Using this Guide
The purpose of this Global Resources Guide is to provide students and staff with a list of resources and tools that will assist them in globalizing their classrooms and making their students "globally competent." Though the guide has been created in conjunction with the Teachers for Global Classrooms program, the opinions contained in it do not reflect the opinions of the US Department of State, nor its contrator, IREX.
Though "global competence" can be defined in a variety of ways, it is best thought of as in terms of the specific set of tools, resources, and knowledge that will allow students to be comfortable in any of the world's cultures. This is important for a variety of reasons among them including world stability, individual success in the workplace, and common understanding. As educator, I believe global competence to be contained in seven key ideas:
1. Structures Must be Studied with Actors (and vice versa). Students must understand how they (and all people) relate to broader social structures like governments, global economics etc.
2.Thick Description is Better than Thin. Students must be given rich, real-life examples alllowing them to personally and emotionally connect with concepts and material.
3. The Global is Found in the Local. In a globalized world, virtually all curriculum relates to and can begin from local issues, objects, concerns or people.
4. Ethics Entails Direct Bridges. If students are to learn about and honestly address the world's issues, they must find ways to learn directly from the people affected by these issues.
5. Technology and Culture. Technology must be used to close cultural and geographic distance.
6. Observing Demands Action. It is not enought to merely observe or research a people or issue. Where possible, students must find a means of acting on issues of mutual concern.
7. Holistic Understanding must Transcend Disciplinary Boundaries. Academic disciplines, though necessary, should not limit the scope of student learning. Teachers and students must be willing to collaborate accross displines where learning and issues demand.
Page by Page Guide
With the demands of a globalized curriculum in mind, this site intends to provide educators with serveral different types of tools that will help them gain acccess to resources, knowledge, and experiences that will help them produced globally competent graduates. Below is a summary of the tabs listed above.
1. Digital Learning Inventory. This page identifies existing resources and techology that can used to enhance global perspective. It also identifies dozens of Web 2.0 sites that can used to enhance global perspectives and global competence.
2. International Learning Opportunities. This page lists dozens of opportunties for students, teachers, and administrators to travel to other countries. Many of these programs are subsidized or entirely funded by foundations or government sources.
3. Standards Based Global Education. This page demonstrates how existing standards might be globalized by providing an example of how an existing Illinois State Standard might be revised to include a global perspective.
4. Community Resources. This page lists and describes organizations in Naperville with a global focus. The list includes research institutions, higher education, non-profits, and various cultural organizations. Teachers in Naperville can draw upon these resources for their own classroom.
5. Global Education Assessment Tools. The page provides teachers and administrators with links to instruments and checklists that can be used to evaluate the global competence of a classroom, a lesson, or an entire curricular map.
6. Essential Questions for Field Experience. The Teachers for Global Classrooms program includes a two or three week field experience in one of several countries. Each TGC fellow must prepare an essential question to examine while in the field. This page give an example of the essential question I sought to examine while in the field in Indonesia and the conclusions I cam to. SInce I am a World Cultures and Comparative Religions teacher I was interested in how the meaning of hijab varies by country and culture.
7. Travel Blog. This page contains the blog I maintained while in the field in Indonesia. It chronicles my experiences day by day and includes my personal and professional reflections.
8. Additional Resources. This page contains links to outstanding resources educators can used to globalize their curriculum.
With the demands of a globalized curriculum in mind, this site intends to provide educators with serveral different types of tools that will help them gain acccess to resources, knowledge, and experiences that will help them produced globally competent graduates. Below is a summary of the tabs listed above.
1. Digital Learning Inventory. This page identifies existing resources and techology that can used to enhance global perspective. It also identifies dozens of Web 2.0 sites that can used to enhance global perspectives and global competence.
2. International Learning Opportunities. This page lists dozens of opportunties for students, teachers, and administrators to travel to other countries. Many of these programs are subsidized or entirely funded by foundations or government sources.
3. Standards Based Global Education. This page demonstrates how existing standards might be globalized by providing an example of how an existing Illinois State Standard might be revised to include a global perspective.
4. Community Resources. This page lists and describes organizations in Naperville with a global focus. The list includes research institutions, higher education, non-profits, and various cultural organizations. Teachers in Naperville can draw upon these resources for their own classroom.
5. Global Education Assessment Tools. The page provides teachers and administrators with links to instruments and checklists that can be used to evaluate the global competence of a classroom, a lesson, or an entire curricular map.
6. Essential Questions for Field Experience. The Teachers for Global Classrooms program includes a two or three week field experience in one of several countries. Each TGC fellow must prepare an essential question to examine while in the field. This page give an example of the essential question I sought to examine while in the field in Indonesia and the conclusions I cam to. SInce I am a World Cultures and Comparative Religions teacher I was interested in how the meaning of hijab varies by country and culture.
7. Travel Blog. This page contains the blog I maintained while in the field in Indonesia. It chronicles my experiences day by day and includes my personal and professional reflections.
8. Additional Resources. This page contains links to outstanding resources educators can used to globalize their curriculum.