Global Competence instrument

The Asia Society and the Council of Chief State School Officers are developing global competencies. Love to hear what you like and what you think is missing or would like to change.

Merry Merryfield

This is the first part of the process.
http://www.edsteps.org/CCSSO/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx+Crwfdw+uF&selected_system_name=DRkDdjiObdU=

Here is some of the work:

Global Competence Matrix

Investigate the World	Recognize Perspectives	Communicate Ideas	Take Action
Students investigate the world beyond their immediate environment.	Students recognize their own and others’ perspective.	Students communicate their ideas effectively with diverse audiences.	Students translate their ideas and findings into appropriate actions to improve conditions.
Students can: Generate and explain the significance of locally, regionally or globally focused researchable questions. Identify, collect and analyze the knowledge and evidence required to answer questions using a variety of international sources, media and languages. Weigh, integrate and synthesize evidence collected to construct coherent responses that is appropriate to the context of issues or problems. Develop an argument based on compelling evidence that considers multiple perspectives and draws defensible conclusions.	Students can: Recognize and articulate one’s own perspective on situations, events, issues or phenomena and identify the influences on that perspective. Articulate and explain perspectives of other people, groups or schools of thought and identify the influences on those perspectives. Explain how the interaction of ideas across cultures influences the development of knowledge and situations, events, issues or phenomena. Articulate how the consequences of differential access to knowledge, technology and resources affect the quality of life and influences perspectives.	Students can: Recognize that diverse audiences may perceive different meanings from the same information. Use appropriate language, behavior and strategies to effectively communicate, both verbally and non-verbally, with diverse audiences. Explain how effective communication impacts understanding and collaboration in an interdependent world. Select and effectively use appropriate technology and media to communicate with diverse audiences.	Students can: Recognize one’s capacity to advocate for and contribute to improvement locally, regionally, or globally. Identify opportunities for personal and collaborative action to address situations, events, issues or phenomena in ways which can make a difference. Assess options for action based on evidence and the potential for impact, taking into account varied perspectives and potential consequences for others. Act creatively and innovatively to contribute to improvement locally, regionally or globally both personally and collaboratively.

Content of the Work

We invite students to submit work that addresses a critical global issue area of our time, such as:

Environmental Sustainability
Population Growth and Transition
Economic Development
Global Conflict and Cooperation
Health and Human Development
Human Rights
Cultural Identity and Diversity
Media and Technology

Your students should identify and investigate a specific problem or opportunity within one of these issue areas, or another
critical global issue area that is meaningful to them.

The work may be created for a variety of purposes: to analyze, describe, critique, explain,
persuade, tell a story, express an opinion, offer an artistic interpretation,
etc. The work can take a variety of forms, including but not limited to:

Written document (essay, story or screenplay, “Op-Ed”, poetry, etc.)
A work of digital media (short video, PowerPoint, audio slide show, etc.)
A work of art or design (painting, sculpture, architectural design, song, etc.)

Building Scales of Student Work Demonstrating Global Competence

This project is intended to provide you and your students with an opportunity to think about and address
important global issues, or issues within their community that reflect global
challenges and opportunities. We rely on your professional judgment as to
whether the task should be done as an assignment integrated into the curriculum
or as a special project. However the work is structured, we strongly encourage
you to provide this opportunity to all or as many of your students as possible,
and to submit to us all of the work your students produce. To deepen our
understanding of what global competence “looks like” in student work, it is
essential to have a broad range of student work products.

Once enough work samples are collected, the samples will be evaluated by readers from across
the country using the Global Competence Matrix. We invite you to help us build
the scale by participating as a reader when the work samples are available later
this year.

Why Global Competence?

Today’s students are entering into a world vastly different from that of the 20th century. Schools and communities need to prepare
their young people to succeed in this new global environment. For our students’
well-being, the vitality of our communities and the welfare of our entire nation
we must cultivate the knowledge, skills and passion in students that will enable
them to recognize the challenges and opportunities of an interconnected world
and contribute to its improvement. Better approaches to teaching and assessing
student work that address issues of global significance both world wide and in
their own neighborhood are essential to a world-class education system.

Replies

Valerie Becker March 26, 2010 at 7:29pm

Thank you so much for sharing the Global Competence Matrix. It is great! I'll share it with the staff at our school and give you their input.
Co-Chair

Lucy Gray March 6, 2010 at 11:16am

This is fabulous!!! Thank you for sharing!

This reply was deleted.