[Unlocked] 271 – 283 First

[Unlocked] 271 – 283 First

In this exercise, you share your revised lesson plan using the “Project Y: Exercise for Reorienting Curriculum” activity and shall review and comment on at least three of your classmates’ plans. In your posting be sure to include the following at a minimum:

  • The title, goal, and student learning outcomes of the lesson.
  • For each element, i.e. Society, Economy, and Environment, describe one or more of the modifications you implemented.
  • To add flavor and interest to the discussion, tap into the local issue(s) that you used to revise the lesson plan.

If you are not teaching then you’ll need to envision a class for which to develop the plan.

References

Butler, F. (1978). The Concept of Competence: An Operational Definition. Educational Technology, 18(1), 7-18. Retrieved from http://www.jstor.org/stable/44418395

  • JSTOR provides a free, 12-page preview of this article (pages 7-18) that can only be read online. In this article, the author expresses concerned with the meaning of the word competence itself, the role of educational technology, and a functional relationship between them.

Cloud, J. (2015, November 29). Education for Sustainability [Video]. TEDx. Made Available through http://www.kaltura.com/tiny/98doo 

  • Watch Education for Sustainability by Jaime Cloud.  The activity you will be doing for “Project Y: Exercise for reorienting curriculum” will cause you to consider the use of local issues to engage and add relevance for students. As you watch Jaime Cloud’s talk, consider the educational examples she draws on that have local importance and meaning to students. This is an excellent strategy for hooking students on a visceral level with relevant and local topics.
  • Education for Sustainability Transcript [PDF]. 

Globalization in Education: Process and Discourse, Jürgen Schriewer. Policy Futures in Education, Vol 1, Issue 2, pp. 271 – 283 First Published June 1, 2003. Retrieved from https://doi.org/10.2304/pfie.2003.1.2.6

  • The article draws on comparative analyses meant to investigate both the degree and the dimensions of the ‘internationalization’ of educational knowledge in societies that differ considerably in terms of civilizational background and modernization path.

Leading for Global Competency, Retrieved from http://www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Leading-for-Global-Competency.aspx

  • This article states that the purpose of schooling is to prepare students for life in the real world in their communities and societies, both in the present—while students are in school—and in the future—after they leave school behind.

Mansilla, V. B., & Jackson, A. (2013). Educating for global competence: Learning redefined for an interconnected world. In H. Jacobs (Ed.), Mastering Global Literacy (5-27). New York: Solution Tree. Retrieved from http://pz.harvard.edu/sites/default/files/Educating%20for%20Global%20Competence%20Short%20HHJ.pdf

  • This article points out that to succeed in this new global age, our students will need capacities that include but go beyond reading, mathematics and science – they will need to be far more knowledgeable and curious about world regions and global issues, attuned to diverse perspectives, able to communicate across cultures and in other languages, and disposed to acting toward the common good.

Mansilla, V., & Jackson, A. (2011). Educating for global competence. New York, NY: Asia Society. Retrieved from https://asiasociety.org/files/book-globalcompetence.pdf

  • Read Chapters I & VII. This document introduces a definition of global competence that is the capacity and disposition to understand and act on issues of global significance.

Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. New York, N.Y.: Portfolio. Retrieved from https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action/transcript?language=en

  • Sinek purports that great organizations seem to create their foundation by first addressing why they exist, then how they go about their mission, and then finally, What they do. The purpose here is to challenge you critically think about how you can apply these core questions of Why and How to What you do in education.

United Nations Educational, Scientific, and Cultural Organization. (2012). Education for sustainable development: Sourcebook. https://sustainabledevelopment.un.org/index.php?page=view&type=400&nr=926&menu=1515

  • Read the first second chapter of Education for Sustainable Development Sourcebook, titled “Reorienting Curriculum to Address Sustainability”. As you begin the reading take note of the examples that begin this section and consider how your own curriculum and teaching practice can integrate sustainability

What Is Global Competence? (n.d.). Retrieved from https://www.worldsavvy.org/our-approach/global-competence/.

  • Global competence is the disposition and capacity to understand and act on issues of global significance. The website discusses qualities, characteristics, and abilities the globally competent individuals possess and apply to learn about and engage with the world. Educators who aspire to help students become globally competent must both develop these attributes in themselves and find ways to foster them in students. Download and review the Global Competency Matrix on this website.