VIA INDONESIA
My Global Experience
Grading Global Education
Global Education Checklist
"This checklist is a practical tool that teachers, curriculum developers, school administrators, and state education agency staff can use to gauge their work within the realm of global/international education."
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"Consider this checklist a self-assessment tool. Use the scale here to measure the degree of success in the different areas in question. Create a self-assessment report that includes qualitative and quantitative evidence to support responses to the various questions. Once this needs assessment is completed, develop action plans for the development of specific goals, defining resources, time and participation required. The action plan should be continuously updated with progress being noted."
Global Awareness Rubric
From Duke, "A world citizen (according to Burrows) should possess a well-developed set of cognitive abilities and sense of the self as a global self, and should engage with the contemporary world in an effective and ethical fashion. Specifically, a world citizen should have the knowledge base for understanding global forces that affect people’s lives, for addressing global issues from a multidisciplinary perspective, and for appreciating the diversity of human experience. The world citizen will also have the skills to construct new ideas or plans that will generate effective action. A world citizen will have concern for global issues, respect for human difference, and a sense of a global identity."
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The Global Awareness Rubric will help to determine levels of awareness.
Global Citizenship
Use Oxfam's Global Citizenship in the Whole School: Getting Started to conduct a whole school audit. Use the key areas as is or customize it to your community. Loaded with "ideas to inspire", this resource is a "must have"!
Intercultural Competency
Intercultural Knowledge and Competence is "a set of cognitive, affective, and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts.” (Bennett, J. M. 2008. Transformative training: Designing programs for culture learning. In Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations, ed. M. A. Moodian, 95-110. Thousand Oaks, CA: Sage.)
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These rubrics are for schoolwide use to facilitate dialog about campus awareness and support full attainment of skills.
SAMR Model
"The Substitution Augmentation Modification Redefinition Model (SAMR) is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences so they result in higher levels of achievement for students."
Global Competency Matrices
Global Competence is the capacity and disposition to understand and act on issues of global significance.
Global Competence can be developed within any discipline, and it can cut across disciplines. The seven global competence matrices — one main matrix and six content-area matrices — help teachers and students understand Global Competence and how to apply it.
The main Global Competence matrix provides detail about the overall definition of Global Competence and how it might be demonstrated by students. The six content-area matrices supplement the main matrix with additional information and perspectives relevant to each content area and its objectives and offer teachers and students a way to look at global competence through the different content area lenses.
SAMR Model
TIM Matrix
"The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative (Jonassen, Howland, Moore, & Marra, 2003). The TIM associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments. Together, the five levels of technology integration and the five characteristics of meaningful learning environments create a matrix of 25 cells."
How Global is Your School?
A short online audit that will give you a personalized, detailed action plan for your school.
After School Program Guidance
Here you can find more detailed guidance for globalizing your after school program.
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The Global Learning in Afterschool Self-Assessment Tool is a resource created by Asia Society’s Partnership for Global Learning, in collaboration with afterschool partners, to assess and improve programs’ capacity to help build the global competence of youth.
