students in a wide range of experiences, which
often benefit others and the community, while also advancing the goals Of a given curriculum. Community-
based service activities are paired with structured preparation and student reflection. What is unique about
service learning is that it offers direct application of theoretical models. As such, the real-world application of
classroom knowledge in a community setting allows students to synthesize course material in more meaningful
ways. It impounds integrative, reflective, contextualized, strength-based, reciprocal, and lifelong learning
(Clavenger-Bright, et. Al, 2012).

Implementation Outcome. As a result, Glenn (2001) found that more than 80 percent of the schools
that integrate service learning into the classroom report an improvement in grade point average of
participating students. On the other hand, such programs foster lifelong commitment to civic
participation; sharpen “people skills,” and prepare students for the work force. Students also gain a
deeper understanding of the course/curricular content, a broader appreciation of the discipline and an
enhanced sense of civic responsibility (ASCD, 2004).

3. Learning Centers/ParalIeI Disciplines. A popular way to integrate the curriculum is to address a topic or
theme through the lenses of several subject areas. In an elementary classroom, students often experience this
approach at learning centers. As students move through the learning centers to complete the activities, •they
learn about the concept being studied through the lenses of various disciplines.
In the higher grades, students usually study a topic or theme in different classrooms. This may take the form of
parallel disciplines and teachers sequence their content to match the content in other classrooms (ASCD,
2004).
Implementation Outcome. As a result, according to a study by Carnegie Mellon University (CMU),
learning centers in the classroom can affect the ability to focus and study among young children. In
fact, learning centers allow children to roleplay in order to understand and make sense of the real world
and their personal experiences in it. Thus, these help children understand the social world, develop
communication skills, and build relationships.

4. Theme-Based. Some teachers go beyond sequencing content and plan collaboratively and they do it in a
more intensive way of working with a theme dubbed as “theme-based.” Often, three or more subject areas are
involved in the study, and the unit ends with an integrated culminating activity. Units of several weeks’ duration
may emerge from this process, and the whole school may be involved. A theme based unit involving the whole
school may be independent of the regular school schedule.
Other thematic programs may involve teachers across the same grade, wherein teachers carefully connect the
activities to the Standards in each discipline. Over time, they have developed a long list Of possible culminating
activities. They also update their Website Continually and use it as a teaching tool with students. The site offers
many interesting options for those interested in this method of integration (ASCD, 2004).
Implementation Outcome. Using theme-based learning, students can exhibit excellent on-task
behavior and work collaboratively. Also, students are engrossed both as presenters and as an
audience for the half-day performance task presentations as they use a wide range of presentation,
such as video, panel, forum or colloquium, debate, sculpture. Music, etc. They can demonstrate an in-
depth understanding of the topics as a result of their sustained interest around various questions. In
fact, fewer recess problems occur during this two-week period that made teachers enjoy the process
and the results.

5. Fusion. In this method, teachers fuse skills, knowledge, or even attitudes into the regular school curriculum.
In some schools, students learn respect for .the environment in every subject area or some incorporate values
across disciplines. Fusion can involve basic skills. Many schools emphasize positive work habits in each
subject area. Educators can also fuse technology across the curriculum with computer skills integrated with in
every subject area (ASCO, 2004).

Implementation Outcome. As a result, fusion brings positive gains in student achievement resulting
from integrated instruction in the classroom (Bolack, et al., 2005; Romance & Vitale, 1992; Campbell
and Henning, 2010). In addition, students make connections among disciplines, values, concepts,
content, and life experiences. Students’ increased critical thinking skill’, self-confidence, positive
attitude, and love for learning manifest their effectiveness. Shriner, et al. (2010) also found that
 motivated teachers and students allow a classroom to be a ositive, fun, and engaging environment in
which to learn.

Other Types of Integrated Curriculum

There are different types of an integrated curriculum as mentioned by ASCD (2004):
1 Connected. This happens when topics surrounding disciplines are connected, which allows
students to review and re-conceptualize ideas within a discipline. However, it has its
shortcomings because the content focus still remains in one discipline.
2 Sequenced. This is observed when similar ‘ideas are taught together, although different
subjects, which facilitates learning across content areas, but requires a lot of communication
among teachers of different disciplines.
3 Shared. This is when teachers use their planning to create an integrated unit between two
disciplines. Although in some ways, this method of integration requires a lot of communication
and collaboration between two teachers. A teacher presents the structure, format and standards
in making research while collaborating with the science teacher, who focuses on the content
area of research that is related to science.
4 Webbed. This• reflects when a teacher plans to base the subject areas around a central theme
that will tend students to see the connection within different subjects.

Doing Curriculum Integration in the Classroom

Chhabra (2047) posited that integrating curriculum in the classroom includes combining different subject areas
and then, teaching them in relation to a singular theme or an idea. Lnnovative teachers and schools prefer
integrating the curriculum in their classrooms as it improves student achievement and leads to an increase in
student standardized scores. Placing student achievement on top priority, an integrated curriculum utilizes the
mentioned three different approaches of integration.

Benefits of Integrated Curriculum Model

1 It focuses on basic skills, content, and higher-level thinking.
2 It provides a deeper understanding of content.
3 It encourages active participation in relevant real-life experiences.
4 It provides connections among various curricular disciplines.
5 It accommodates a variety of learning styles, theories and multiple intelligences.

New Literacy Integration in the K to 12 Curriculum

The new literacy can be integrated into the K to 12 curriculum across subject areas as presented in the table
below. However, the integration of new literacy is not limited to the identified disciplines, the given learning
outcomes, suggested strategies and assessment. In fact, each learning area can integrate as many new
literacies as possible depending on the lesson, the nature of the subject and the Objectives or intended
outcomes. New literacy integration can take place in as many disciplines as possible.
Integration of New Literacy in the K to 12 Curriculum

Literacy Subject Area Outcome Strategy Assessment Output

1. Multicultural Araling Demonstrate respect for
Role playing Rubric assessment result
and Global Literacy Panlipunan cultural diversity Brainstorming Brainstorming report

2. Social Edukasyon Apply

sa ethical and moral
Case analysis Case report
Literacy Pagpapakatao standards on given issues
Dilemma analysis Narratives
and cases
3, Media English Use media Media-assisted
in E-portfolio
Literacy Filipino communication instruction Google clip
dissemination and
transaction

4. Financial Literacy Math Solve problems in the contextProblem

of solving Scores in problem solving
business and investment aspects drills and exercises
Apply effective techniques in
 TLE budgeting and income generating
Business simulationBusiness plan and
enterprise and immersion inventory
5. Digital/Cyber Computer Examine the computer virus that
Hands-on activity Computer Capstone
Literacy Subject commonly damages computer
Experiential learning
networks and systems Project-based

Research Cite ways in resolving plagiarismExploratory methodResearch output

issues and determine research
protocols
6. Eco literacy Science Suggest ways on how to protect Project-based Project Portfolio
nature and address climate changeTask-based Participation Log
Learning
Reflection journal

7. Arts and creative

MAPEH Create artworks and artistic
Manipulative worksProject design
Literacy designs using indigenous materials
Arts studio workshop
Crafts
method

MULTICULTURAL AND GLOBAL LITERACY

LEARNING OUTCOMES
1. Discuss global and multicultural literacy
2. Illustrate the Global Competence Framework
3. Explain the dimensions of multiculturalism
4. Elucidate on the assessment strategy for global competence and global understanding
5. Present effective ways on how to integrate global multiculturalism in the lesson using appropriate
delivery strategies, instructional materials and assessment tools.
6. Draw relevant life lessons and significant values from personal experience in demonstrating
multicultural literacy
7. Analyze research abstract on global and multicultural literacy and its implications on the teaching-
learning process
8. Draft relevant policy in addressing multiculturalism in school

CONCEPT EXPLORATION
As schools cater to diverse students in class, be it in terms of gender, color, race, nationality, religious
affiliations, cultural beliefs, ethnic groups, socio-economic status, etc., teachers need to understand the concept
of multicultural literacy to come up with appropriate approaches in class.

Multicultural Literacy
Multicultural literacy consists of the skills and ability to identify the creators of knowledge and their interests
(Banks, 1996) to reveal the assumptions of knowledge, to view knowledge from diverse ethnic and cultural
perspective, and to use knowledge to guide action that will create a humane and just world (Boutte, 2008).

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,

Accordingly, education for multicultural literacy should help students to develop the 21 st century skills and
attitudes that are needed to become active citizens who will work toward achieving social justice within
communities. Because of the growing racial, language and ethnic diversity in the country, multicultural literacy
needs to be transformed in substantial ways to prepare students to function effectively in the 21 st Century
(Boutte).
 Boutte (2008) reiterated that making small changes within the classrooms can create big changes globally. As
diversity grows, there is a need for the emergence of multicultural education that is more representative of the
students in today's classrooms. Banks (2003) asserted that students to be advocates of multiculturalism is also
a matter of sending a message of empathy and tolerance in schools to develop a deeper understanding of
others and appreciation of different cultures. Developing these attitudes and skills requites knowledge prior to
teaching students how to question assumptions about cultural knowledge and how to critique and critically think
about these important cultural issues, which is what essentially makes multicultural literacy a 21st Century
literacy (Banks, 2003).

Global Literacy
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 a human decision on both, It also aims to empower students with knowledge and take action to make a
positive impact in the world and their local community (Guo,2014).

According to the Ontario Ministry of Education (2015), a global citizen should possess the following
characteristics: (1) respect for humans regardless of race, gender, religion or political perspectives; (2) respect
for diversity and various perspectives; (3) promote sustainable patterns of living, consumption, and production;
and (4) appreciate the natural world and demonstrate respect on the rights of all living things.

Interconnecting multicultural and global literacy. Every classroom contains students of different races,
religions and cultural groups. Guo (2014) averred that students embrace diverse behaviors, cultural values,
patterns of practice, and communication, yet they all share one commonality, which is their educational
opportunity.

Therefore, teachers should teach their students that other cultures exist and that these deserve to be
acknowledged and respected. Integrating a variety of cultural context into lessons and activities teaches
students to view the world from many angles, creates respect for diversity and enables •students to learn
exciting information. As classrooms become increasingly more •diverse, it is important for educators to analyze
and address diversity issues and integrate multiculturalism information into the classroom curriculum (Guo,
2014).

The OECD Global Competence Framework

 The framework depicts the four dimensions cf global competence encompassing the development of
knowledge, values, attitude and skills that flow along parameters of attaining such competency.

Global Competence
The desire to participate in interconnected, complex and diverse societies has become a pressing need.
Recognizing the roles of schools in preparing the youth to participate in the world the OECD's Program for
International Student Assessment (PISA) developed a framework to explain, foster and assess StUdents,
global competence. This design serves as a tool for policymakers leaders and teachers in fostering global
competence among students worldwide.

Global competence is a multidimensional capacity. Therefore globally competent individuals can analyze and
rationalize 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 (OECD publication).

Global competence refers to skills, values and behaviors that prepare young people to thrive in a diverse,
interconnected and rapidly changing world. It is the ability to become engaged citizens and collaborative
problem solvers who are ready for the workforce.

Promoting competence in schools. Schools play a crucial role in helping young people to develop global
competence. They can provide opportunities to critically examine global developments that are significant to
both the world and to their own lives. They can teach students how to critically, effectively and responsibly use
digital information and social media platforms.

Schools can encourage intercultural sensitivity and respect by allowing students to engage in experiences that
foster an appreciation for diverse peoples, languages and cultures (Bennett, 1993; Sinicrope, Norris and
Watanabe, 2007). Schools are also positioned to enhance students' ability to understand their place in the
community and the world and improve such ability to make •judgments and take action (Hanvey, 1975 in PISA,
2018).

The Need for Global Competence

The following are the reasons Why global competence is necessary.
1. To live, harmoniously in multicultural communities. Education for global competence can promote
cultural awareness and purposeful interactions in increasingly diverse societies (Brubacker and Laitin,
1998; Kymlicka, 1995; Sen, 2007), People with diverse cultures are able to live peacefully, respect
differences, find common solutions, resolve conflicts and learn to live together as global citizens
(Delors, et. al., 1996; UNESCO, 2014b). Thus, education can teach students the need toaddress
cultural biases and stereotypes.
2. To thrive in a changing labor market. Education. for global competence can boost employability
through effective communication and appropriate behavior within diverse teams using technology in
accessing and connecting to the world (British Council, 2013).
3. To use media platforms effectively and responsibly. Radical transformations in digital technologies
have shaped young people's outlook on the world, their interaction with others and their perception of
themselves. Online networks, social media and interactive technologies give rise to new concepts of
learning, wherein young people exercise to take their freedom on what and how they learn
(Zuckerman, 2014).
4. To support the sustainable development goals. Education for global competence can help form new
generations who care about global issues and engage in social, political, economic and
environmental discussions.

Dimensions of Global Competence: Implications to Education

Education for global competence is founded on the ideas of different models of global education, such as
intercultural education, global citizenship education and education for democratic citizenship (UNESCO, 2014a;
Council of Europe, 2016a).
 Despite differences in focus and scope, these models share a common goal of promoting students'
understanding of the world and empower them to express their views and participate in the society. PISA
proposes a new perspective on the definition and assessment Of global competence that will help policy
makers, and school leaders create learning resources and curricula that integrate global competence as a
multifaceted Cognitive, socio-emotional and civic learning goal (Boix Mansilla, 2016).

This definition outlines four dimensions of global competence that people need to apply in their everyday life
just like students from different cultural backgrounds are working together on school projects.

Dimension 1: Examine issues of local, global and cultural significance

This dimension refers to globally competent people's practices of effectively utilizing knowledge about the
world and critical reasoning in forming their own opinion about a global issue. People, who acquire a mature
level of development in this dimension, use higher-order thinking skills, such as selecting and weighing
appropriate evidence to support arguments about global developments. Most likely, globally competent
students can draw on and combine the disciplinary knowledge and thinking styles learned in schools to ask
questions, analyze data and propositions, explain phenomena, and develop a position concerning a local,
global or cultural issue. Hence, globally competent people effectively use and create both traditional and digital
media (Boix Mansilla and Jackson, 2011).

Dimension 2: Understand and appreciate the perspectives and world views of others
This dimension highlights that globally competent people are willing and capable of considering other people's
perspectives and behaviors from multiple viewpoints to examine their own assumptions. This in turn, implies a
profound respect for and interest in others with their ccncept of reality and emotions. Individuals with this
competence also consider and appreciate the connections that enable them to bridge in differences and create
common ground. They retain their cultur•, identity while becoming aware of the cultural values and beliefs of
people around them (Fennes and Hapgood, 1997).

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

This dimension describes what globally competent individuals can do when they interact with people from
different cultures. They understand the cultural norms, interactive styles and degrees of formality of intercultural
contexts, and they can flexibly adapt their beha.'ior and communication manner through respectful dialog eve?
with marginalized groups. Therefore, it emphasizes individuals' capacity to interact with others across
differences in ways that are open, appropriate and effective (Barrett, et. al., 2014).

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

Phis dimension focuses on young people's role as active and responsible members of society and refers to
individual's readiness to respond to a given local, global or intercultural issue or situation• It rec ognizes that
young people have multiple realms of influence rangr.g from personal and local to digital and global. Globally
competent people create opportunities to get engaged to improve living conditions in their communities and
build a .just, peacefUl' inclusive and an environmentally sustainable world.

The assessment strategy for global competence

The PISA 2018 assessment of global competence contributes development, while considering challenges and
limitations. It has two components: 1) a cognitive test exclusively focused on the construct of aglobal
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).

Curriculum for global competence: Knowledge, skills, attitudes and values

Schools can provide opportunities for students to explore complex global issues that they encounter through
media and their own experiences. The curriculum should focus on four knowledge domains: (1) culture and
intercultural relations; (2) socio-economic development and interdependence; (3) environmental sustainability;
and (4) global institutions, conflicts and human rights. Teaching these four domains should stress on
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, nondiscrimination, equality, fairness,
acceptance, justice, non-violence and tolerance (OECD, 2018).

Skills to understand the world and to take action

Global competence builds on specific cognitive, communication and socio-emotional skills. Effective education
for global competence gives students the opportunity to mobilize and use their knowledge, attitudes, skills and
values together while sharing ideas on global issues in and outside of school or interacting with people from
different cultural backgrounds.

A school community that desires to nurture global competence Should focus on clear, controllable and
realizable learning goals. This means engaging all educators to reflect on teaching topics that are globally
significant, the types of skills that foster deeper understanding Of the world and facilitate respectful interactions
in multicultural contexts, and the attitudes and values that drive autonomous learning and inspire responsible
action (OECD, 2018).

Knowledge about the world and other cultures

Global competence is supported by the knowledge of global issues that affect lives locally and around the
globe, as well as intercultural knowledge, or knowledge about the similarities, differences and relations among
cultures. This knowledge helps people to challenge misinformation and stereotypes about other countries and
people, and thus, results in intolerance and oversimplified representations of the world.
This can be done through the following strategies (OECD, 2018):

Perspective-taking refers to the cognitive and social skills of understanding how other people think and feel.

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.

Openness, respect for diversity and global-mindedness

Globally competent behavior requires an attitude of openness towards people from other cultural backgrounds,
an attitude of respect for cultural differences and an attitude of global-mindedness. Such attitudes can be
fostered explicitly through participatory and learner centered teaching, as well as through a curriculum
characterized by fair practices and an accommodating school climate for all students.
Openness toward people from other cultural backgrounds involves sensitivity towards curiosity about and
willingness to engage with other people and other perspectives on the world (Byram, 2008; Council of Europe,
2016a).

Respect consists of a positive regard for someone based on judgment of intrinsic worth. It assumes the dignity
of all human beings and their inalienable right to choose their own affiliations, beliefs, opinions or practices
(Council of Europe, 2016a).

Global-mindedness is defined as a worldview, in which one sees him/herself connected to the community and
feels a sense of responsibility for its members (Hansen, 2010).

Valuing human dignity and diversity

Valuing human dignity and valuing cultural diversity contribute to global competence because they constitute
critical •filters through which individuals process information about other cultures and decide how to engage
with others and the world. Hence, people, who cultivate these values, become more aware of themselves and
their surroundings, and are strongly motivated to fight against exclusion, ignorance, violence, oppression and
war.
Clapham (2006) introduced the four aspects of valuing equality of core rights and dignity. To wit: (1) the
prohibition of all types Of inhuman treatment, humiliation or degradation by one person over another, (2) the
assurance of the possibility for individual choice and the conditions for each individual's self-fulfillment,
autonomy or self-realization; (3) the recognition that protection of group identity and culture may be essential
for that of personal dignity; and (4) the creation of necessary conditions to have the essential needs satisfied.
 Global understanding
Understanding is the ability to use knowledge to find meaning and connection between different pieces of
information and perspectives.

The framework distinguishes four interrelated cognitive processes that globally competent students need 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 others' 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 on the basis of consequences

Thus, globally competent students should be able to perform a wide variety of tasks utilizing different cognitive
processes, such as: reasoning with evidence about an issue or situation of local, global and intercultural
significance; searching effectively for useful sources Of information; evaluating information on the basis of its
relevance and reliability; synthesizing information to describe the main ideas in an argumentative text or the
salient passages of a conversation; and combining their background knowledge, new information and critical
reasoning to build multi-causal explanations of global or intercultural issues (OECD, 2018).

Integrating Global and Intercultural Issues in the Curriculum

For global education to translate abstraction into action, there is a need to integrate global issues and topics
into existing subjects (Klein, 2013; UNESCO, 2014). IQ practice, content knowledge related to global
competence is integrated in the curriculum and taught in specific courses. Therefore, students can understand
those issues across ages, starting in early childhood when presenting them in developmentally appropriate
ways (Boix Mansilla and Jackson, 2011; UNESCO, 2015).

Therefore, Gaudelli (2006) affirmed that teachers must have clear ideas on global and intercultural issues that
students may reflect on. They also need to collaboratively research topics and carefully design .the curriculum
while giving students multiple opportunities to learn those issues. Teachers may also engage in professional
learning communities and facilitate peer learning.

More so, teaching about minority cultures in different subject areas entails accurate content information about
ethnically and racially diverse groups and experiences. Curricula should promote the integration of knowledge
of other people, places and perspectives in the classroom throughout the year (UNESCO, 2014a), rather than
using a "tourist approach", or giving students a superficial glimpse of life in different countries now and then.

Textbooks and other instructional materials can also distort cultural and ethnic differences (Gay, 2015).
Teachers and their students should critically examine textbooks and other teaching resources and supplement
information when necessary.

Connecting global and intercultural topics to the reality, contexts and needs of the learning group is an
effective methodological approach to make them relevant to adolescents (North-South Centre of the Council of
Europe, 2012). People learn better and become more engaged when they get connected with the content and
when they see its relevance to their lives and their -immediate environment (Suarez-Orozco and Todorova,
2008).

Pedagogies for promoting global competence.

Various student-centered pedagogies can help students develop critical thinking along global issues, respectful
communication, conflict management skills, perspective taking and adaptability.
 Group-based cooperative project work can improve reasoning and collaborative skills. It involves topic- or
theme-based tasks suitable for various levels and ages, in which goals and content are negotiated and learners
can create their own learning materials that they present and evaluate together. Learners, participating in
cooperative tasks, soon would realize that to be efficient, they need to be respectful, attentive, honest and
empathic (Barrett, et. al., 2014).

Class discussion is an interactive approach thät encourages proactive listening and responding to ideas
expressed by peers. By exchanging views in the classroom, students rearn that there is no single right answer
to a problem, understand the reasons why others hold different v(ews and reflect on the origins of their own
beliefs (Ritchhart, et. al., 2011).

Service learning is another tool that can help students develop multiple global skills through real-world
experience. This requires learners to participate in organized activities that are based on what has been
learned in the classroom and that benefit their communities. After the activities, learners reflect critically on their
service experience to gain further understanding of course content, and enhance their sense of role in society
with regard to civic, social, economic and political issues (Bringle and Clayton, 2012). Through service learning,
students not only "serve to learn," which is applied learning, but also "learn to serve" (Bringle, et. al., 2016).

The Story Circle Approach intends students to practice key intercultural skills, including respect, cultural self-
awareness and empathy (Deardorff, n.d.). The students, in groups of 5-6, take turns sharing a 3-minute story
from their own experience based on specific prompts, such as "Tell us about your first experience when you
encountered someone who was different from you in some ways." After all students in the group have shared
their personal stories, students then, share the most memorable point from each story in a "flash back" activity.

Other types of intercultural engagements involve simulations, .interviews, role plays and online games.

Attitudes and values integration toward global competence. Allocating teaching time to a specific subject
that deals with human rights issues and non-discrimination is an important initial step in cultivating values for
global competence.

Values and attitudes are partly communicated through the formal curriculum and also through ways, in which
teachers and students interact, how discipline is encouraged and the types of opinions and behavior that are
validated in the classroom. Therefore, recognizing the school and classroom environments' influence on
developing Students' values would help teachers become more aware of the impact of their teaching on
students (Gay, 2015).